Browse the Collection
Did you find what you were looking for? If not, please consult our
search help, utilize more
search options, or provide us with feedback on the search.
 Produced by Research Connections
|
 Peer Reviewed Journal
|
Current Filters:
author:Grisham-Brown, Jennifer [remove];
|
|
|
|
Addressing early learning standards for all children within blended preschool classrooms
Grisham-Brown, Jennifer, November 2009
Topics in Early Childhood Special Education, 29(3), 131-142
Examination of intensive instruction embedded into classroom activities and routines on the acquisition and maintenance of prewriting skills for children with various abilities across blended preschool classrooms examined across 3 studies with a total of 9 children
|
Reports & Papers
|
|
|
|
|
Child care subsidy and program quality revisited
Antle, Becky F., 2008
Early Education and Development, 19(4), 560-573
A statewide study of the relationship between program quality and the percentage of children receiving subsidized care in infant/toddler and preschool classrooms
|
Reports & Papers
|
|
|
|
|
A comprehensive report of child care providers' perceptions of a statewide early care and education initiative
Grisham-Brown, Jennifer, 2004
Child & Youth Care Forum, 33(1), 19-31
A study of child care providers' perceptions of a statewide early care and education initiative
|
Reports & Papers
|
|
|
|
|
Differences in child care quality for children with and without disabilities
Grisham-Brown, Jennifer, January 2010
Early Education and Development, 21(1), 21-37
A comparison of program quality in inclusive and non-inclusive preschool classrooms from classroom observations,director interviews, and teacher and teaching assistant survey data from 66 child care programs from 15 counties in Kentucky
|
Reports & Papers
|
|
|
|
|
The effects of outcomes-driven authentic assessment on classroom quality
Hallam, Rena, Fall 2007
Early Childhood Research & Practice, 9(2),
A study of the effect of the pilot implementation of Project LINK, an outcomes-driven authentic assessment process aligned with the Head Start Child Outcomes framework, on classroom quality, specifically the language and literacy environment, in selected classrooms of a large multicounty Head Start program
|
Reports & Papers
|
|
|
|
|
The effects of three techniques on student participation with preschool children with attending problems
Godfrey, Shellee A., August 2003
Education and Treatment of Children, 26(3), 255-272
An evaluation of the effectiveness of three different responding techniques (hand raising, choral responding, response card) on young children's participation and task behavior, specifically looking at the effects on preschool children with attention problems
|
Reports & Papers
|
|
|
|
|
Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007
Rous, Beth, 2010
Lexington: University of Kentucky, Interdisciplinary Human Development Institute.
A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs.
|
Data Sets
|
|
|
|
|
Preparing Head Start personnel to use a curriculum-based assessment: An innovative practice in the “age of accountability”
Grisham-Brown, Jennifer, September 2008
Journal of Early Intervention, 30(4), 271-281
An account of the inter-rater reliability training of 18 Head Start teachers using the Assessment, Evaluation, and Programming System for Infants and Children (AEPS) with the technical assistance of Project LINK
|
Reports & Papers
|
|
|
|
|
Using authentic assessment to evidence children's progress toward early learning standards
Grisham-Brown, Jennifer, August 2006
Early Childhood Education Journal, 34(1), 45-51
A description of a case study used to present a model for using authentic assessment practices to document children's progress toward the Head Start Outcomes Framework
|
Reports & Papers
|
|
|
|
|
Using planning time to individualize instruction for preschoolers with special needs
Grisham-Brown, Jennifer, 2003
Journal of Early Intervention, 26(1), 31-46
An investigation into the methods of preschool teachers’ planning of individualized instruction for special needs students, based on a sample of 453 teachers from 19 states
|
Reports & Papers
|
|
Filter Results
Filters
Your search has returned 25 results or less; for that reason additional filtering options are not available.
Save this Search
You can use the services below to be notified of any change/additions to your search.
(more)
|
