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Submissions from 2016

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Culturally Responsive Pyramid Model Practices: Program-Wide Positive Behavior Support for Young Children, Rosemarie Allen and Elizabeth A. Steed

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South Korean Early Childhood Education Teachers' Perceptions of Program-Wide Positive Behavior Support, Jina Noh, Elizabeth A. Steed, and Kyungmin Kim

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Assessment and Early Identification of Young Children with Social Emotional Difficulties and Behavioral Challenges, Elizabeth A. Steed and Rashida Banerjee

Submissions from 2015

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Quality of Child and Family Services at Rise School of Denver: A Summary of Parent Perspectives, Suzanne K. Adams

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Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System, Vi-Nhuan Le, Diana Schaack, and C. M. Setodji

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Examining the associations between daily caregiving discontinuity and children's social-emotional outcomes, V. N. Le, Diana Schaack, and C. M. Setodji

Submissions from 2014

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An Analysis of Classroom-Based and Parent-Focused Social–Emotional Programs for Young Children, Erin E. Barton, Elizabeth A. Steed, Phillip Strain, Glen Dunlap, Diane Powell, and Crystal J. Payne

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LEARNING WORDS FOR LIFE: Promoting Vocabulary in Dual Language Learners, Cristina Gillanders, Dina C. Castro, and Ximena Franco

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Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children, Janette Klingner, Amy L. Boele, Sylvia Linan-Thompson, and Diane Rodriguez

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Yes They Can: Supporting Bachelor Degree Attainment for Early Childhood Practitioners, Laura Sakai, Diana Schaack, and Marcy Whitebook

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The language and literacy development of young dual language learners: A critical review, Carol Scheffner Hammer, Erika Hoff, Yuuko Uchikoshi, Cristina Gillanders, Dina C. Castro, and Lia E. Sandlos

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A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea, Elizabeth A. Steed, Jina Noh, and Kay H. Heo

Submissions from 2013

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Coaching to Support the Professional Development of Early Childhood Teachers: A Summary of Recommendations Based Upon a Survey Study to Identify Factors that Affect Success or Challenges as a Coach, Suzanne K. Adams

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Evaluation of Executive Director: Annual Review Process Proposed for Rise School of Denver, Suzanne K. Adams

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Intentional and Individualized Curriculum Planning Using Observation-Based Assessment Information, Suzanne K. Adams

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FirstSchool - Exploring Families’ Beliefs and Practices, Cristina Gillanders and Laura Gutmann

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Examining the factor structure of the Family Child Care Environment Rating Scale—Revised, Diana Schaack, Vi-Nhuan Le, and C. M. Setodji

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Using Generalized Additive Modeling to Empirically Identify Thresholds within the ITERS in Relation to Toddlers’ Cognitive Development, C. M. Setodji, Vi-Nhuan Le, and Diana Schaack

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Optimistic Teaching: Improving the Capacity for Teachers to Reduce Young Children’s Challenging Behavior, Elizabeth A. Steed and V. Mark Durand

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Program-Wide Positive Behavioral Interventions and Supports in Rural Preschools, Elizabeth A. Steed, Tina Pomerleau, Howard Muscott, and Leigh Rohde

Submissions from 2012

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What Kind of School Would You like for Your Children? Exploring Minority Mothers' Beliefs to Promote Home-School Partnerships, Cristina Gillanders, Marvin McKinney, and Sharon Ritchie

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With Affection and Love: Latino Families Prepare Their Families for Success in School, M. Sanchez, Cristina Gillanders, and Y. Criolani

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Accounting for Movement between Childcare Classrooms: Does it Change Teacher Effects Interpretations?, C. M. Setodji, Vi-Nhuan Le, and Diana Schaack

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Early Childhood Maltreatment Prevention Approaches in the U.S. and Germany, Elizabeth A. Steed

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The Psychometric Properties of the Preschool-Wide Evaluation Tool (PreSET), Elizabeth A. Steed and Mi-young L. Webb

Submissions from 2011

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Communities of Practice - Supporting Early Childhood Coaches, Joan Baronberg, K. Klaassen, and Suzanne K. Adams

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Storybook Reading for Young Dual Language Learners, Cristina Gillanders and Dina C. Castro

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Study Guide. Storybook Reading for Young Dual Language Learners, Cristina Gillanders and Dina C. Castro

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FirstSchool - An Approach That Prepares Pre-K to 3 Educators to Effectively Interpret and Respond to School Data, Cristina Gillanders, Erin Mason, and Sharon Ritchie

