-
1
-
-
0000597089
-
Effects of a four-year Follow Through program on economically disadvantaged children
-
Abelson W.B., Zigler E., DeBlasi C.L. Effects of a four-year Follow Through program on economically disadvantaged children. Journal of Educational Psychology 1974, 66:756-771.
-
(1974)
Journal of Educational Psychology
, vol.66
, pp. 756-771
-
-
Abelson, W.B.1
Zigler, E.2
DeBlasi, C.L.3
-
2
-
-
77954142078
-
-
Washington State Institute of Public Policy, Olympia, WA
-
Aos S., Miller M., Mayfield J. Benefits and costs of K-12 education policies: Evidence-based effects of class size reductions and full-day kindergarten 2007, Washington State Institute of Public Policy, Olympia, WA.
-
(2007)
Benefits and costs of K-12 education policies: Evidence-based effects of class size reductions and full-day kindergarten
-
-
Aos, S.1
Miller, M.2
Mayfield, J.3
-
3
-
-
0028816047
-
Savings achieved by giving WIC benefits to women prenatally
-
Avruch S., Cackley A.P. Savings achieved by giving WIC benefits to women prenatally. Public Health Reports 1995, 110:27-34.
-
(1995)
Public Health Reports
, vol.110
, pp. 27-34
-
-
Avruch, S.1
Cackley, A.P.2
-
4
-
-
34447648340
-
Long-term effects of early childhood programs on cognitive and school outcomes
-
Barnett W.S. Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children 1995, 5(3):25-50.
-
(1995)
The Future of Children
, vol.5
, Issue.3
, pp. 25-50
-
-
Barnett, W.S.1
-
6
-
-
84925978002
-
A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades
-
Becker W.C., Gersten R. A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades. American Educational Research Journal 1982, 19:75-92.
-
(1982)
American Educational Research Journal
, vol.19
, pp. 75-92
-
-
Becker, W.C.1
Gersten, R.2
-
7
-
-
33750970979
-
PK-3: An aligned and coordinated approach to education for children 3 to 8 years old
-
Society for Research in Child Development, Washington
-
Bogard K., Takanishi R. PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social policy report, XIX, No. III 2005, Society for Research in Child Development, Washington.
-
(2005)
Social policy report, XIX, No. III
-
-
Bogard, K.1
Takanishi, R.2
-
8
-
-
0000913558
-
-
The ecology of developmental processes. In R. M. Lerner (Volume editor), W. Damon (Series Editor), Handbook of child psychology, vol. I: Theoretical models of human development. New York: Wiley.
-
Bronfenbrenner, U., & Morris, P.A. (1998). The ecology of developmental processes. In R. M. Lerner (Volume editor), W. Damon (Series Editor), Handbook of child psychology, vol. I: Theoretical models of human development (pp. 993-1027). New York: Wiley.
-
(1998)
, pp. 993-1027
-
-
Bronfenbrenner, U.1
Morris, P.A.2
-
9
-
-
77951831559
-
Meta-analysis of the effects of early education interventions on cognitive and social development
-
Camilli G., Vargas S., Ryan S., Barnett W.S. Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record 2010, 112:579-620.
-
(2010)
Teachers College Record
, vol.112
, pp. 579-620
-
-
Camilli, G.1
Vargas, S.2
Ryan, S.3
Barnett, W.S.4
-
10
-
-
0037540886
-
Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention
-
Campbell F.A., Ramey C.T. Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal 1995, 32:743-772.
-
(1995)
American Educational Research Journal
, vol.32
, pp. 743-772
-
-
Campbell, F.A.1
Ramey, C.T.2
-
11
-
-
20244372126
-
Early childhood education: Young adult outcomes from the Abecedarian project
-
Campbell F.A., Ramey C.T., Pungello E., Sparling J., Miller-Johnson S. Early childhood education: Young adult outcomes from the Abecedarian project. Applied Developmental Science 2002, 6(1):42-57.
-
(2002)
Applied Developmental Science
, vol.6
, Issue.1
, pp. 42-57
-
-
Campbell, F.A.1
Ramey, C.T.2
Pungello, E.3
Sparling, J.4
Miller-Johnson, S.5
-
12
-
-
33846634523
-
The early years: Algorithm-Guided Individualized Reading Instruction
-
Connor C.M., Morrison F.J., Fishman B.J., Schatschneider C., Underwood P. The early years: Algorithm-Guided Individualized Reading Instruction. Science 2007, 315:464-465.
