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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)

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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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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Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

The High School journal, 2014-06, Vol.97 (4), p.219-239

2014

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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

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

Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

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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