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Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

Early childhood research quarterly, 2018-01, Vol.44, p.242-256

2018

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Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores

AERA open, 2019-05, Vol.5 (2), p.233285841984868

2019

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How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

Early childhood research quarterly, 2010-01, Vol.25 (2), p.177-193

2010

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Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

Early childhood research quarterly, 2006-01, Vol.21 (2), p.174-195

2006

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The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Journal of research on educational effectiveness, 2016-01, Vol.9 (1), p.3-29

2016

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Preparing the workforce: early childhood teacher preparation at 2- and 4-year institutions of higher education

Early childhood research quarterly, 2001-01, Vol.16 (3), p.285-306

2001

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Early childhood care: relations with family characteristics and preferred care characteristics

Early childhood research quarterly, 2001-01, Vol.16 (4), p.475-497

2001

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Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models

Early childhood research quarterly, 2017, Vol.38, p.57-70

2017

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Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

Journal of applied developmental psychology, 2002-01, Vol.23 (4), p.451-470

2002

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Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Early childhood research quarterly, 2024, Vol.66, p.98-108

2024

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Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education

Journal of early intervention, 2005, Vol.27 (2), p.110-124

2005

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Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States

Early childhood research & practice, 2002-03, Vol.4 (1)

2002

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Teacher education and child outcomes: A reply to the commentary

Early childhood research quarterly, 2008-01, Vol.23 (1), p.7-9

2008

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Transition Practices: Findings from a National Survey of Kindergarten Teachers

Early childhood education journal, 2001, Vol.28 (3), p.199

2001

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Kindergarten Teachers and Classrooms: A Transition Context

Early education and development, 1999-01, Vol.10 (1), p.25-46

1999

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Beginning school: U.S. policies in international perspective

2009

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Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education

Journal of early intervention, 2005, Vol.27 (2), p.110

2005

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Maternal Sensitivity and Child Wariness in the Transition to Kindergarten

Parenting, science and practice, 2002-11, Vol.2 (4), p.355-377

2002

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Understanding Links between Work Climate and Early Care and Education Classroom Quality

Child Trends, 2020

2020

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A Pre-K Programs Status Report

The Education digest, 2005-10, Vol.71 (2), p.50

2005

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Georgia's Pre-K Professional Development Evaluation: Technical Appendix. Publication #2015-02B

Child Trends, 2014

2014

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Georgia's Pre-K Professional Development Evaluation: Final Report. Publication #2015-02

Child Trends, 2014

2014

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Public Policy Report. Almost a Million Children in School before Kindergarten: Who Is Responsible for Early Childhood Services?

Young children, 1999-09, Vol.54 (5), p.48

1999

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Almost a Million Children in School before Kindergarten: Who is Responsible for Early Childhood Services? Public Policy Report

Young children, 1999, Vol.54 (5), p.48

1999

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Almost a Million Children in School before Kindergarten: Who Is Responsible for Early Childhood Services?

Young children, 1999-09, Vol.54 (5), p.48-51

1999

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Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores

How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Preparing the workforce: early childhood teacher preparation at 2- and 4-year institutions of higher education

Early childhood care: relations with family characteristics and preferred care characteristics

Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models

Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education

Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States

Teacher education and child outcomes: A reply to the commentary

Transition Practices: Findings from a National Survey of Kindergarten Teachers

Kindergarten Teachers and Classrooms: A Transition Context

Beginning school: U.S. policies in international perspective

Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education

Maternal Sensitivity and Child Wariness in the Transition to Kindergarten

Understanding Links between Work Climate and Early Care and Education Classroom Quality

A Pre-K Programs Status Report

Georgia's Pre-K Professional Development Evaluation: Technical Appendix. Publication #2015-02B

Georgia's Pre-K Professional Development Evaluation: Final Report. Publication #2015-02

Public Policy Report. Almost a Million Children in School before Kindergarten: Who Is Responsible for Early Childhood Services?

Almost a Million Children in School before Kindergarten: Who is Responsible for Early Childhood Services? Public Policy Report

Almost a Million Children in School before Kindergarten: Who Is Responsible for Early Childhood Services?

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