Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Miranda, B. M., Gebhart, T., Early, D. M. et McDoniel, M. E.
(2024). Examining the child observation in preschool and teacher observation in preschool in community-based child care centers.
Early Childhood Research Quarterly,66(1er quartier), 98-108.
Raikes, A.
(2024). Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress?
Journal of Research in Childhood Education,38(sup1), S180-S190.
Cline, K. D., Hiatt, R. L. et Dimmitt, E.
(2024). The Development of the Perceptions of Childhood Scale.
Journal of Research in Childhood Education, 38(1), 66-79.
Ramsden, R., O’Kane, M., Oberle, E. et Brussoni, M.
(2024). Frequency and duration measurements of children’s outdoor free play: A Scoping review.
Journal of Childhood, Education & Society, 5(1), 1-40.
Rice, M., Erbeli, F., Truckenmiller, A. et Morris, J.
(2024). Universal screening in kindergarten: Validity and classification accuracy of Istation’s Indicators of Progress-Early Reading.
School Psychology, 39(1), 72-80.
Bodén, L.
(2024). In the middle of a standardized test: The emerging relations of young children in research.
Contemporary Issues in Early Childhood, 25(1), 62-79.
Chen, X., Yang, Y. et Zhang, X.
(2024). Validating a measure of growing pattern understanding in Chinese preschool children.
Early Childhood Research Quarterly, 67(2^e quartier), 24-33.
Douglas, S. N., Shi, Y., Das, S. et Biswas, S.
(2024). Initial validation of wearable sensors to measure social engagement of young children.
Early Childhood Research Quarterly, 67(2^e quartier), 343-351.
Halpin, P. F., de Castro, E. F., Petrowski, N. et Cappa, C.
(2024). Monitoring early childhood development at the population level: The ECDI2030.
Early Childhood Research Quarterly, 67(2^e quartier), 1-12.
Hentschel, E., Tran, H. T. T., Leslie, H. H. et Yousafzai, A. K.
(2024). Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction.
Early Education and Development, 35(3), 551-571.
Yang, W., Du, Y., Wu, R. et Xiang, S.
(2024). Development and Validation of the Children’s STEM Habits of Mind Questionnaire.
Early Childhood Education Journal, 52(3), 493-501.
Hung, C. O. Y., Zhang, Y., Wen, R., Zhang, D. D., Han, H., Pan, R., Shi, P. et Yuen, A. H. K.
(2024). Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdon and Jiangsu provinces.
Children and Youth Services Review, 159, article 107522.
Bai, B. et Li, J.
(2024). Development and validation of a self-regulated learning teaching scale for preschool teachers.
European Journal of Education, 59(2), article e12613.
Ben Alaya, I., Frenette, É. et Gaudreau, N.
(2024). Processus d’élaboration et de validation d’un questionnaire francophone sur les compétences socioémotionnelles des enseignants.
Revue canadienne de l’éducation, 47(2), 375-410.
Elicker, J., Gold, Z.S., Mishra, A.A. et Christ, S. L.
(2024). Child Care Providers’ Quality Improvement within QRIS.
Child Youth Care Forum, 53(5), 1081-1109.
Hoicka, E. et Prouten, E.
(2024). The Early Pretending Survey (EPS): A reliable parent-report measure of pretense type development for 4- to 47-month-olds.
Cognitive Development, 71, 101483.
Nikolić, M., Zeljković, S. O. et Ivanović, M.
(2024). Validation of Serbian version of the LittlEARS® Early Speech Production Questionnaire for the assessment of early language development in typically developing children.
Child: Care, Health and Development, 50(5), e13317.
Williams, K. E., Janus, M., Harrison, L. J., Wong, S., Elwick, S. et McFarland, L.
(2024). Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators.
Australasian Journal of Early Childhood, 49(3), 189-206.
Barghaus, K. M., Henderson, C. M., Fantuzzo, J. W., Brumley, B., Coe, K., LeBoeuf, W.A. et Weiss, E. M.