-
(2007)
Science
, vol.315
, pp. 464-465
-
-
Connor, C.M.1
Morrison, F.J.2
Fishman, B.J.3
Schatschneider, C.4
Underwood, P.5
-
13
-
-
0037549747
-
Measuring implementation and multiple outcomes in a Child-Parent Center compensatory education program
-
Conrad K.J., Eash M.J. Measuring implementation and multiple outcomes in a Child-Parent Center compensatory education program. American Educational Research Journal 1983, 20:221-236.
-
(1983)
American Educational Research Journal
, vol.20
, pp. 221-236
-
-
Conrad, K.J.1
Eash, M.J.2
-
14
-
-
0034518424
-
School quality and the longer-term effects of Head Start
-
Currie J., Thomas D. School quality and the longer-term effects of Head Start. The Journal of Human Resources 2000, 35(4):755-774.
-
(2000)
The Journal of Human Resources
, vol.35
, Issue.4
, pp. 755-774
-
-
Currie, J.1
Thomas, D.2
-
15
-
-
84993725062
-
Defining "highly qualified teachers": What does "scientifically-based research" actually tell us?
-
Darling-Hammond L., Youngs P. Defining "highly qualified teachers": What does "scientifically-based research" actually tell us?. Educational Researcher 2002, 13-25.
-
(2002)
Educational Researcher
, pp. 13-25
-
-
Darling-Hammond, L.1
Youngs, P.2
-
16
-
-
33750968809
-
Family involvement in school and low-income children's literacy: Longitudinal associations within and between families
-
Dearing E., Kreider H., Simpkins S., Weiss H. Family involvement in school and low-income children's literacy: Longitudinal associations within and between families. Journal of Educational Psychology 2006, 98:653-664.
-
(2006)
Journal of Educational Psychology
, vol.98
, pp. 653-664
-
-
Dearing, E.1
Kreider, H.2
Simpkins, S.3
Weiss, H.4
-
17
-
-
33845867686
-
Does full-day kindergarten matter? Evidence from the first two years of schooling
-
DeCicca P. Does full-day kindergarten matter? Evidence from the first two years of schooling. Economics of Education Review 2007, 26:67-82.
-
(2007)
Economics of Education Review
, vol.26
, pp. 67-82
-
-
DeCicca, P.1
-
18
-
-
33747009960
-
Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?
-
Early D.M., Bryant D.M., Pianta R.C., Clifford R.M., Burchinal M.R., Ritchie S., Howes C., et al. Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?. Early Childhood Research Quarterly 2006, 21:174-195.
-
(2006)
Early Childhood Research Quarterly
, vol.21
, pp. 174-195
-
-
Early, D.M.1
Bryant, D.M.2
Pianta, R.C.3
Clifford, R.M.4
Burchinal, M.R.5
Ritchie, S.6
Howes, C.7
-
19
-
-
84996260003
-
Class size and student achievement
-
Ehrenberg R.G., Brewer D.J., Gamoran A., Willms J.D. Class size and student achievement. Psychological Science in the Public Interest 2001, 2:1-30.
-
(2001)
Psychological Science in the Public Interest
, vol.2
, pp. 1-30
-
-
Ehrenberg, R.G.1
Brewer, D.J.2
Gamoran, A.3
Willms, J.D.4
-
20
-
-
0040747342
-
What do they do all day? Comprehensive evaluation of a full-school-day kindergarten
-
Elicker J., Mathur S. What do they do all day? Comprehensive evaluation of a full-school-day kindergarten. Early Childhood Research Quarterly 1997, 12:459-480.
-
(1997)
Early Childhood Research Quarterly
, vol.12
, pp. 459-480
-
-
Elicker, J.1
Mathur, S.2
-
21
-
-
10844276289
-
Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance
-
Englund M.M., Luckner A.E., Whaley G.J.L., Egeland B. Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology 2004, 96:723-730.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 723-730
-
-
Englund, M.M.1
Luckner, A.E.2
Whaley, G.J.L.3
Egeland, B.4
-
23
-
-
0035638240
-
Parental involvement and students' academic achievement: A meta-analysis
-
Fan X., Chen M. Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review 2001, 13:1-22.