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Understanding natural sciences education in a Reggio Emilia-inspired preschool in America. Journal of Research in Science Teaching, Hatice Zeynep Inan, Kathy Cabe Trundle, and Rebecca Kantor

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Setting Sail for Early Learning Success: Using a Data-based Decision Making Process to Measure and Monitor Outcomes in Early Childhood Programs, Howard Muscott, Tina M. Pomerleau, Kristy L. Park, Elizabeth A. Steed, Andy J. Frey, and Tara L. Korfhage

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Adapting the Behavior Education Program for Preschool Settings, Elizabeth A. Steed

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Classroom Management Strategies for Young Children with Challenging Behavior Within Early Childhood Settings, Elizabeth A. Steed and Kristine Jolivette

Submissions from 2010

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Coaching to Support Professional Development for Early Childhood Teachers, Suzanne K. Adams, Joan Baronberg, and K. Klaassen

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Dimensions of Literacy Coaching With Head Start Teachers, Douglas R. Powell, Elizabeth A. Steed, and Karen E. Diamond

Submissions from 2009

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Using Assessment Data for Responsive Curriculum Planning, Suzanne K. Adams and K. Klaassen

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Examining the psychometric properties of the Infant Toddler Environment Rating Scale-Revised in high stakes contexts, Rossana Bisceglia, Michal Perlman, Diana Schaack, and Jennifer Jenkins

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Opportunities for Young Children to Make Choices in a Model Interdisciplinary and Inclusive Preschool Program, Kristine Jolivette, Katherine McCormick, Elizabeth McLaren, and Elizabeth A. Steed

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Being kitties in a preschool classroom: maintaining group harmony and acting proper in a female peer-culture play routine, Samara Madrid and Rebecca Kantor

Submissions from 2008

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Colorado Core Knowledge and Standards: A Guide for Early Childhood Professional Development, Suzanne K. Adams and Colorado Office of Professional Development

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Strengthening the Preparation of Early Childhood Teacher Candidates through Performance-Based Assessments, Suzanne K. Adams and Kenneth Wolf

Submissions from 2007

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Assessment and Implementation of Positive Behavior Support in Preschools, Elizabeth A. Benedict, Robert H. Horner, and Elizabeth A. Steed

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An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher…Child Relationship on Second Language Learning, Cristina Gillanders

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Reading Aloud to English Language Learners, Cristina Gillanders and Dina C. Castro

Submissions from 2005

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Understanding the Home-School Interface in a Culturally Diverse Family, Melissa M. Schulz and Rebecca Kantor

Submissions from 2004

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CARES Relating to Reading: Promoting Social Competence and Language and Literacy Skills for Young Children in Early Childhood Settings, Suzanne K. Adams, K. Klaassen, and Joan Baronberg

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Reaching for success: A close-up of Mexican immigrant parents in the USA who foster literacy success for their kindergarten children, Cristina Gillanders and Robert T. Jimenez

Submissions from 2003

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Creating the Foundation for Social and Emotional Well-Being in Young Children: A Self-Evaluation Checklist to be Used by Caregivers, Paraprofessionals and Professionals, Suzanne K. Adams

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Creating the Foundation for Social and Emotional Well-Being in Young Children: Knowledge and Skills Checklist for Parents, Suzanne K. Adams

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Harambe Early Childhood Mental Health Action Plan and Toolbox, Suzanne K. Adams

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Paraprofessional Competencies to Promote Social and Emotional Well-Being of Young Children, Suzanne K. Adams

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Parent/Caregiver/Professional Competencies Matrix, Suzanne K. Adams

Submissions from 2002

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Classroom Language and Literacy Inventory of Practices, Donna Sasse Wittmer, Suzanne K. Adams, and S. Moore

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The Child Literacy Language and Development Survey, Donna Sasse Wittmer, Suzanne K. Adams, and S. Moore

Submissions from 2001

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Ready to Read, Write and Relate: A Language and Literacy Handbook, Suzanne K. Adams, S. Moore, C. Sciarrino, and Donna Sasse Wittmer

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"I Had It First": Teaching Young Children To Solve Problems Peacefully, Suzanne K. Adams and Donna Sasse Wittmer

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Review of G. Dalhberg, P. Moss & A. Pence, Beyond quality in early care and education: Postmodern Perspectives, S. Lubeck and Diana Schaack

