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 27 results
Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., Q1 2021
Reports & Papers
Peer Reviewed
The present study examined differences in school readiness skills in the fall of kindergarten between preK attendees and non-attenders (n = 2581) among children in a large, diverse county. Also considered was the extent to which skills associated…
Vitiello Virginia E., Basuel Nica Kyra N., White Emily S., Whittaker Jessica E. Vick, Ruzek Erik A., Pianta Robert C., Winter 2020
Reports & Papers
Peer Reviewed
The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children’s transition from public pre-K into kindergarten within a large, diverse school district. A wide…
Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., November, 2020
Reports & Papers
Peer Reviewed
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the…
Nguyen Tutrang, Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., November, 2020
Reports & Papers
Peer Reviewed
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social-behavioral, and executive function outcomes of 1,498…
Vitiello Virginia E., Pianta Robert C., Whittaker Jessica E. Vick, Ruzek Erik A., Q3 2020
Reports & Papers
Peer Reviewed

Areas of misalignment between children's experiences in preschool and kindergarten are increasingly viewed as contributing to the fade-out of preschool effects. The current study examined alignment and misalignment of classroom experiences across…

Ruzek Erik A., Jirout Jamie, Schenke Katerina, Vitiello Virginia E., Whittaker Jessica E. Vick, Pianta Robert C., Q1 2020
Reports & Papers
Peer Reviewed
As research continues to show the benefits of high-quality early childhood education, it is important to ensure that measures are available to assess the full impacts of these programs for student outcomes. Many achievement measures and…
Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., 2020
Reports & Papers
Peer Reviewed
The present investigation examined the links between preschool teachers’ self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although…
Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., Ansari Arya, Hofkens Tara, DeCoster Jamie, January/February 2020
Reports & Papers
Peer Reviewed

The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In…

Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ansari Arya, Ruzek Erik A., August/September 2018
Reports & Papers
Peer Reviewed
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure…
LoCasale-Crouch Jennifer, Williford Amanda P., Whittaker Jessica E. Vick, DeCoster Jamie, Alamos Pilar, January-March 2018
Reports & Papers
Peer Reviewed
This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through…
Barton Emily A., Whittaker Jessica E. Vick, Kinzie Mable B., DeCoster Jamie, Furnari Emily, October, 2017
Reports & Papers
Peer Reviewed
In this study, we examine the use of online curricular demonstration videos, video exemplars of high-quality and high-fidelity implementation of specific teaching practices (Pianta, Mashburn, Downer, Hamre, & Justice, 2008). We seek to explore…
Williford Amanda P., LoCasale-Crouch Jennifer, Whittaker Jessica E. Vick, DeCoster Jamie, Hartz Karyn, Carter Lauren M., Wolcott Catherine Sanger, Hatfield Bridget E., September/October 2017
Reports & Papers
Peer Reviewed
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4…
Whittaker Jessica E. Vick, Kinzie Mable B., Williford Amanda P., DeCoster Jamie, January, 2016
Reports & Papers
Peer Reviewed
Research Findings: This study examined the impact of MyTeachingPartner-- Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were…
Williford Amanda P., Wolcott Catherine Sanger, Whittaker Jessica E. Vick, LoCasale-Crouch Jennifer, November, 2015
Reports & Papers
Peer Reviewed
This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child.…
Kinzie Mable B., Whittaker Jessica E. Vick, McGuire Patrick, Lee Youngju, Kilday Carolyn R., 2015
Reports & Papers
Peer Reviewed
Background/Context: As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in…