-
1
-
-
0003682154
-
Kids count data book: State profiles of child well-being
-
Casey Foundation. Baltimore, MD: Author
-
Annie E. Casey Foundation. (1994). Kids count data book: State profiles of child well-being. Baltimore, MD: Author.
-
(1994)
-
-
Annie, E.1
-
2
-
-
0012035924
-
SPECS evaluation of the Heinz Pennsylvania early childhood initiatives
-
Pittsburgh, PA: Heinz Endowments
-
Bagnato, S. J. (1997). SPECS evaluation of the Heinz Pennsylvania early childhood initiatives. Pittsburgh, PA: Heinz Endowments.
-
(1997)
-
-
Bagnato, S.J.1
-
3
-
-
0012032747
-
Psychology in education as developmental healthcare: A proposal for fundamental change and survival
-
R. Talley, T. Kubiszyn, M. Brassard, & R. Short (Eds.), Washington, DC: American Psychological Association
-
Bagnato, S. J. (1999). Psychology in education as developmental healthcare: A proposal for fundamental change and survival. In R. Talley, T. Kubiszyn, M. Brassard, & R. Short (Eds.), Making psychologists in schools indispensable: Critical questions and emerging perspectives (pp. 159-164). Washington, DC: American Psychological Association.
-
(1999)
Making Psychologists in Schools Indispensable: Critical Questions and Emerging Perspectives
, pp. 159-164
-
-
Bagnato, S.J.1
-
4
-
-
0003509792
-
Developmental outcomes and impact of the early childhood initiative (ECI): Statistical analysis of the first 16 months
-
Pittsburgh, PA: Heinz Endowments
-
Bagnato, S. J. (2000). Developmental outcomes and impact of the early childhood initiative (ECI): Statistical analysis of the first 16 months. Pittsburgh, PA: Heinz Endowments.
-
(2000)
-
-
Bagnato, S.J.1
-
5
-
-
0003738587
-
LINKing assessment and early intervention: An authentic curriculum-based approach
-
(3rd ed.). Baltimore, MD: Brookes
-
Bagnato, S. J., Neisworth, J. T., & Munson, S. M. (1997). LINKing assessment and early intervention: An authentic curriculum-based approach (3rd ed.). Baltimore, MD: Brookes.
-
(1997)
-
-
Bagnato, S.J.1
Neisworth, J.T.2
Munson, S.M.3
-
6
-
-
34447648340
-
Long-term effects of early childhood programs on cognitive and school outcomes
-
Barnett, S.W. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
-
(1995)
The Future of Children
, vol.5
, Issue.3
, pp. 25-50
-
-
Barnett, S.W.1
-
7
-
-
0004179869
-
Developmentally-appropriate practice in early childhood programs
-
(Eds). Washington, DC: NAEYC
-
Bredekamp, S., & Copple, C. (Eds). (1997). Developmentally-appropriate practice in early childhood programs. Washington, DC: NAEYC.
-
(1997)
-
-
Bredekamp, S.1
Copple, C.2
-
8
-
-
0002986236
-
The effectiveness of early intervention for disadvantaged children
-
M. J. Guralnick (Ed.), New York: Academic Press
-
Bryant, D., & Maxwell, K. (1997). The effectiveness of early intervention for disadvantaged children. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 23-46). New York: Academic Press.
-
(1997)
The Effectiveness of Early Intervention
, pp. 23-46
-
-
Bryant, D.1
Maxwell, K.2
-
9
-
-
0037540886
-
Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention
-
Campbell, F., & Ramey, C. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32, 743-772.
-
(1995)
American Educational Research Journal
, vol.32
, pp. 743-772
-
-
Campbell, F.1
Ramey, C.2
-
10
-
-
0032337626
-
Predicting kindergarten academic skills: Interactions among child care maternal education and family literacy environments
-
Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Predicting kindergarten academic skills: Interactions among child care maternal education and family literacy environments. Early Childhood Research Quarterly, 13, 501-521.