Submissions from 2000

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What Do We Say to Preschool Children About Violence?, Suzanne K. Adams

Submissions from 1993

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Becoming a person in the preschool: creating integrated gender, school culture, and peer culture positionings, David E. Fernie, Bronwyn Davies, Paula McMurray, and Rebecca Kantor

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Cultural knowledge and social competence within a preschool peer culture group, Rebecca Kantor, Peggy M. Elgas, and David E. Fernie

Submissions from 1992

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The construction of schooled discourse repertoires: An interactional sociolinguistic perspective on learning to talk in preschool, Rebecca Kantor, Judith Green, Mimi Bradley, and Lichu Lin

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Mixed-age grouping in infant/toddler child care: Enhancing developmental processes, Kimberlee L. Whaley and Rebecca Kantor

Submissions from 1991

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Contexts for maltreatment in Day Care Centers: Conceptualization and Implications, Rosemary Bolig, Rebecca Kantor, Hannah L. Nissen, and Kimberly A. Volton

Submissions from 1989

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First the look and then the sound: Creating conversations at preschool circle time, Rebecca Kantor, Peggy M. Elgas, and David Fernie

Submissions from 1988

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Cohesion in spoken and written dialogue: An investigation of cultural and textual constraints, Johanna S. DeStefano and Rebecca Kantor

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Play and the Peer Culture: Play Styles and Object Use, Peggy M. Elgas, Elisa L. Klein, Rebecca Kantor, and David E. Fernie

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Becoming Students and Becoming Ethnographers in a Preschool, David E. Fernie, Rebecca Kantor, Elisa L. Klein, Carol Meyer, and Peggy M. Elgas

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Constructing meaning in preschool curricula (in Becoming a Student), Rebecca Kantor

Submissions from 1986

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Viewed Through a Prism: Motherhood and Child Care, Rebecca Kantor and Rosemary Bolig

Submissions from 1985

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The Semantic Domain of Classifiers in American Sign Language, Ronnie Wilbur, Mark E. Bernstein, and Rebecca Kantor

Submissions from 1982

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Communicative Interaction: Mother Modification and Child Acquisition of American Sign Language, Rebecca Kantor

Submissions from 1980

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The Acquisition of Classifiers in American Sign Language, Rebecca Kantor

Submissions from 1977

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The effects of group-administered reinforcement on groups' consensual decisions, A. Gamble and Phillip S. Strain

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The effects of teacher-delivered social reinforcement on the task persistent behavior of educable mentally retarded children, Ada D. Hill and Phillip S. Strain

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Immediate auditory memory thresholds and overload effects between learning disabled and achieving pupils in grades 2, 4, and 6, J. McSpadden and Phillip S. Strain

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The effects of synthetic-multisensory instruction on the reading performance and sensory functions of learning disabled children, B. Ruppert and Phillip S. Strain

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Training and generalization effects of peer social initiations on withdrawn preschool children, Phillip S. Strain

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Direct and vicarous effects of social praise on mentally retarded preschool children's attentive behavior, Phillip S. Strain and James E. Pierce

Submissions from 1976

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An ecologically-oriented reconceptualization of youth deviance, T. H. Carr, T. P. Cooke, Phillip S. Strain, and D. McMillan

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The effects of amount and type of teacher-child interaction on child-child interaction during free-play, Richard E. Shores, Peggy Hester, and Phillip S. Strain

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Social Reciprocity in the Classroom, Phillip S. Strain

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An observational investigation of two elementary-age autistic children during free-play, Phillip S. Strain and T. P. Cooke

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The potential contribution of peers as behavior modifiers, Phillip S. Strain, T. P. Cooke, and T. Apolloni

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An experimental analysis of "spill-over" effects on social interaction among behaviorally handicapped preschool children, Phillip S. Strain, Richard E. Shores, and M. M. Kerr

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The Effects of Sociodramatic Activities on Social Interaction among Behaviorally Disordered Preschool Children, Phillip S. Strain and Ronald Wiegerink

Submissions from 1975

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Increasing social play among severely mentally retarded preschool children with socio-dramatic activities, Phillip S. Strain

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The observational study of social reciprocity: Implications for the mentally retarded, Phillip S. Strain and T. H. Carr

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The social play of two behaviorally disordered preschool children during four activities, Phillip S. Strain and Ronald Wiegerink

Submissions from 1974

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An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers, Phillip S. Strain and Matthew A. Timm