Stephanie M. Curenton, Michelle Jones Craig, and Nadia Flanigan
This study examines oral language skills in parent-child interactions and discusses results in terms of implications for home-based literacy interventions.
This study examines the associations between children's preliteracy skills and their mothers' educational backgrounds and beliefs about shared-reading interactions
Vivian C. Wong, Thomas D. Cook, W. Steven Barnett, and Kwanghee Jung
This article estimates the effectiveness of a sample of state-funded preschool programs, given the growing importance of such programs on education policy.
This paper looks at the professional development of child care workers in the U.S. military and discusses how successful elements of this system could be implemented into broader-reaching teacher professional development policies.
This paper, published in the Economics of Education Review (26, 113-125), presents insights from a benefit-cost analysis of the Abecedarian preschool program and comparisons to the High-Scope Perry Preschool program.
This commentary offers an alternative perspective to the argument that state-funded pre-K initiatives contribute to instability in the child care market.
This article reviews national demographic and enrollment trends regarding state preschool initiatives to counter concerns about the potential negative effects of state-funded pre-K on child care programs.
Arizona State University professor Eugene E. Garcia and colleague Delis Cuellar answer this question in an article in the online journal Teachers College Record.
