Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 30 results
Hemmeter Mary Louise, Fox Lise K., Snyder Patricia A., Algina James J., Hardy Jessica Kristen, Bishop Crystal D., Veguilla Myrna, Q1 2021
Reports & Papers
Peer Reviewed
Professional development (PD) focused on social, emotional, and behavioral teaching practices has been identified as a critical need for preschool teachers. The Pyramid Model for Promoting Social Emotional Competence is a multi-tiered framework of…
Lipscomb Stephen, Shoji Megan, Terziev Jeffrey, Vogel Cheri, Aikens Nikki, Snyder Patricia A., Burchinal Margaret, August, 2020
Reports & Papers
The federal Individuals with Disabilities Education Act (IDEA) of 2004 governs how states and public agencies provide educational services to eligible infants, toddlers, children, and youth with disabilities. One piece of IDEA authorizes grants to…
Ridgley Robyn, Snyder Patricia A., McWilliam R. A., February, 2020
Reports & Papers
Peer Reviewed
We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP…
Snyder Patricia A., Hemmeter Mary Louise, McLean Mary E., Sandall Susan R., McLaughlin Tara, Algina James J., January, 2018
Reports & Papers
Peer Reviewed
We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers’ implementation of embedded instruction practices and…
Luo Li, Snyder Patricia A., Clark Cinda L., Hong Xiumin, July-September 2017
Reports & Papers
Peer Reviewed
The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of…
McLeod Bryce D., Sutherland Kevin S., Martinez Ruben G., Conroy Maureen A., Snyder Patricia A., Southam-Gerow Michael A., February, 2017
Reports & Papers
Peer Reviewed
Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature…
Hemmeter Mary Louise, Snyder Patricia A., Fox Lise K., Algina James J., November, 2016
Reports & Papers
Peer Reviewed
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the Pyramid Model for Promoting Young Children's Social-Emotional Competence on teachers' implementation of Pyramid Model practices and children's…
Winton Pamela J., Snyder Patricia A., Goffin Stacie G., 2016
Other
We begin the chapter by offering a unifying definition for PD from the National Professional Development Center on Inclusion (NPDCI, 2008). We then describe essential features of PD (the who, what, and how) that must be considered and integrated in…
Dunlap Glen, Fox Lise K., Hemmeter Mary Louise, Snyder Patricia A., November, 2015
Other
Peer Reviewed
A special issue of the journal Topics in Early Childhood Special Education, focusing on coaching as a support for improving teachers' implementation of instructional practices.
Bishop Crystal D., Snyder Patricia A., Crow Robert E., November, 2015
Reports & Papers
Peer Reviewed
We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of…
Snyder Patricia A., Hemmeter Mary Louise, Fox Lise K., November, 2015
Other
Peer Reviewed
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded…
Shannon Darbianne, Snyder Patricia A., McLaughlin Tara, March, 2015
Reports & Papers
Peer Reviewed
Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the…
Snyder Patricia A., Rakap Salih, Hemmeter Mary Louise, McLaughlin Tara, Sandall Susan R., McLean Mary E., March, 2015
Literature Review
Peer Reviewed
Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the…
Artman-Meeker Kathleen, Hemmeter Mary Louise, Snyder Patricia A., October-December 2014
Reports & Papers
Peer Reviewed
The purpose of this pilot study was to compare the effects of 2 professional development approaches on teachers' implementation of the Pyramid model, a classroom-wide approach for fostering social-emotional development and addressing challenging…
Hemmeter Mary Louise, Snyder Patricia A., Fox Lise K., 2014
Instruments