(2023). Classroom Engagement Scale: Validation of a Teacher-Report Assessment Used to Scale in the Kindergarten Report Card of a Large Urban School District.
Early Education and Development, 34(1), 306-328.
Boyer, W.
(2023). Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale.
Early Childhood Education Journal, 51(4), 627-640.
Bulotsky-Shearer, R.J., Carter Clopêt, T. M., Williford, A. P., Alamos, P. et Hasbrouck, S.
(2023). Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children with Social-Emotional and Behavioral Needs in Preschool Classrooms.
Topics in Early Childhood Special Education, 42(4), 344-356.
Burns, S., Barron, C., Saleem, S., Jegatheeswaran, C., Jenkins, J. et Perlman, M.
(2023). Examining interactions between educators and across children: Evaluating the validity of the responsive interactions for Learning - Educator-Child Dyad version.
Early Childhood Research Quarterly, 62(1^st quarter), 405-416.
Carpentier, G., Roy, N., Sauvageau, C. et Bowen, F.
(2023). Validation du Questionnaire sur l’environnement sociopédagogique des élèves du primaire (QESPP).
Revue canadienne des sciences du comportement, 55(1), 68-74.
Güngör, B. et Önder, A.
(2023). Development of English Picture Vocabulary Test as an Assessment Tool for Very Young EFL Learners’ Receptive and Expressive Language Skills.
Early Education and Development, 34(2), 572-589.
Helmerhorst, K. O. W., Dutta, M., Khanom, F., Zaman, S. S. et Gevers Deynoot-Schaub, M. J. J. M.
(2023). Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training.
Early Education and Development, 34(1), 208-227.
Hentschel, E., Tran, H. T. T., Nguyen, V. H., Tran, T. et Yousafzai, A. K.
(2023). The effects of a childcare training program on childcare quality and child development: Evidence from a quasi-experimental study in Vietnam.
Children and Youth Services Review, 147, article 106844.
Klein-Radukic, S. et Zmyj, N.
(2023). The predictive value of the cognitive scale of the Bayley Scales of Infant and Toddler Development-III.
Cognitive Development, 65, article 101291.
Nawaz, S., Lewis, C., Townson, A. et Mei, P.
(2023). What does the Strange Stories test measure? Developmental and within-test variation.
Cognitive Development, 65, article 101289.
Pesch, A. et Koenig, M. A.
(2023). Trust Matters: Measuring and Identifying a Role for Epistemic and Interpersonal Trust in Preschoolers’ Learning from Teachers.
Early Education and Development, 34(1), 27-52.
Shafer, A.E. et Wanless, S.B.
(2023). Engagement in Early Childhood: Considering Conceptual Clutter and Existing Measures.
Early Childhood Education Journal, 51(3), 257-270.
Swanson, L., Menon, M., Minogue, A., Russel, R. et Berns, S.
(2023). Exploring a Framework for Early Childhood Systems Maturity: A Case Study of the Evaluation of the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN).
Infants & Young Children 36(2), 93-109.
Walker, D., Buzhardt, J., Jia, F., Schnitz, A., Irvin, D. W. et Greenwood, C. R.
(2023). Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers.
Topics in Early Childhood Special Education, 42(4).
Abid, M., Demers, I., Mercier, C. et Maltais, D. B.
(2023). Systematic review of the psychometric properties of cultural adaptations and translations of the Children's Assessment of Participation and Enjoyment (CAPE).
Child: Care, Health and Development, 49(4), 630- 644.
Barghaus, K. M., Dahlke, K., Fantuzzo, J. W., Howard, E. C., Tucker, N., Weinberg, E., Liu, F., Brumley, B., Williams, R. et Flanagan, K.
(2023). Validation of the Pennsylvania Kindergarten Entry Inventory: Examining Neglected Validities in Large-scale, Teacher-Report Assessment.
Early Education and Development, 34(4), 940-962.
Becker, I., Rigaud, V. M. et Epstein, A.
(2023). Getting to Know Young Children: Alternative Assessments in Early Childhood Education.
