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Peer Reviewed Journal

Current Filters: author:Edwards, Carolyn P. [remove];

19 results found

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			The age group labels and categories of preschool children Edwards, Carolyn P., 1984 Child Development, 55(2), 440-452 Two studies determining preschool children’s use of age group labels and categories; the first examining spontaneous labels for photographs and dolls representing the lifespan, and the second a photograph-sorting task exploring the points of transition between age groups and self-identification by age group	Reports & Papers
			Child care characteristics and quality in Nebraska Midwest Child Care Research Consortium, 2002 University of Nebraska--Lincoln, Center on Children, Families and the Law. A study of the characteristics and quality of the child care workforce in Nebraska	Reports & Papers
			Child care characteristics and quality in Nebraska [Executive summary] Midwest Child Care Research Consortium, 2002 Lincoln: University of Nebraska--Lincoln, Center on Children, Families and the Law. An overview of key findings from a survey of Midwestern child care providers regarding child care quality in the state of Nebraska	Executive Summary
			Child care for children with and without disabilities: The provider, observer, and parent perspectives Knoche, Lisa, 2006 Early Childhood Research Quarterly, 21(1), 93-109 A study combining survey of providers and parents and program observations to explore the characteristics of providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care, and families' perceptions of quality and satisfaction with child care services in four Midwestern states	Reports & Papers
			Child care quality and workforce characteristics in four Midwestern states Raikes, Helen, 2003 Omaha, NE: Gallup Organization. A study of observed child care quality and its relation to hypothesized and potential indicators of quality, using a representative randomly selected sample of the provider population in four Midwestern states	Reports & Papers
			Child care quality and workforce characteristics in four Midwestern states [Executive summary] Raikes, Helen, 2003 Omaha, NE: Gallup Organization. Summary of a report on observed child care quality and its relation to hypothesized and potential indicators of quality, using a representative, randomly selected sample of the provider population in four Midwestern states	Executive Summary
			Child care subsidy and quality Jones-Branch, Julie A., 2004 Early Education and Development, 15(3), 327-342 An observational study of the quality of child care centers serving children receiving subsidies, compared with the quality of child care centers serving children not receiving subsidies	Reports & Papers
			Collaboration as a foundation for the project approach in family child care Youngquist, Joan, 2005 YC Young Children, 60(3), 93-99 A description of the implementation of a projects investigation approach to learning in a family child care setting, including issues of theory and practice related to collaboration among children and supporting collaboration with families	Reports & Papers
			The effects of conjoint behavioral consultation in early childhood settings Sheridan, Susan M., 2006 Early Education and Development, 17(4), 593-617 An investigation of the effects of Conjoint behavioral consultation (CBC), a collaborative service delivery model through which parents and educators jointly address care and education issues, on a sample of 48 children aged 6 and younger	Other
			Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood Knoche, Lisa, Q3 2010 Early Childhood Research Quarterly, 25(3), 299-313 A fidelity of implementation study of the degree to which early childhood programs in the Getting Ready project deliver collaborative strategies during home visits, implement strategies to initiate parent interest and engagement, and differ on rates of implementation and effectiveness between a treatment and a comparison group and an Early Head Start and a Head Start group as well as a study of the relationship between implementation fidelity and both professional characteristics and time in intervention, based on data collected from 65 early childhood professionals	Reports & Papers
			Integrating visual and verbal literacies in the early childhood education classroom Edwards, Carolyn P., 2000 Early Childhood Education Journal, 27(4), 259-265 A discussion of integrating visual and verbal literary elements in early childhood education, with a focus on the influence of technological changes on a child's literary development	Reports & Papers
			Learning Outcomes for Low-income Children: Child Care Quality and Social Knowledge Knoche, Lisa, 2003 University of Nebraska An examination of the relationship between child care quality, child social knowledge and competence, and child learning outcomes for low-income preschoolers. The first hypotheses examines whether observed classroom quality relates to child social knowledge and competence. The second hypothesis investigates the relationship between social knowledge and competence and learning outcomes. The study aims to inform child care providers and administrators about strategies to enhance children’s development, and to inform policy makers interested in implementing cost-effective strategies that might positively relate to low-income children's pre-academic skills.	Child Care Bureau/OPRE Projects
			Parent engagement and school readiness: Effects of the “Getting Ready” intervention on preschool children's social-emotional competencies Sheridan, Susan M., January 2010 Early Education and Development, 21(1), An investigation of the effects of the Getting Ready parent engagement intervention on Head Start students’ interpersonal competence and behavior relative to that of a control group for 220 children in 28 Head Start classrooms housed in 19 different public elementary school buildings in a Midwestern state over the course of 2 years	Reports & Papers
			Parent perceptions of child care choice and quality in four states Raikes, Helen, 2005 Lincoln: University of Nebraska--Lincoln, Center on Children, Families, and the Law. A study of parents’ child care perceptions, decision-making factors, and processes in Iowa, Kansas, Missouri, and Nebraska	Reports & Papers
			Parent perceptions of child care choice and quality in four states [Executive summary] Raikes, Helen, 2005 Lincoln: University of Nebraska--Lincoln, Center on Children, Families, and the Law. A summary of a study on parents’ child care perceptions and decision-making factors and processes in Iowa, Kansas Missouri and Nebraska	Executive Summary
			Professional development in early childhood programs: Process issues and research needs Sheridan, Susan M., May 2009 Early Education and Development, 20(3), 377-401 A discussion of the goals of professional development for early childhood educators, and a presentation of research directions to further understand the influence of professional development efforts on the changes in educators’ skills, beliefs, and practices	Other
			Professional development to support parent engagement: A case study of early childhood practitioners Brown, Jill R., May 2009 Early Education and Development, 20(3), 482-506 An exploration of self-perceived changes in teacher practices after participation in the Getting Ready intervention to encourage parental involvement, using information gathered from interviews with 28 early childhood practitioners working in Head Start, Early Head Start, and school-based programs in a Midwestern state	Reports & Papers
			[Review of the book Child care in Russia: In transition] Edwards, Carolyn P., 1995 Journal of Marriage and the Family, 57(4), 1127-1128	Book Reviews
			Role of Tribal Child Care Programs in Serving Children Birth to Five Willis, Linda Mayo, 2005 University of Nebraska An investigation of American Indian child care directors' perceptions in two areas: (1) the reservation community's efforts to promote and preserve cultural integrity in the local transmission of cultural values to children, aged birth to five, who are enrolled in tribal child care programs on American Indian reservations; and (2) how statewide quality improvement systems are (or are not) assisting them in their efforts to promote continuity of cultural education and quality child care. The project uses a multiple case study design wherein sixteen American Indian program directors from child care centers in tribal communities are divided into four equal groups defined by leadership experience and tribal affiliation/enrollment. The participants are all members of different tribes, representing sites located in diverse geographic regions, and selected to provide variation among different stages in their professional careers and different kinds and levels of challenge encountered in their work.	Child Care Bureau/OPRE Projects

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