-
(2001)
Educational Psychology Review
, vol.13
, pp. 1-22
-
-
Fan, X.1
Chen, M.2
-
24
-
-
0040710551
-
Tennessee's class size study: Findings, implications and misconceptions
-
Finn J.P., Achilles C.M. Tennessee's class size study: Findings, implications and misconceptions. Educational Evaluation and Policy Analysis 1999, 20:95-113.
-
(1999)
Educational Evaluation and Policy Analysis
, vol.20
, pp. 95-113
-
-
Finn, J.P.1
Achilles, C.M.2
-
25
-
-
84965798885
-
Chicago experience with an early childhood program: The special case of the Child-Parent Center program
-
Fuerst J.S., Fuerst D. Chicago experience with an early childhood program: The special case of the Child-Parent Center program. Urban Education 1993, 28:69-96.
-
(1993)
Urban Education
, vol.28
, pp. 69-96
-
-
Fuerst, J.S.1
Fuerst, D.2
-
26
-
-
77954142695
-
Early education for all: Six strategies to build a movement for universal early education
-
Foundation for Child Development, Author
-
Early education for all: Six strategies to build a movement for universal early education. FCD policy brief no. A-1: Organizing for PK-3. New York 2005, Foundation for Child Development, Author.
-
(2005)
FCD policy brief no. A-1: Organizing for PK-3. New York
-
-
-
27
-
-
0039014099
-
The effect of full-day kindergarten on student achievement: A meta-analysis
-
Fusaro J.A. The effect of full-day kindergarten on student achievement: A meta-analysis. Child Study Journal 1997, 27(4):269-277.
-
(1997)
Child Study Journal
, vol.27
, Issue.4
, pp. 269-277
-
-
Fusaro, J.A.1
-
28
-
-
0003396945
-
-
John Hopkins Press, Baltimore, N. Garmezy, M. Rutter (Eds.)
-
Stress, coping and development in children 1988, John Hopkins Press, Baltimore. N. Garmezy, M. Rutter (Eds.).
-
(1988)
Stress, coping and development in children
-
-
-
29
-
-
0034369636
-
A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation
-
Gilliam W.S., Zigler E.F. A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly 2001, 15:441-473.
-
(2001)
Early Childhood Research Quarterly
, vol.15
, pp. 441-473
-
-
Gilliam, W.S.1
Zigler, E.F.2
-
30
-
-
28444482174
-
Effects of universal Pre-K on cognitive development
-
Gormley W.T., Gayer T., Phillips D., Dawson B. Effects of universal Pre-K on cognitive development. Developmental Psychology 2005, 41(6):872-884.
-
(2005)
Developmental Psychology
, vol.41
, Issue.6
, pp. 872-884
-
-
Gormley, W.T.1
Gayer, T.2
Phillips, D.3
Dawson, B.4
-
31
-
-
12344252112
-
More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the Child-Parent Centers
-
Graue E., Clements M.A., Reynolds A.J., Niles M.D. More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the Child-Parent Centers. Education Policy Analysis Archives 2004, 12(72).
-
(2004)
Education Policy Analysis Archives
, vol.12
, Issue.72
-
-
Graue, E.1
Clements, M.A.2
Reynolds, A.J.3
Niles, M.D.4
-
33
-
-
0000701812
-
Academic performance among at-risk children: The role of developmentally appropriate practices
-
Huffman L.R., Speer P.W. Academic performance among at-risk children: The role of developmentally appropriate practices. Early Childhood Research Quarterly 2000, 15:167-184.
-
(2000)
Early Childhood Research Quarterly
, vol.15
, pp. 167-184
-
-
Huffman, L.R.1
Speer, P.W.2
-
34
-
-
33846198077
-
-
RAND, Santa Monica, CA
-
Karoly L.A., Kilburn M.R., Cannon J.S. Early childhood interventions: Proven results, future promise 2005, RAND, Santa Monica, CA.
-
(2005)
Early childhood interventions: Proven results, future promise
-
-
Karoly, L.A.1
Kilburn, M.R.2
Cannon, J.S.3
-
35
-
-
0343223233
-
The Head Start Transition Project: Head Start goes to elementary school
-
Yale university press, New Haven, E. Zigler, S.J. Styfco (Eds.)