Early Childhood Education Journal, 51(5), 911-923.
Bignall, W. J. R., Mara, C. A., Stark, L. J., Taylor, S., Herbst, R. B., McClure, J. M., Burkhardt, M. C. et Ammerman, R. T.
(2023). Evaluation of the Strengths and Difficulties Questionnaire for Preschoolers in Urban Primary Care.
Journal of Child and Family Studies, 32(6), 1304-1317.
Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E. et Fesseha, E.
(2023). Play-based learning and assessment practices in early years: methodological explorations.
Educational Research, 65(2), 248-266.
Son, S.-H. C., Baroody, A. E. et Opatz, M. O.
(2023). Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale.
Early Childhood Research Quarterly, 64(3rd quarter), 47-60.
Størksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R. et Geldhof, G. J.
(2023). The playful learning curriculum: A randomized controlled trial.
Early Childhood Research Quarterly, 64(3rd quarter), 36-46.
Vessonen, T., Widlund, A., Hakkarainen, A. et Aunio, P.
(2023). Validating the early numeracy teacher rating scale for preschoolers (TRS-EN).
European Early Childhood Education Research Journal, 31(2), 205-224.
Baron, F., Linberg, A. et Kuger, S.
(2023). Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach.
European Early Childhood Education Research Journal, 31(4), 640-659.
Doennecke, N., Brandenburg, J. et Maehler, C.
(2023). Cross-cultural measurement invariance of a developmental assessment tool in a small-scale intervention study.
Infant Behavior and Development, 73, article 101888.
Duss, I., Rüdisüli, C., Seiler, C. W. et Lannen, P.
(2023). Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age.
Frontiers in psychology, 14, article 1287274.
Goldberg, M. J., Lloyd, D. D., Syed, G., Welch, G. W. et Curenton, S. M.
(2023). A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms.
Early Education and Development, 34(7), 1704-1727.
Nasiopoulou, P., Mellgren, E., Sheridan, S. et Williams, P.
(2023). Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3.
Early Childhood Education Journal, 51(7), 1305-1316.
Nguyen, T., Atkins-Burnett, S., Monahan, S., Tarullo, L., Xue, Y. et Cannon, J.
(2023). Supporting Responsive Caregiving for the Youngest Children: Psychometric Evidence of the Quality of Care for Infants and Toddlers (QCIT) Observational Measure.
Early Education and Development, 34(7), 1682-1703.
Puerta, M. A., Sánchez, M. T. P., Fernández-Castillo, A. et García, J. M. C.
(2023). Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education.
European Early Childhood Education Research Journal, 31(5), 772-783.
Yılmaz, A., Aras, S., Ülker, A. et Şahin, F.
(2023). Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’.
Contemporary Issues in Early Childhood, 24(4), 411-424.
Goncharova, Y. et Ross, J.
(2023). The self-concept questionnaire offers a multidimensional, developmentally sensitive measure of the capacity for self-reflection in young children.
Infant and Child Development, 32(6), article e2459.
Da Silva, B. M. S., Ketelaar, L., Veiga, G., Tsou, Y.-T. et Rieffe, C.
(2022). Moral emotions in early childhood: Validation of the Moral Emotions Questionnaire (MEQ).
International Journal of Behavioral Development, 46(2), 157-168.
Fermín-González, M. et Echenique-Arginzones, A.
(2022). Early Childhood Education for Sustainability: An Assessment of the ERS-SDEC Scale (OMEP) in a Comparative Study of Chile–Venezuela.
International Journal of Early Childhood, 54(1), 93-118.
Gross, D., Bettencourt, A. F., Finch, W. H., Plesko, C., Paulson, R. et Singleton, D. L.
(2022). Developing an equitable measure of parent engagement in early childhood education for urban schools.
Children and Youth Services Review, 141, article 106613.
Idsøe, E. C., Campbell, J., Idsøe, T. et Størksen, I.
(2022). Development and psychometric properties of nomination scales for high academic potential in early childhood education and care.
European Early Childhood Education Research Journal, 30(4), 624‑637.