-
(1998)
Early Childhood Research Quarterly
, vol.13
, pp. 501-521
-
-
Christian, K.1
Morrison, F.J.2
Bryant, F.B.3
-
11
-
-
25944446655
-
Quality care does mean better outcomes
-
Retrieved March 15, 2002, from the University of North Carolina, Chapel Hill, National Center for Early Development and Learning Web site
-
Clifford, D., Peisner-Feinberg, E., Culking, M., Howes, C., & Kagan, S. L. (1998). Quality care does mean better outcomes. Retrieved March 15, 2002, from the University of North Carolina, Chapel Hill, National Center for Early Development and Learning Web site: http://www.fpg.unc.edu/∼ncedl/Pages/spotlt2.htm
-
(1998)
-
-
Clifford, D.1
Peisner-Feinberg, E.2
Culking, M.3
Howes, C.4
Kagan, S.L.5
-
12
-
-
4244110454
-
Early intervention standards
-
Commonwealth of Pennsylvania. Harrisburg, PA: Bureau of Special Education
-
Commonwealth of Pennsylvania. (1991). Early intervention standards. Harrisburg, PA: Bureau of Special Education.
-
(1991)
-
-
-
13
-
-
4243449923
-
Program quality profile for early childhood settings
-
Unpublished Assessment
-
Cook-Kilroy, J., Bagnato, S. J., Smith-Jones, J., & Matesa, M. (1998). Program quality profile for early childhood settings. Unpublished Assessment.
-
(1998)
-
-
Cook-Kilroy, J.1
Bagnato, S.J.2
Smith-Jones, J.3
Matesa, M.4
-
14
-
-
0001804948
-
Another decade of intervention for children who are low income or disabled: What do we know?
-
J. P. Shonkoff & S. J. Meisels (Eds.), (2nd ed.). Cambridge, England: Cambridge University Press
-
Farran, D. C. (2000). Another decade of intervention for children who are low income or disabled: What do we know? In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 511-548) (2nd ed.). Cambridge, England: Cambridge University Press.
-
(2000)
Handbook of Early Childhood Intervention
, pp. 511-548
-
-
Farran, D.C.1
-
15
-
-
0001371216
-
Trends in the demography of childhood poverty and disability
-
Fujiura, G. T., & Yamaki, K. (2000). Trends in the demography of childhood poverty and disability. Exceptional Children, 66(2), 187-199.
-
(2000)
Exceptional Children
, vol.66
, Issue.2
, pp. 187-199
-
-
Fujiura, G.T.1
Yamaki, K.2
-
16
-
-
0012038157
-
Educational expectations and school achievement of urban African-American children
-
Gill, S., & Reynolds, A. J. (2000). Educational expectations and school achievement of urban African-American children. Journal of School Psychology, 37, 403-424.
-
(2000)
Journal of School Psychology
, vol.37
, pp. 403-424
-
-
Gill, S.1
Reynolds, A.J.2
-
17
-
-
0008639506
-
Basic school skills inventory-3: A readiness measure for teachers
-
Austin, TX: PRO-ED
-
Hammill, D. D., Leigh, J. E., Pearson, N. A., & Maddox, T. (1998). Basic school skills inventory-3: A readiness measure for teachers. Austin, TX: PRO-ED.
-
(1998)
-
-
Hammill, D.D.1
Leigh, J.E.2
Pearson, N.A.3
Maddox, T.4
-
18
-
-
0012035928
-
The Head Start path to positive child outcomes
-
Head Start Bureau. Washington, DC: Department of Health and Human Services, Administration for Children and Families, Head Start Bureau
-
Head Start Bureau. (2000). The Head Start path to positive child outcomes.Washington, DC: Department of Health and Human Services, Administration for Children and Families, Head Start Bureau.
-
(2000)
-
-
-
19
-
-
0005530922
-
Developmental observation checklist system (DOCS)
-
Austin, TX: PRO-ED
-
Hresko,W., Miguel, S., Sherbenou, R., & Burton, S. (1994). Developmental observation checklist system (DOCS). Austin, TX: PRO-ED.
-
(1994)
-
-
Hresko, W.1
Miguel, S.2
Sherbenou, R.3
Burton, S.4
-
20
-
-
0033092953
-
Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study
-
Marcon, R. A. (1999). Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study. Developmental Psychology, 35, 358-375.
-
(1999)
Developmental Psychology
, vol.35
, pp. 358-375
-
-
Marcon, R.A.1
-
21
-
-
0001640922
-
Some non-randomized constructed comparison groups for evaluating age-related outcomes of intervention programs
-
McCall, R. B., Ryan, C. S., & Green, B. L. (1999). Some non-randomized constructed comparison groups for evaluating age-related outcomes of intervention programs. American Journal of Evaluation, 2(20), 213-226.
