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1.
The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools. 相似文献
2.
Peters RD Bradshaw AJ Petrunka K Nelson G Herry Y Craig WM Arnold R Parker KC Khan SR Hoch JS Pancer SM Loomis C Bélanger JM Evers S Maltais C Thompson K Rossiter MD 《Monographs of the Society for Research in Child Development》2010,75(3):vii-viii, 1-174
Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion. 相似文献
3.
Theory and evidence point towards particularly positive effects of high-quality child care for disadvantaged children. At the same time, disadvantaged families often sort out of existing programs. To counter differences in learning outcomes between children from different socioeconomic backgrounds, governments are pushing for universal child care. However, it is unclear how effective programs with universal participation may be at addressing the needs of disadvantaged children. We provide evidence on the long-run effect on schooling of mandating kindergarten at age 5–6. Our identifying variation comes from a reform that lowered school starting-age from 7 to 6 in Norway in 1997. The new program was designed as a low intensity kindergarten program, similar to voluntary child care programs available before mandating. Our precise DD estimates reveal hardly any effect, both overall, across subsamples, and over the grading distribution. A battery of specification checks support our empirical strategy. 相似文献
4.
Diane M. Horm Marilou Hyson Pamela J. Winton 《Journal of Early Childhood Teacher Education》2013,34(1):95-112
It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and to identify the kinds of research that are most needed to enhance the impact of early childhood teacher education. We conclude by identifying five crosscutting research priorities and describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research. 相似文献
5.
Nicola A. Conners-Burrow Terese Patrick Angela Kyzer Lorraine McKelvey 《Early Childhood Education Journal》2017,45(2):187-199
This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children’s social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers’ interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children’s classroom behavior suggest increases in children’s prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers’ capacity to support social–emotional development of young children, and point to the need for additional research. 相似文献
6.
Julie K. Snyder Gerald W. McLaughlin James R. Montgomery 《Research in higher education》1991,32(1):45-58
What factors contribute to high-quality funded research activity in research universities? What do these institutions have in common? What management strategies do they employ to encourage funded research excellence and activity? In this period of decreased or level government spending, competition for grants among research universities becomes fierce. In order to stay competitive, it is important to know what works in research management. Preliminary research has allowed us to provide some answers and to clarify some key questions on what makes a successful research program. 相似文献
7.
8.
《Early childhood research quarterly》1998,13(1):3-25
Increasingly, early childhood programs include children with disabilities and typically developing children. The purpose of this paper is to review the recent empirical literature that underlies the practice of inclusion at the early childhood level in order to provide a context for the research articles appearing in this issue of ECRQ. We first describe the definitions of inclusion, rationales for inclusive classes, and demographics of inclusive programs and staff. Using Bronfenbrenner's ecological systems theory as a conceptual framework, we review research related to variables proximal to the program (i.e., microsystem and mesosystem levels) such as classroom practices, children's social interactions, teacher beliefs, and professional collaboration. Next, we examine research associated with variables occurring more distally from the classroom program (i.e., exosystem and macrosystem levels): families' perspectives, social policy, community and culture. We conclude this review with an examination of research that illustrates the influence of variables a one level of the ecological system on those occurring at a different levels and recommend directions for future research. 相似文献
9.
In Australia, paediatricians and Child Protection Specialists provide the medical and forensic examinations of child victims of sexual assault. There are workforce challenges in the recruitment and retention of doctors to undertake child sexual assault (CSA) work particularly in remote and rural areas. Pediatric Sexual Assault Nurse Examiner (PSANE) programs have existed in the USA and the UK for many years. Using Rapid Evidence Assessment (REA) methodology, a systematic search of the literature was performed to ascertain what is known about SANE programs, to evaluate the evidence for their effectiveness across a number of domains (accessibility, health and legal outcomes and cost effectiveness) and to inform policy on models of care and elements of best practice which may be appropriate for local implementation in Australia. This review showed that despite the limited evidence available and significant gaps in the evidence, SANEs provide a high standard of medical care and are not detrimental to the legal process. By providing recommendations regarding the potential value, effectiveness and feasibility of establishing a PSANE program in Australia, this article may be of interest to other high income countries facing similar workforce challenges in meeting the needs of children with alleged sexual assault. 相似文献
10.
