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Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina

Child development, 2024-07, Vol.95 (4), p.1200-1217

2024

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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Child development, 2007-03, Vol.78 (2), p.558-580

2007

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Understanding Heterogeneity in the Impact of Public Preschool Programs

Monographs of the Society for Research in Child Development, 2023-06, Vol.88 (1), p.7-182

2023

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The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

Child development, 2001-09, Vol.72 (5), p.1534-1553

2001

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Handbook of Response to Intervention in Early Childhood

Brookes Publishing Company, 2013

2013

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A Quasi-Experimental Study of the Effects of Pre-Kindergarten Education on Pediatric Asthma

International journal of environmental research and public health, 2021-10, Vol.18 (19), p.10461

2021

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Effects of North Carolina's pre-kindergarten program at the end of kindergarten: Contributions of school-wide quality

Journal of applied developmental psychology, 2021-07, Vol.76, p.101317, Article 101317

2021

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The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

Journal of educational psychology, 2003-09, Vol.95 (3), p.465-481

2003

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III. TESTING FOR QUALITY THRESHOLDS AND FEATURES IN EARLY CARE AND EDUCATION

Monographs of the Society for Research in Child Development, 2016-06, Vol.81 (2), p.46-63

2016

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Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Journal of school psychology, 2002-09, Vol.40 (5), p.415-436

2002

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II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS

Monographs of the Society for Research in Child Development, 2016-06, Vol.81 (2), p.27-45

2016

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IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION

Monographs of the Society for Research in Child Development, 2016-06, Vol.81 (2), p.64-74

2016

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Child Care Experiences Among Dual Language Learners in the United States: Analyses of the Early Childhood Longitudinal Study–Birth Cohort

AERA open, 2017-05, Vol.3 (2)

2017

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Special Education Referral, Evaluation, and Placement Practices for Preschool English Language Learners

Journal of research in childhood education, 2007-09, Vol.22 (1), p.39-54

2007

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Relations Between Preschool Children's Child-Care Experiences and Concurrent Development: The Cost, Quality, and Outcomes Study

Merrill-Palmer Quarterly, 1997-07, Vol.43 (3), p.451-477

1997

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Effects of a Preschool Music and Movement Curriculum on Children's Language Skills

NHSA dialog, 2009-10, Vol.12 (4), p.327-341

2009

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Examining Three Hypotheses for Pre-Kindergarten Fade-Out

Developmental psychology, 2022-03, Vol.58 (3), p.453-469

2022

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Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?

Early childhood research quarterly, 2021-01, Vol.55, p.35-51

2021

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Music and Movement in Head Start Classrooms: Implications and Applications

NHSA dialog, 2009-10, Vol.12 (4), p.354-359

2009

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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Early childhood research quarterly, 2024-01, Vol.68, p.35-44

2024

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Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills

Early childhood research quarterly, 2019-01, Vol.47, p.74-88

2019

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Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature

Early childhood research quarterly, 2014-01, Vol.29 (4), p.765-785

2014

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ECE quality indicators and child outcomes: Analyses of six large child care studies

Early childhood research quarterly, 2019-01, Vol.49, p.202-217

2019

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The Consistency of Perceived Teacher–Child Relationships Between Preschool and Kindergarten

Journal of school psychology, 2000-03, Vol.38 (2), p.113-132

2000

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Parent involvement in Head Start programs: the role of parent, teacher and classroom characteristics

Early childhood research quarterly, 2004-01, Vol.19 (3), p.413-430

2004

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Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Understanding Heterogeneity in the Impact of Public Preschool Programs

The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

Handbook of Response to Intervention in Early Childhood

A Quasi-Experimental Study of the Effects of Pre-Kindergarten Education on Pediatric Asthma

Effects of North Carolina's pre-kindergarten program at the end of kindergarten: Contributions of school-wide quality

The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

III. TESTING FOR QUALITY THRESHOLDS AND FEATURES IN EARLY CARE AND EDUCATION

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS

IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION

Child Care Experiences Among Dual Language Learners in the United States: Analyses of the Early Childhood Longitudinal Study–Birth Cohort

Special Education Referral, Evaluation, and Placement Practices for Preschool English Language Learners

Relations Between Preschool Children's Child-Care Experiences and Concurrent Development: The Cost, Quality, and Outcomes Study

Effects of a Preschool Music and Movement Curriculum on Children's Language Skills

Examining Three Hypotheses for Pre-Kindergarten Fade-Out

Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?

Music and Movement in Head Start Classrooms: Implications and Applications

Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills

Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature

ECE quality indicators and child outcomes: Analyses of six large child care studies

The Consistency of Perceived Teacher–Child Relationships Between Preschool and Kindergarten

Parent involvement in Head Start programs: the role of parent, teacher and classroom characteristics

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