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 Produced by Research Connections
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 Peer Reviewed Journal
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Current Filters:
author:Pianta, Robert C. [remove];
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131 results found
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25
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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
Downer, Jason T., March 2006
School Psychology Review, 35(1), 11-30
A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states
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Reports & Papers
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Accountability in early childhood: No easy answers
Meisels, Samuel J., 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the age of accountability (pp. 31-47). Baltimore: Paul H. Brookes
An inquiry into the role of high-stakes testing in early childhood programs in the adoption of early childhood policies, with a suggestion of an alternative method for the assessment of children to inform the decisions of public policymakers
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Other
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Adult-child processes and early schooling
Pianta, Robert C., 1997
Early Education and Development, 8(1), 11-26
A discussion on the relationship of school outcomes to social processes
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Reports & Papers
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An approach to enhance kindergarten transition
Kraft-Sayre, Marcia E., 1999
(NCEDL Spotlights No. 17). Chapel Hill, NC: National Center for Early Development and Learning.
A descriptive summary of an approach to enhancing kindergarten transition through a series of activities connecting principals, teachers, parents, children and peers
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Fact Sheets & Briefs
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?
Early, Diane Marie, 2006
Early Childhood Research Quarterly, 21(2), 174-195
An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements
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Reports & Papers
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Assessing readiness
Meisels, Samuel J., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore: Paul H. Brookes Publishing Co.
A review of the literature on the Assessment of School Readiness
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Other
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Assessing the school readiness needs of a state
Schultz, Tom, 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k, (pp. 31-50). Baltimore: Paul H. Brookes
A description and analysis of 6 states' efforts to assess young children and the programs and settings in which they are prepared for schooling
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Other
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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
Driscoll, Katherine C., January 2010
Early Education and Development, 21(1), 38-64
An investigation of the effects of a pro-social teacher-child intervention on
teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions
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Reports & Papers
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Beginning school for children at risk
Ramey, Craig T., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 217-251). Baltimore: Paul H. Brookes Publishing Co.
A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern
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Other
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Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms
Hamre, Bridget, 2007
New York: Foundation for Child Development.
An assessment of the extent to which the Classroom Assessment Scoring System (CLASS) Framework, a theoretical model of classroom practice, can be applied to a broad spectrum of early childhood and elementary settings, based on data from four large-scale national research projects conducted from 1998 to 2005 in over 4,000 preschool to fifth grade classrooms
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Reports & Papers
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The changing nature of the transition to school: Trends for the next decade
Pianta, Robert C., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 363-379). Baltimore: Paul H. Brookes Publishing Co.
A book chapter addressing research, policy, and practical issues surrounding transition from home to school, from child care to school, and from early childhood to elementary programs
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Other
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Changing schools for changing families
Melton, Gary B., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 179-213). Baltimore: Paul H. Brookes Publishing Co.
A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern
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Other
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Barbarin, Oscar, 2006
American Journal of Orthopsychiatry, 76(2), 265-276
An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence
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Reports & Papers
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Children with disabilities in early elementary school
Wolery, Mark, 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 253-280). Baltimore: Paul H. Brookes Publishing Co.
A chapter overview of research surrounding transition to Kindergarten drawn for children with disabilities
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Other
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Hamre, Bridget, 2005
Child Development, 76(5), 949-967
An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties
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Reports & Papers
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Classroom Assessment Scoring System
Pianta, Robert C., 2003
Charlottesville, VA: University of Virginia
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Instruments
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The Classroom Assessment Scoring System: Findings from the prekindergarten year
La Paro, Karen M., 2004
The Elementary School Journal, 104(5), 409-426
An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements
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Reports & Papers
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Classroom Assessment Scoring System: Toddler Version
Pianta, Robert C., 2009
Unpublished instrument
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Instruments
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Co-constructing the transition to school: Reframing the novice versus expert roles of children, parents, and teachers from a cultural perspective
Doucet, Fabienne, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 307-328). Baltimore: Paul H. Brookes
A discussion of the transition to school as a cultural experience for children and families
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Other
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Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's Kindergarten Transition Intervention
Pianta, Robert C., 2001
Early Childhood Research Quarterly, 16(1), 117-132
A report on the results of the National Center for Early Development and Learning's Kindergarten Transition Intervention in terms of parent-teacher relationships and parent, teacher, and preschool staff perceptions of transition practices
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Reports & Papers
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Comparing universal and targeted prekindergarten programs
Dotterer, Aryn M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes
A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms
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Reports & Papers
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The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms
Rimm-Kaufman, Sara E., 2005
The Elementary School Journal, 105(4), 377-394
An observational study that used participants from the National Institute for Child Health and Human Development Study of Early Child Care to examine the relation between kindergarten classroom processes and children's behavior
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Reports & Papers
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Demographic trends and the transition years
Hernandez, Donald J., 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 217-281). Baltimore: Paul H. Brookes
An inquiry into the influence of the changing demographics of families in the United States on the early life experiences of young children
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Other
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A developmental neuroscience approach to the study of school readiness
Blair, Clancy, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of school readiness (pp. 149-176). Baltimore: Paul H. Brookes
A presentation of a conceptual framework for the exploration of children’s development and school readiness using concepts in developmental neuroscience
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Other
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Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories
Burchinal, Margaret, 2002
Journal of School Psychology, 40(5), 415-436
A study of the relationship between 511 children's acquisition of academic skills from preschool to second grade and their experiences with parents and teachers, based on data from the Cost, Quality, and Outcomes Study, spanning child care centers in four states
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Reports & Papers
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131 results found
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25
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