Philip Jaffe 《Journal of Jewish Education》2013,79(3):25-65
The focus of my remarks will be narrow: Title V of S.1141, the “AMERICA 2000 Excellence in Education Act.” This section of the bill, entitled “Parental Choice of Schools,” authorizes the appropriation of federal grants for local educational agencies that implement educational choice programs; assures that Chapter I remedial educational services will be available for children participating in educational choice programs; and provides special grants for educational choice programs of national significance. A key aspect of these provisions—and one of its most controversial — is the requirement that an “educational choice program” must include both public and nonpublic educational options. Thus, for example, section 523(b) defines “educational choice program” as: a program adopted by a State or by a local educational agency under which (1) parents select the school, including private schools, in which their children will be enrolled; and (2) sufficient financial support is provided to enable a significant number or percentage of parents to enroll their children in a variety of schools and educational programs, including private schools. 相似文献
11.
Marjory Ebbeck Geraldine Lian Choo Teo Cynthia Tan Mandy Goh 《Early Childhood Education Journal》2014,42(2):115-123
In most countries the funding for early childhood education has increased and governments in some countries have taken serious steps to bring about positive change in the profession. However, the increase in funding by governments and other funding organisations around the world has, understandably, attracted increased accountability as these organisations need to know that their financial investments are achieving desired outcomes. To seek evidence that positive learning outcomes have indeed been achieved through these investments is a reasonable request, and there is a shared responsibility and accountability for professionals to provide appropriate evidence. The downside, however, can be the request for standardised test information, as if performance on such tests provides proof of all desired outcomes. More than ever before, it is important for early childhood educators to be able to provide accurate, objective information about children’s assessment in ways other than by standardised testing, which may not reflect the complex reality of children’s lives. This paper reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children’s learning as shown in qualitative data. Practical examples showed evidence of children’s learning and the role of the educator in facilitating and documenting developmental learning outcomes. 相似文献
12.
Marilyn Fleer 《Research in Science Education》1996,26(2):143-154
Parent involvement in early childhood education is highly valued by staff and families alike. However, limited research is
available to guide professionals in how best to involve families in the early childhood programs developed for their children.
This article reports on a study which investigated the impact of a science teaching and learning program on families of children
attending an Australian Child Care Centre. Particular reference is made to the level of scientific support families gave to
their children. 相似文献
13.
Transforming the early years in England 总被引：3，自引：0，他引：3
The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997–2004. First to be described are the innovations in policy (i.e. the promise), followed by the ‘evidence base’ for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children’s development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3–6 years and its birth–3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved. 相似文献
14.
This paper provides evidence of the importance of liquidity constraints in a tuition-free post-secondary education setting in Colombia. We exploit exogenous variation in the relative cost of tuition-free vocational education from a nationwide cash transfer program. We show that eligibility for a USD 136 grant every other month increases enrollment by up to 12 percentage points. We also show that men with larger returns to education are more affected by the availability of grants, which is consistent with the presence of liquidity constraints. However, we do not find the same for women. This paper highlights the importance of non-tuition costs and discusses whether individuals under-invest in their human capital when free education is available. 相似文献
15.
In recent years, unequal access to high-quality preschool has emerged as a growing public policy concern. Because of data limitations, it is notoriously difficult to measure disparities in access to early learning opportunities across communities and particularly challenging to quantify gaps in access to high-quality programs. Research Findings: Using unique data from Georgia’s universal prekindergarten program, this study provides empirical evidence of the relationship between community characteristics and the availability of high-quality preschool opportunities. We show that in Georgia, a national leader with respect to preschool access as well as quality, there are still meaningful differences in quality across communities. Low-income and high-minority communities offer state preschool classrooms that are rated significantly lower on a widely used and validated measure of classroom process quality. Practice or Policy: This process quality gap is troubling given the positive relationship between our process quality measure and children’s learning. Note that we do not see similar gaps in structural measures of quality, which are the aspects of quality more often regulated but are also weaker, inconsistent predictors of children’s learning. Implications for policy are discussed. 相似文献
16.
