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Download full textDang, Tran T.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee – Society for Research on Educational Effectiveness, 2011
The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's cognitive and achievement skills higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness…
Descriptors: Preschool Education, Educational Quality, School Readiness, Preschool Children
Peer reviewed
Direct linkKeys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee – Child Development, 2013
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…
Descriptors: School Readiness, Preschool Education, Social Development, Emotional Development
Burchinal, Margaret; Field, Samuel; Lopez, Michael L.; Howes, Carollee; Pianta, Robert – National Center for Research on Early Childhood Education, 2013
This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that…
Descriptors: Second Language Learning, English Language Learners, Spanish, Social Development
Burchinal, Margaret; Field, Samuel; Lopez, Michael L.; Howes, Carollee; Pianta, Robert – Early Childhood Research Quarterly, 2012
The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills. Study participants included 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states that participated in one of…
Descriptors: Correlation, Preschool Education, Preschool Children, Spanish
Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee – Early Childhood Research Quarterly, 2012
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar…
Descriptors: Classroom Techniques, School Readiness, Predictive Validity, Evaluation Methods
Howes, Carollee – Teachers College Press, 2009
Early childhood education programs are expected to provide exemplary care for all children--poor and affluent; children of color and White children--while also adapting care to include children's families and cultures. These two sets of expectations are often difficult for teachers and programs to meet. In this book, Carollee Howes shows how…
Descriptors: Early Childhood Education, Young Children, Educational Quality, Child Development
Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee – Child Development, 2008
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of…
Descriptors: Preschool Children, Preschool Education, Skill Development, Language Skills
Howes, Carollee; Burchinal, Margaret; Pianta, Robert; Bryant, Donna; Early, Diane; Clifford, Richard; Barbarin, Oscar – Early Childhood Research Quarterly, 2008
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program…
Descriptors: Learning Readiness, Preschool Education, Teacher Qualifications, Kindergarten
Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee – Early Education and Development, 2008
Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by…
Descriptors: Credentials, Preschool Education, Child Care, Bachelors Degrees
Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H.; Bryant, Donna; Cai, Karen; Clifford, Richard M.; Ebanks, Caroline; Griffin, James A.; Henry, Gary T.; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J.; Peisner-Feinberg, Ellen; Pianta, Robert C.; Vandergrift, Nathan; Zill, Nicholas – Child Development, 2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational…
Descriptors: Preschool Teachers, Preschool Education, Young Children, Educational Quality
Burchinal, Margaret; Howes, Carollee; Pianta, Robert; Bryant, Donna; Early, Diane; Clifford, Richard; Barbarin, Oscar – Applied Developmental Science, 2008
Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature…
Descriptors: School Readiness, Preschool Education, Kindergarten, Preschool Teachers
LoCasale-Crouch, Jennifer; Konold, Tim; Pianta, Robert; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard; Early, Diane; Barbarin, Oscar – Early Childhood Research Quarterly, 2007
In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states…
Descriptors: Teacher Characteristics, Profiles, School Readiness, Poverty
Early, Diane M.; Bryant, Donna M.; Pianta, Robert C.; Clifford, Richard M.; Burchinal, Margaret R.; Ritchie, Sharon; Howes, Carollee; Barbarin, Oscar – Early Childhood Research Quarterly, 2006
To date, few studies of state-funded pre-kindergarten have fully addressed questions about the association between teachers' education, major, and credentials with classroom quality or children's academic gains. The current paper uses data from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten,…
Descriptors: Preschool Education, Achievement Gains, Credentials, Preschool Teachers
Barbarin, Oscar A.; McCandies, Terry; Early, Diane; Clifford, Richard M.; Bryant, Donna; Burchinal, Margaret; Howes, Carollee; Pianta, Robert – Early Education and Development, 2006
This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized…
Descriptors: Teaching Experience, Public Education, Educational Quality, Preschool Education
