Learn More
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 classroom(More)
This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom , and teacher attributes of the program ecology predict observed quality and teacher–child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs. Quality was(More)
States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center(More)
Education for its support of the Multi-State Study of Pre-Kindergarten. However, the contents do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed. NCEDL is grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in(More)
The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3-5 years old. Children's performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool(More)
(2002). Diversity and directions in state pre-kindergarten programs. Abstract HE POTENTIAL EFFICACY of high quality pre-kindergarten (pre-k) programs for improving children's school readiness has led many states to consider sponsoring pre-k programs under the auspices of public education. In deciding to implement pre-k programs, states are faced with policy(More)
This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide(More)
on the characteristics of large numbers of young children have become increasingly common in recent years, and educators, both at the federal and the state level, have seen increasing pressure to assess children at younger ages. With this increasing pressure has come concern regarding the purpose of assessments, the nature of assessment processes, and the(More)
BACKGROUND PRO-CTCAE is a library of items that measure cancer treatment-related symptomatic adverse events (NCI Contracts: HHSN261201000043C and HHSN 261201000063C). The objective of this study is to examine the equivalence and acceptability of the three data collection modes (Web-enabled touchscreen tablet computer, Interactive voice response system(More)