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Direct linkSheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney E.; Moen, Amanda L.; Lester, Houston; Pope Edwards, Carolyn; Schumacher, Rachel; Cheng, Katherine – Grantee Submission, 2019
The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children's social-emotional competencies and the quality of the student-teacher and parent-teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97…
Descriptors: Preschool Children, Developmental Delays, School Readiness, Intervention
Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Grantee Submission, 2020
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Upshur, Carole C.; Wenz-Gross, Melodie; Rhoads, Christopher; Heyman, Miriam; Yoo, Yeonsoo; Sawosik, Gail – Grantee Submission, 2019
A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds…
Descriptors: Preschool Education, Early Intervention, Preschool Curriculum, Preschool Children
McClelland, Megan M.; Tominey, Shauna L.; Schmitt, Sara A.; Hatfield, Bridget; Purpura, David; Gonzales, Christopher; Tracy, Alexis – Grantee Submission, 2019
Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, "Red Light, Purple Light Circle Time Games" (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157)…
Descriptors: Intervention, School Readiness, Skill Development, Low Income Students
Tyler W. Watts; Jill Gandhi; Deanna A. Ibrahim; Michael D. Masucci; C. Cybele Raver – Grantee Submission, 2018
The current paper reports long-term treatment impact estimates for a randomized evaluation of an early childhood intervention designed to promote children's developmental outcomes and improve the quality of Head Start centers serving high-violence and high-crime areas in inner-city Chicago. Initial evaluations of end-of-preschool data reported…
Descriptors: School Readiness, Intervention, Early Childhood Education, Outcomes of Treatment
Atteberry, Allison; Bassok, Daphna; Wong, Vivian C. – Educational Evaluation and Policy Analysis, 2019
This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive…
Descriptors: School Schedules, Preschool Education, School Readiness, Program Effectiveness
Hobbs, L. Jon; Overby, Melanie – Grantee Submission, 2017
UPSTART is a federally funded i3 validation project that uses a computer-based program to develop the school readiness skills of preschool children in rural Utah. Researchers used a randomized control trial design to evaluate the impact of the program in advancing children's early literacy skills. Preschoolers in the experimental group were…
Descriptors: Computer Assisted Instruction, Preschool Education, School Readiness, Emergent Literacy
Upshur, Carole C.; Heyman, Miriam; Wenz-Gross, Melodie – Grantee Submission, 2017
A classroom randomized trial (n = 31 classrooms) was conducted using the Second Step Early Learning (SSEL) curriculum compared to usual curricula. Head Start and community preschool classrooms enrolling low income children were randomly assigned to deliver SSEL (n = 16) or usual curricula (n = 15). Data are reported for four year olds…
Descriptors: Randomized Controlled Trials, Preschool Curriculum, Early Childhood Education, Low Income
Lipsey, Mark W.; Farran, Dale C.; Hofer, Kerry G. – Peabody Research Institute, 2015
In 2009, Vanderbilt University's Peabody Research Institute, in coordination with the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected…
Descriptors: Preschool Education, Outcomes of Education, Randomized Controlled Trials, State Programs
Ramani, Geetha B.; Siegler, Robert S. – Journal of Applied Developmental Psychology, 2011
We compared the learning from playing a linear number board game of preschoolers from middle-income backgrounds to the learning of preschoolers from low-income backgrounds. Playing this game produced greater learning by both groups than engaging in other numerical activities for the same amount of time. The benefits were present on number line…
Descriptors: Low Income, Preschool Children, Comparative Analysis, Numeracy
Pakulak, Eric; Stevens, Courtney; Bell, Theodore A.; Fanning, Jessica; Klein, Scott; Isbell, Elif; Neville, Helen – Society for Research on Educational Effectiveness, 2013
Over the course of several years of research, the authors have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and neuroplasticity of the human brain. During this time, they observed that different brain systems and related functions display markedly different degrees or…
Descriptors: Preschool Children, Brain, Cognitive Development, Cognitive Processes
Feil, Edward G.; Walker, Hill; Severson, Herbert; Golly, Annemieke; Seeley, John R.; Small, Jason W. – NHSA Dialog, 2009
Social-emotional competence is an important determinant of school readiness. School readiness, in turn, sets the stage for school success. There is clear longitudinal evidence that school success, attachment and bonding to the schooling process, and full engagement of schooling can, in combination, operate as a protective factor against a host of…
Descriptors: Feedback (Response), Emotional Intelligence, School Readiness, Student Behavior
Neuman, Susan B.; Cunningham, Linda – American Educational Research Journal, 2009
This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus…
Descriptors: Effect Size, Professional Development, Child Care, Language Acquisition
Puma, Michael; Bell, Stephen; Cook, Ronna; Heid, Camilla; Shapiro, Gary; Broene, Pam; Jenkins, Frank; Fletcher, Philip; Quinn, Liz; Friedman, Janet; Ciarico, Janet; Rohacek, Monica; Adams, Gina; Spier, Elizabeth – Administration for Children & Families, 2010
This report addresses the following four questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years: (1) What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income…
Descriptors: Preschool Children, Disadvantaged Youth, Low Income Groups, Kindergarten
Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep – Child Development, 2008
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…
Descriptors: Problem Solving, School Readiness, Intervention, Social Behavior
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