Program Effectiveness/Program Quality
References
| General Program Effectiveness/Program Quality References | Standards References |
General Program Effectiveness/Program Quality References:
Accreditation Criteria and Procedures of the National Association for the Education of Young Children. (2006). National Association for the Education of Young Children. Washington, DC: NAEYC. Standards for program improvement.
Bailey, D. B., Bruder, M. B., Hebbeler, K., Carta, J., Defosset, M., Greenwood, C., Kahn, L., Mallik, S., Markowitz, J., Spiker, D., Walker, D., &Barton, L. (2006). Recommended outcomes for families of young children with disabilities. Journal of Early Intervention, 28(4), 227-251.
Bailey, D. B., Hebbeler, K., Olmsted, M., Raspa, M., & Bruder, M. B. (2008). Measuring family outcomes: Considerations for large-scale data collection in early intervention. Infants & Young Children, 21(3), 194-206.
Buysse, V., & Wesley, P. W. (2005). Consultation in early childhood settings. Baltimore, MD: Paul H. Brookes Publishing.
Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field. Washington, DC: ZERO TO THREE Press.
Buysse, V., & Wesley, P. W. (2006). Evidence-based practice: How did it emerge and what does it really mean for the early childhood field? Zero to Three, 27(2), 50–55.
Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2– 10.
Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243.
Campbell, P. H., & Sawyer, L. B. (2009) Changing early intervention providers’ home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28(4), 219-234.
Clifford, R. M., Barbarin, O., Chang, F., Early, D. M., Bryant, D., Howes, C., Burchinal, M., & Pianta, R. C. (2005). What is pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Development Science, 9(3), 126–143.
Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at risk for learning disabilities. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute.
Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Establishing the evidence base for an emerging early childhood practice: Recognition and Response. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 195–225). Washington, DC: ZERO TO THREE Press.
Dunst, C. J., Trivette, C.M., & Hamby, D. W. (2006). Family support program quality and parent, family and child benefits (Winterberry Monograph Series). Asheville, NC: Winterberry Press.
Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2008). Research synthesis and meta-analysis of studies of family-centered practices (Winterberry Monograph Series). Asheville, NC: Winterberry Press.
Epley, Pamela, Gotto IV, G. S., Summers, J. A., Brotherson, M. J., Turnball, A. P., & Friend, A. (2009) Supporting families of young children with disabilities: Examining the role of administrative structures. Topics in Early Childhood Special Education, 30(1), 20-31.
Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence- based practice in special education. Exceptional Children, 71(2), 165–180.
Luze, G. J., & Hughes, K. (2008). Using individual growth and development indicators to assess child and program outcomes. Young Exceptional Children, 12(1), 31–41.
Luze, G. J., & Hughes, K. (2008). Using individual growth and development indicators to assess child and program outcomes. Young Exceptional Children, 12(1), 31–41.
Milteer, R. M., Ginsburg, K. R., & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining a strong parent-child bond: Focus on Children in poverty. Pediatrics, 129(1), 204-213. Retrieved July 24, 2012, from http://pediatrics.aappublications.org/content/129/1/e204.full
Reynolds, A. J., Temple, J. A., Ou S. R., Arteaga, I. A., White, B. A. B. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science. Published online June 9, 2011.
Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (Eds.). (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children. Longmont, CO: Sopris West.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore: Brookes Publishing Company.
Schweinhart, L. J. (2008). Creating the best prekindergartens: 5 Ingredients for long-term effects and returns on investment. Education Week, 27(28), 27–36.
Trivette, C. M., & Dunst, C. J. (2007). Relative effectiveness of dialogic, interactive, and sharedreading interventions. CELL Reviews, 1(2), 1–12.
Wesley, P. W., & Buysse, V. (2006). Building the evidence base through communities of practice. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 161–194). Washington, D. C.: ZERO TO THREE Press.
Wesley, P. W., & Buysse, V. (2006). Ethics and evidence in consultation. Topics in Early Childhood Education, 26(3), 131–41.
Winton, P., & Catlett, C. (2009). Statewide efforts to enhance early childhood personnel preparation programs to support inclusion: Overview and lessons learned. Infants & Young Children, 22(1), 63–70.
Arizona Department of Education. (n.d.). Standards for readiness. Phoenix, AZ: Author.
Illinois State Board of Education: Division of Early Childhood Education. (2002). Illinois early learning standards. Springfield, IL: Author.
Kagan, S. L.& Scott-Little, C. (2004). Early learning standards: Changing the parlance and practice of early childhood education? Phi Delta Kappan, 85(5), 388–396.
Lund, I. A., Rous, B. S., Moffett, C. L., Wood, K., & Purvis, H. (2003). A national survey on the state of the states: Preschool standards and accountability (Tech. Rep. No.1). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute.
Massachusetts Department of Education. (1998). Early childhood program standards for programs for three- and four-year-olds and guidelines for preschool curriculum experiences. Malden, MA: Author.
New Jersey Department of Education. (2000). Early childhood education program expectations: Standards of quality. Trenton, NJ: Author.
Pennsylvania Department of Education. (n.d.). Early childhood learning continuum indicators: Continuum of learning indictors for reading, writing, speaking and listening and mathematics. Harrisburg, PA: Author.
Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2005). Inside the content: The depth and breadth of early learning Standards. Greensboro, NC: SERVE.
Texas Education Agency. (n.d.). Prekindergarten curriculum guidelines. Austin, TX: Author.
Vermont Department of Education. (2000). Vermont's framework of standards and learning opportunities, draft instruments for Vermont's assessment of school readiness. Montpelier, VT: Author.
Washington Office of Superintendent of Public Education. (2000). Framework for achieving the essential academic learning requirements in reading, writing, communication: Birth to 5 years. Olympia, WA: Author.