Klaar, S. et Wank, A.-C.
(2022). ECE as an educative and multifaceted practice for growth : To assess and evaluate teaching and learning by documenting children’s actions and re-actions.
European Early Childhood Education Research Journal, 30(4), 557‑571.
Lachance, K., Štětinová, K., Rieske, R. et Peer, S.
(2022). Repetitive behavior scale for early childhood (RBS-EC) psychometrics and developmental effects with a community sample.
Child Psychiatry & Human Development, 53(5), 863-875.
Leonard, J. A., Lydon-Staley, D. M., Sharp, S. D. S., Liu, H. Z., Park, A. T., Bassett, D. S., Duckworth, A. L. et Mackey, A. P.
(2022). Daily fluctuations in young children’s persistence.
Child Development, 93(2), e222-e236.
Maïano, C., Morin, A. J. S., Johanne April, Barnett, L. M.Charlaine St-Jean, Gagnon, C. et Aimé, A.
(2022). Psychometric Properties of the French Version of the Pictorial Scale of Perceived Movement Skill Competence for Young Children (PMSC).
European Review of Applied Psychology, 72(2), article 100700.
Walker, S., Brownlee, J. L., Scholes, L. et Harris, C.
(2022). Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood.
Australasian Journal of Early Childhood, 47(2), 135-147.
Xue, Y., Bandel, E., Vogel, C. et Boller, K.
(2022). Psychometric properties of parent- and staff-reported measures and observational measures of infant and toddler development in Early Head Start.
Early Childhood Research Quarterly, 61(4th Quarter), 132‑144.
Zebdi, R., Plateau, E., Monsillion, J., Burgy, S., Rasmussent, M. et Lignier, B.
(2022). Emotion regulation scale and mindfulness scale in school aged children: Constructtion and validation of french versions.
Child Psychiatry & Human Development, 53(5), 1004-1017.
Zimmermann, P., Gleason, M. M., Hellwig, S., Podewski, F. et Iwanski, A.
(2022). Psychometric Properties of the German Version of the Early Childhood Screening Assessment.
Journal of Child and Family Studies, 31, 484-495.
Campbell, T.
(2022). Relative age and the Early Years Foundation Stage Profile: How do birth month and peer group age composition determine attribution of a ‘Good Level of Development’—and what does this tell us about how ‘good’ the Early Years Foundation Stage Profile is?
British Educational Research Journal, 48(2), 371-401.
Pushparatnam, A., Luna Bazaldua, D. A., Holla, A., Azevedo, J. P., Clarke, M. et Devercelli, A.
(2021). Measuring Early Childhood Development Among 4-6 Year Olds: The Identification of Psychometrically Robust Items Across Diverse Contexts.
Frontiers in Public Health, 9, article 569448.
Audette Sylvestre Mélissa Di Sante, Élise Brassart et Jen Leblond
(2021). Introducing the Coding Observations of Parent–Child Interactions (COPI): An Observational Measure of the Parental Behaviours That Matter for Language Development.
Language Development, 45(2), 99-112.
Lise Lemay Gilles Cantin Julie Lemire et Caroline Bouchard
(2021). Conception and validation of the Quality of educators’ observation and planning practices scale (QEOPPS).
Early Years: an international research journal, 41(2-3), 144-160.
Dankiw, K. A., Baldock, K. L., Kumar, S. et Tsiros, M. D.
(2021). Intra- and inter-rater reliability of the Behaviour Mapping Schedule: A direct observational tool for classifying children’s play behaviour.
Australasian Journal of Early Childhood, 46(2), 139-149.
Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L. et Menzies, H. M.
(2021). The Student Risk Screening Scale for Early Childhood: Additional Validation Studies.
Topics in Early Childhood Special Education, 41(2), 129-146.
Lungu, S., Matafwali, B. et Banja, M. K.
(2021). Formative And Summative Assessment Practices By Teachers In Early Childhood Education Centres In Lusaka, Zambia.
European Journal of Education Studies, 8(2), 45-64.