-
(1999)
American Journal of Evaluation
, vol.2
, Issue.20
, pp. 213-226
-
-
McCall, R.B.1
Ryan, C.S.2
Green, B.L.3
-
22
-
-
0035629454
-
Trusting teacher's judgments: A validity study of a curriculum-embedded performance assessment in kindergarten to grade 3
-
Meisels, S. J., Bickel, D., Nicholson, J., Xue, Y., & Atkins-Burnett, S. (2001). Trusting teacher's judgments: A validity study of a curriculum-embedded performance assessment in kindergarten to grade 3. American Educational Research Journal, 38(1), 73-95.
-
(2001)
American Educational Research Journal
, vol.38
, Issue.1
, pp. 73-95
-
-
Meisels, S.J.1
Bickel, D.2
Nicholson, J.3
Xue, Y.4
Atkins-Burnett, S.5
-
23
-
-
0012067260
-
Creating a system of accountability: The impact of instructional assessment on elementary children's achievement test scores
-
(in press)
-
Meisels, S.M., Atkins-Burnett, S., Xue, Y., Nicholson, J., Bickel, D., & Son, S. (in press). Creating a system of accountability: The impact of instructional assessment on elementary children's achievement test scores. American Educational Research Journal.
-
American Educational Research Journal
-
-
Meisels, S.M.1
Atkins-Burnett, S.2
Xue, Y.3
Nicholson, J.4
Bickel, D.5
Son, S.6
-
24
-
-
0003188034
-
NAEYC position statement: A conceptual framework for early childhood professional development
-
NAEYC
-
NAEYC. (1994). NAEYC position statement: A conceptual framework for early childhood professional development. Young Children, 49(3), 68-77.
-
(1994)
Young Children
, vol.49
, Issue.3
, pp. 68-77
-
-
-
25
-
-
0012066870
-
Recommended practices in assessment
-
S. Sandall, M. E. McLean, & B. J. Smith (Eds.), Longmont, CO: Sopris West
-
Neisworth, J. T., & Bagnato, S. J. (2000). Recommended practices in assessment. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early intervention/early childhood special education (pp. 17-27). Longmont, CO: Sopris West.
-
(2000)
DEC Recommended Practices in Early Intervention/Early Childhood Special Education
, pp. 17-27
-
-
Neisworth, J.T.1
Bagnato, S.J.2
-
26
-
-
0033361042
-
Child outcomes when child care classes meet recommended standards for quality
-
NICHD Early Child Care Research Network
-
NICHD Early Child Care Research Network. (1999). Child outcomes when child care classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077.
-
(1999)
American Journal of Public Health
, vol.89
, pp. 1072-1077
-
-
-
27
-
-
0031989472
-
Early intervention and early experience
-
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120.
-
(1998)
American Psychologist
, vol.53
, Issue.2
, pp. 109-120
-
-
Ramey, C.T.1
Ramey, S.L.2
-
28
-
-
0004198389
-
Recommended practices in early intervention/early childhood special education
-
(Eds.). Longmont, CO: Sopris West
-
Sandall, S., McLean, M. E., & Smith, B. J. (Eds.). (2000). Recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.
-
(2000)
-
-
Sandall, S.1
McLean, M.E.2
Smith, B.J.3
-
29
-
-
0031115761
-
The high/scope preschool curriculum comparison study through age 23
-
Schweinhart, L., & Weikart, D. P. (1997). The high/scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143.
-
(1997)
Early Childhood Research Quarterly
, vol.12
, pp. 117-143
-
-
Schweinhart, L.1
Weikart, D.P.2
-
30
-
-
0003605655
-
Mind in society: The development of the higher psychological processes
-
Cambridge, MA: Harvard University Press
-
Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
-
(1978)
-
-
Vygotsky, L.S.1
-
31
-
-
0002968873
-
Mentoring for early childhood teachers and providers: Building upon and extending tradition
-
Whitebook, M., & Bellm, D. (1996). Mentoring for early childhood teachers and providers: Building upon and extending tradition. Young Children, 52(1), 59-64.
-
(1996)
Young Children
, vol.52
, Issue.1
, pp. 59-64
-
-
Whitebook, M.1
Bellm, D.2
-
32
-
-
0003857093
-
Who cares? Childcare teachers and the quality of the California early childhood mentor teacher program
-
Washington, DC: National Center for Early Childhood Work Force
-
Whitebook, M., Howes, C., & Phillips, D. (1990). Who cares? Childcare teachers and the quality of the California early childhood mentor teacher program. Washington, DC: National Center for Early Childhood Work Force.
-
(1990)
-
-
Whitebook, M.1
Howes, C.2
Phillips, D.3
|