-
Kennedy E.M. The Head Start Transition Project: Head Start goes to elementary school. Head Start and beyond: A national plan for extended childhood intervention 1993, 97-109. Yale university press, New Haven. E. Zigler, S.J. Styfco (Eds.).
-
(1993)
Head Start and beyond: A national plan for extended childhood intervention
, pp. 97-109
-
-
Kennedy, E.M.1
-
36
-
-
0037294036
-
Economic considerations and class size
-
Krueger A.B. Economic considerations and class size. Economic Journal 2003, 113:F34-F63.
-
(2003)
Economic Journal
, vol.113
-
-
Krueger, A.B.1
-
37
-
-
43449103530
-
-
RAND, Santa Monica, CA
-
Le V., Kirby S.N., Barney H., Setodji C.M., Gershwin D. School readiness, full-day kindergarten, and student achievement: An empirical investigation 2006, RAND, Santa Monica, CA.
-
(2006)
School readiness, full-day kindergarten, and student achievement: An empirical investigation
-
-
Le, V.1
Kirby, S.N.2
Barney, H.3
Setodji, C.M.4
Gershwin, D.5
-
38
-
-
21844500025
-
Where do Head Start attendees end up? One reason why preschool effects fade out
-
Lee V.E., Loeb S. Where do Head Start attendees end up? One reason why preschool effects fade out. Educational Evaluation and Policy Analysis 1995, 17:62-82.
-
(1995)
Educational Evaluation and Policy Analysis
, vol.17
, pp. 62-82
-
-
Lee, V.E.1
Loeb, S.2
-
42
-
-
33846157163
-
Effects of class size and instruction on kindergarten achievement
-
Milesi C., Gamoran A. Effects of class size and instruction on kindergarten achievement. Educational Evaluation and Policy Analysis 2006, 28:287-313.
-
(2006)
Educational Evaluation and Policy Analysis
, vol.28
, pp. 287-313
-
-
Milesi, C.1
Gamoran, A.2
-
43
-
-
0033456438
-
Evaluating the SAGE Program: A pilot program in targeted pupil-teacher reduction in Wisconsin
-
Molnar A., et al. Evaluating the SAGE Program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis 1999, 21:165-178.
-
(1999)
Educational Evaluation and Policy Analysis
, vol.21
, pp. 165-178
-
-
Molnar, A.1
-
44
-
-
0141819129
-
What works in prevention: Principles of effective prevention programs
-
Nation M., Crusto C., Wandersman A., et al. What works in prevention: Principles of effective prevention programs. American Psychologist 2003, 58:449-456.
-
(2003)
American Psychologist
, vol.58
, pp. 449-456
-
-
Nation, M.1
Crusto, C.2
Wandersman, A.3
-
45
-
-
77954144066
-
User's manual for the ECLS-K third grade public-use data file and electronic codebook
-
National Center for Education Statistics
-
User's manual for the ECLS-K third grade public-use data file and electronic codebook. U.S. Department of Education, Institute of Education Sciences 2004, National Center for Education Statistics.
-
(2004)
U.S. Department of Education, Institute of Education Sciences
-
-
-
46
-
-
4444249055
-
Does class size in first grade relate to children's academic and social performance or observed classroom processes?
-
NICHD Early Child Care Research Network
-
Does class size in first grade relate to children's academic and social performance or observed classroom processes?. Developmental Psychology 2004, 40:651-664. NICHD Early Child Care Research Network.
-
(2004)
Developmental Psychology
, vol.40
, pp. 651-664
-
-
-
47
-
-
7544251731
-
Teacher-child relationships and children's success in the first years of school
-
Pianta R.C., Stuhlman M.W. Teacher-child relationships and children's success in the first years of school. School Psychology Review 2004, 33:444-458.
-
(2004)
School Psychology Review
, vol.33
, pp. 444-458
-
-
Pianta, R.C.1
Stuhlman, M.W.2
-
48
-
-
84993038646
-
Persistent effects of early childhood education on high-risk children and their mothers
-
Ramey C.T., Campbell F.A., Burchinal M., Skinner M.L., Gardner D.M., Ramey S.L. Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science 2000, 4:2-14.