Development, Assessment, and Promotion of Preliteracy Skills 总被引：1，自引：0，他引：1
Christopher J. Lonigan 《Early education and development》2006,17(1):91-114
A large body of research evidence highlights the required conditions for children to become skilled readers. Within the past decade, research also has uncovered the fact that the origins of skilled reading begin to develop even before children start school. The intent of this article is to provide a brief summary of what is known about the development of skilled reading in early elementary grades, to highlight the key findings concerning the developmental precursors to the successful acquisition of skilled reading, and to review recent advances in tools that can be used by early childhood professionals to identify children who may be at risk for reading difficulties before these children experience the negative consequences of reading failure. Use of these tools can provide the means for teachers and other early childhood professionals to provide the focused experiences and activities that will help children succeed in becoming skilled readers. 相似文献
17.
This paper is set against the backdrop of an increasing number of strategies and policies developed by the Department for
Education and Skills in the U.K. regarding the promotion of positive mental health in schools and the recognition of the value
of improving mental health in relation to children’s learning, achievement, attendance and behaviour. The aim of the paper
is to present the results from a systematic review of the research evidence on counselling children and young people and discuss
these results in relation to the educational context and the added value to be gained in addressing the mental health needs
of children and young people. A systematic review methodology is used to assess the outcome research literature. The review
is structured around a range of counselling issues and four groups of counselling approaches: cognitive-behavioural, person-centred,
psychodynamic and creative therapies. Results indicate that all four approaches to counselling are effective for children
and young people across the full range of counselling issues. However, more high quality published research evidence was located
for the effectiveness of cognitive-behavioural counselling than other approaches, identifying significant gaps in the evidence
bases for these approaches. Other gaps in the evidence include research into counselling for school related issues and self-harm. 相似文献
18.
In this paper, we study the evolution of cognitive and noncognitive skills gaps for children of immigrants between kindergarten and 5th grade using two cohorts of elementary school students. We find some evidence that children of immigrants begin school with lower math scores than children of natives, but this gap disappears in later elementary school. For noncognitive skills, children of immigrants and children of natives score similarly in early elementary school, but a positive gap opens up in 2nd grade. We find that the growth in noncognitive skills is driven by disadvantaged immigrant students. We discuss potential explanations for the observed patterns of skill development as well as the implications of our results for the labor market prospects of children of immigrants. 相似文献
19.
《Early education and development》2013,24(1):91-114
A large body of research evidence highlights the required conditions for children to become skilled readers. Within the past decade, research also has uncovered the fact that the origins of skilled reading begin to develop even before children start school. The intent of this article is to provide a brief summary of what is known about the development of skilled reading in early elementary grades, to highlight the key findings concerning the developmental precursors to the successful acquisition of skilled reading, and to review recent advances in tools that can be used by early childhood professionals to identify children who may be at risk for reading difficulties before these children experience the negative consequences of reading failure. Use of these tools can provide the means for teachers and other early childhood professionals to provide the focused experiences and activities that will help children succeed in becoming skilled readers. 相似文献
20.
This paper explores how starting school at a younger age affects the developmental score gaps between relatively advantaged and disadvantaged children. While previous findings suggest that delaying school entry may improve school readiness, less is known about whether it has differential effects for advantaged and disadvantaged children. For disadvantaged children, starting school early may be a better alternative to staying at home for longer as school provides a more stable and educational environment than the family home, overcompensating for the penalties of starting school early. This may be less applicable to relatively advantaged children who generally have greater access to resources in the home and who are more likely to utilise formal pre-school services. We use the Longitudinal Study of Australian Children to investigate if there is support for this hypothesis. The endogeneity of school starting age is addressed using the regression discontinuity design. We find that an early school start generally improves children’s cognitive skills, which is even more pronounced for disadvantaged children. In contrast, an early school start tends to negatively affect children’s non-cognitive skills with both advantaged and disadvantaged children affected in similar ways. Thus, our findings suggest that an earlier school entry may narrow the gaps in cognitive skills, whereas the gaps in non-cognitive skills are not affected by the school starting age. 相似文献