-
(2000)
Applied Developmental Science
, vol.4
, pp. 2-14
-
-
Ramey, C.T.1
Campbell, F.A.2
Burchinal, M.3
Skinner, M.L.4
Gardner, D.M.5
Ramey, S.L.6
-
49
-
-
33846543947
-
The transition to school: Building on preschool foundations and preparing for lifelong learning
-
Paul H. Brookes Publishing Co, Baltimore, MD, E. Zigler, S.J. Styfco (Eds.)
-
Ramey S.L., Ramey C.T., Lanzi R.G. The transition to school: Building on preschool foundations and preparing for lifelong learning. The Head Start debates 2004, 397-413. Paul H. Brookes Publishing Co, Baltimore, MD. E. Zigler, S.J. Styfco (Eds.).
-
(2004)
The Head Start debates
, pp. 397-413
-
-
Ramey, S.L.1
Ramey, C.T.2
Lanzi, R.G.3
-
50
-
-
0010785973
-
-
Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC
-
Ramey S.L., Ramey C.T., Phillips M.M., Lanzi R.G., Brezausek C., Katholi C.R., et al. Head Start Children's entry into public school: A report on the National Head Start/Public School Early Childhood Transition Demonstration Study 2000, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC.
-
(2000)
Head Start Children's entry into public school: A report on the National Head Start/Public School Early Childhood Transition Demonstration Study
-
-
Ramey, S.L.1
Ramey, C.T.2
Phillips, M.M.3
Lanzi, R.G.4
Brezausek, C.5
Katholi, C.R.6
-
51
-
-
0007207921
-
Children at risk: Effects of a four-year Head Start Transition Program on special education identification
-
Redden S.C., Forness S.R., Ramey S.L., Ramey C.T., Brezausek C.M., Kavale K.A. Children at risk: Effects of a four-year Head Start Transition Program on special education identification. Journal of Child and Family Studies 2001, 10(2):255-270.
-
(2001)
Journal of Child and Family Studies
, vol.10
, Issue.2
, pp. 255-270
-
-
Redden, S.C.1
Forness, S.R.2
Ramey, S.L.3
Ramey, C.T.4
Brezausek, C.M.5
Kavale, K.A.6
-
52
-
-
21844501887
-
Effects of a preschool plus follow-on intervention for children at risk
-
Reynolds A.J. Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology 1994, 30:787-804.
-
(1994)
Developmental Psychology
, vol.30
, pp. 787-804
-
-
Reynolds, A.J.1
-
54
-
-
17844381729
-
The added value of continuing early intervention into the primary grades
-
Child Welfare League of America Press, Washington, DC, A.J. Reynolds, M.C. Wang, H.J. Walberg (Eds.)
-
Reynolds A.J. The added value of continuing early intervention into the primary grades. Early childhood programs for a new century 2003, Child Welfare League of America Press, Washington, DC. A.J. Reynolds, M.C. Wang, H.J. Walberg (Eds.).
-
(2003)
Early childhood programs for a new century
-
-
Reynolds, A.J.1
-
55
-
-
1342327485
-
Research on early childhood interventions in the confirmatory mode
-
Reynolds A.J. Research on early childhood interventions in the confirmatory mode. Children and Youth Services Review 2004, 26(1):15-38.
-
(2004)
Children and Youth Services Review
, vol.26
, Issue.1
, pp. 15-38
-
-
Reynolds, A.J.1
-
56
-
-
33745300831
-
Confirmatory program evaluation: Applications to early childhood interventions
-
Reynolds A.J. Confirmatory program evaluation: Applications to early childhood interventions. Teachers College Record 2005, 107(10):2401-2425.
-
(2005)
Teachers College Record
, vol.107
, Issue.10
, pp. 2401-2425
-
-
Reynolds, A.J.1
-
57
-
-
84879929989
-
School mobility and educational success: A research synthesis and evidence on prevention
-
National Research Council, Washington, DC
-
Reynolds A.J., Chen C., Herbers J.E. School mobility and educational success: A research synthesis and evidence on prevention. Paper presented at the Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods (June 29-30). 2009, National Research Council, Washington, DC.
-
(2009)
Paper presented at the Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods (June 29-30).
-
-
Reynolds, A.J.1
Chen, C.2
Herbers, J.E.3
-
58
-
-
0031993018
-
Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study
-
Reynolds A.J., Temple J.A. Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development 1998, 69:231-246.
-
(1998)
Child Development
, vol.69
, pp. 231-246
-
-
Reynolds, A.J.1
Temple, J.A.2
-
59
-
-
43449124125
-
Cost-effective early childhood development programs from preschool to third grade
-
Reynolds A.J., Temple J.A. Cost-effective early childhood development programs from preschool to third grade. Annual Review of Clinical Psychology 2008, 4:109-139.
-
(2008)
Annual Review of Clinical Psychology
, vol.4
, pp. 109-139
-
-
Reynolds, A.J.1
Temple, J.A.2
-
61
-
-
34547749976
-
Effects of a school-based, early childhood intervention on adult health and well being: A 19-year follow up of low-income families
-
Reynolds A.J., Temple J.A., Ou S., Robertson D.L., Mersky J.P., Topitzes J.W., Niles M.D. Effects of a school-based, early childhood intervention on adult health and well being: A 19-year follow up of low-income families. Archives of Pediatrics and Adolescent Medicine 2007, 161(8):730-739.
-
(2007)
Archives of Pediatrics and Adolescent Medicine
, vol.161
, Issue.8
, pp. 730-739
-
-
Reynolds, A.J.1
Temple, J.A.2
Ou, S.3
Robertson, D.L.4
Mersky, J.P.5
Topitzes, J.W.6
Niles, M.D.7
-
62
-
-
0035832341
-
Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools
-
Reynolds A.J., Temple J.A., Roberson D.L., Mann E.A. Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association 2001, 285:2339-2346.
-
(2001)
Journal of American Medical Association
, vol.285
, pp. 2339-2346
-
-
Reynolds, A.J.1
Temple, J.A.2
Roberson, D.L.3
Mann, E.A.4
-
63
-
-
0038107387
-
Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers
-
Reynolds A.J., Temple J.A., Roberson D.L., Mann E.A. Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis 2002, 24(4):267-303.
-
(2002)
Educational Evaluation and Policy Analysis
, vol.24
, Issue.4
, pp. 267-303
-
-
Reynolds, A.J.1
Temple, J.A.2
Roberson, D.L.3
Mann, E.A.4
-
64
-
-
1342299677
-
-
Child Welfare League of America Press, Washington, DC, A.J. Reynolds, M.C. Wang, H.J. Walberg (Eds.)
-
Early childhood programs for a new century 2003, Child Welfare League of America Press, Washington, DC. A.J. Reynolds, M.C. Wang, H.J. Walberg (Eds.).
-
(2003)
Early childhood programs for a new century
-
-
-
65
-
-
0344496066
-
The causes and consequences of student mobility
-
Rumberger R.W. The causes and consequences of student mobility. Journal of Negro Education 2003, 72:6-21.
-
(2003)
Journal of Negro Education
, vol.72
, pp. 6-21
-
-
Rumberger, R.W.1
-
68
-
-
0010129385
-
-
Long-term effects of projects Head Start and Follow Through: The New Haven Project. In Consortium for Longitudinal Studies (Ed.). As the twig is bent: Lasting effects of preschool programs. Hillsdale, NJ: Lawrence Earlbaum Associates.
-
Seitz, V., Apfel, N.H., Rosenbaum, L.K., & Zigler, E. (1983) Long-term effects of projects Head Start and Follow Through: The New Haven Project. In Consortium for Longitudinal Studies (Ed.). As the twig is bent: Lasting effects of preschool programs (pp. 299-332). Hillsdale, NJ: Lawrence Earlbaum Associates.
-
(1983)
, pp. 299-332
-
-
Seitz, V.1
Apfel, N.H.2
Rosenbaum, L.K.3
Zigler, E.4
-
69
-
-
0040332230
-
Parents at home and at school academic involvement with young adolescents
-
Shumow L., Miller J.D. Parents at home and at school academic involvement with young adolescents. Journal of Early Adolescence 2001, 21:68-91.
-
(2001)
Journal of Early Adolescence
, vol.21
, pp. 68-91
-
-
Shumow, L.1
Miller, J.D.2
-
70
-
-
10644275849
-
Teaching practices in kindergarten and first grade: Different strokes for different folks
-
Stipek D. Teaching practices in kindergarten and first grade: Different strokes for different folks. Early Childhood Research Quarterly 2004, 19:548-568.
-
(2004)
Early Childhood Research Quarterly
, vol.19
, pp. 548-568
-
-
Stipek, D.1
-
71
-
-
77954145169
-
-
Let us not underestimate the children. Glenview, IL: Scott, Foreman and Company.
-
Sullivan, L. S. (1971). Let us not underestimate the children. Glenview, IL: Scott, Foreman and Company.
-
(1971)
-
-
Sullivan, L.S.1
-
72
-
-
41149178174
-
PK inclusion: Getting serious about a P-16 education system
-
Takanishi R., Kauerz K. PK inclusion: Getting serious about a P-16 education system. Phi Delta Kappan 2008, March, 89(7):480-487.
-
(2008)
Phi Delta Kappan
, vol.89
, Issue.7
, pp. 480-487
-
-
Takanishi, R.1
Kauerz, K.2
-
73
-
-
0040859888
-
School mobility and achievement: Longitudinal findings from an urban cohort
-
Temple J.A., Reynolds A.J. School mobility and achievement: Longitudinal findings from an urban cohort. Journal of School Psychology 1999, 37:355-377.
-
(1999)
Journal of School Psychology
, vol.37
, pp. 355-377
-
-
Temple, J.A.1
Reynolds, A.J.2
-
74
-
-
33947499409
-
Grade retention and school dropout: Another look at the evidence
-
Information Age, Greenwich, CT, H.J. Walberg, A.J. Reynolds, M.C. Wang (Eds.)
-
Temple J.A., Reynolds A.J., Ou S. Grade retention and school dropout: Another look at the evidence. Can unlike students learn together? Grade retention, tracking and grouping 2004, Information Age, Greenwich, CT. H.J. Walberg, A.J. Reynolds, M.C. Wang (Eds.).
-
(2004)
Can unlike students learn together? Grade retention, tracking and grouping
-
-
Temple, J.A.1
Reynolds, A.J.2
Ou, S.3
-
75
-
-
77954145184
-
-
U. S. Department of Health and Human Services. (2010, January). Head Start impact study. Final report. Washington, DC: Administration for Children and Families.
-
U. S. Department of Health and Human Services. (2010, January). Head Start impact study. Final report. Washington, DC: Administration for Children and Families.
-
-
-
-
76
-
-
47249097060
-
A developmental perspective on full-day vs. part-day kindergarten and children's academic trajectories through fifth grade
-
Votruba-Drzal E., Li-Grining C.P., Maldonado-Carreno C. A developmental perspective on full-day vs. part-day kindergarten and children's academic trajectories through fifth grade. Child Development 2008, 79:957-978.
-
(2008)
Child Development
, vol.79
, pp. 957-978
-
-
Votruba-Drzal, E.1
Li-Grining, C.P.2
Maldonado-Carreno, C.3
-
77
-
-
28044470779
-
Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1988-99 (NCES 2004-078)
-
U.S. Government Printing Office, Washington, DC
-
Walston J.T., West J. Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1988-99 (NCES 2004-078). U.S. Department of Education, National Center for Education Statustics 2004, U.S. Government Printing Office, Washington, DC.
-
(2004)
U.S. Department of Education, National Center for Education Statustics
-
-
Walston, J.T.1
West, J.2
-
78
-
-
0037795665
-
Teacher characteristics and student achievement gains: A review
-
Wayne A.J., Youngs P. Teacher characteristics and student achievement gains: A review. Review of Educational Research 2003, 73:89-122.
-
(2003)
Review of Educational Research
, vol.73
, pp. 89-122
-
-
Wayne, A.J.1
Youngs, P.2
-
79
-
-
0004179944
-
-
National Center for Educational Statistics, Washington, DC
-
West J., Denten K., Reaney L. The kindergarten year 2001, National Center for Educational Statistics, Washington, DC.
-
(2001)
The kindergarten year
-
-
West, J.1
Denten, K.2
Reaney, L.3
-
80
-
-
0000896658
-
School and community competence-enhancement and prevention programs
-
Wiley, New York, W. Damon (Ed.) Handbook of child psychology
-
Weissberg R.P., Greenberg M.T. School and community competence-enhancement and prevention programs. Child psychology in practice 1998, vol. 4:877-954. Wiley, New York. W. Damon (Ed.).
-
(1998)
Child psychology in practice
, vol.4
, pp. 877-954
-
-
Weissberg, R.P.1
Greenberg, M.T.2
|