Scull, J., Page, J., Cock, M. L., Nguyen, C., Murray, L., Eadie, P. et Sparling, J.
(2021). Developing and Validating a Tool to Assess Young Children’s Early Literacy Engagement.
Australasian Journal of Early Childhood, 46(2), 179-195.
Vitiello, V. E. et Williford, A. P.
(2021). Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD.
Early Childhood Research Quarterly, 56, 114-123.
Waldman, M., McCoy, D. C., Seiden, J., Cuartas, J. et Fink, G.
(2021). Validation of motor, cognitive, language, and socio-emotional subscales using the Caregiver Reported Early Development Instruments: An application of multidimensional item factor analysis.
International Journal of Behavioral Development, 45(4), 368-377.
Wang, S. et Hou, Y.
(2021). Learning Stories as an Assessment: A Case Study Exploring Its Local Application in China.
Early Childhood Education Journal, 49(4), 693-710.
Movahedazarhouligh, S.
(2021). A Scoping Review of the Knowledge Base, Landscape, and in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
Movahedazarhouligh, S.
(2021). A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
Gray-Lobe, G., Pathak, P. et Walters, C.
(2021). The Long-Term Effects of Universal Preschool in Boston. Discussion Paper #2021.05.
School Effectiveness & Inequality Initiative.
Beaudoin, C., Leblanc, É., Gagner, C. et Beauchamp, M. H.
(2020). Systematic Review and Inventory of Theory of Mind Measures for Young Children.
Frontiers in Psychology, 10, 1-23.
Ackerman, D. J.
(2020). Comparing the Content of, and Home Language Use Policies for Six GOLD®-Based Kindergarten Entry Assessments.
Early Education and Development, 31(5), 676-700.
Ackerman, D. J. et Lambert, R.
(2020). Introduction to the Special Issue on Kindergarten Entry Assessments : Policies, Practices, Potential Pitfalls, and Psychometrics.
Early Education and Development, 31(5), 629-631.
Cerezci, B.
(2020). Measuring the Quality of Early Mathematics Instruction: A Review of Six Measures.
Early Childhood Education Journal, 48(4), 507-520.
Chen, C.-Y., Squires, J., Chen, C.-I., Wu, R. et Xie, H.
(2020). The Adaptation and Psychometric Examination of a Social-Emotional Developmental Screening Tool in Taiwan.
Early Education and Development, 31(1), 27‑46.
Colbert, A. M., Lamb, M. M., Asturias, E. J., Muñoz, F. M., Bauer, D., Arroyave, P., Hernández, S., Martínez, M. A., Paniagua‐Avila, A., Olson, D., Calvimontes, D. M., Bolaños, G. A., Sahly, H. M. E. et Connery, A. K.
(2020). Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT-MSEL) in Rural Guatemala.
Child: Care, Health and Development, 46(3), 327-335.
Curenton, S. M., Iruka, I. U., Humphries, M., Jensen, B., Durden, T., Rochester, S. E., Sims, J., Whittaker, J. V. et Kinzie, M. B.
(2020). Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms.
Early Education and Development, 31(2), 269‑288.
Garrity, S. M. et Longstreth, S. L.
(2020). Using the Teaching and Guidance Policy Essentials Checklist to Develop Culturally and Linguistically Appropriate Behavior Guidance Policies.
Early Childhood Education Journal, 48(1), 71‑77.
Hong, X., Zhu, W., Wu, D. et Li, H.
(2020). Are Parents Satisfied with Early Childhood Education Service in Urban China? Empirical Evidence from the Validation Study of the Parent Satisfaction with Educational Experiences Scale.
Early Education and Development, 31(2), 200‑217.
Houri, A. K. et Miller, F. G.
(2020). A Systematic Review of Universal Screeners Used to Evaluate Social-Emotional and Behavioral Aspects of Kindergarten Readiness.
Early Education and Development, 31(5), 653-675.
Howard, S. J., Siraj, I., Melhuish, E. C., Kingston, D., Neilsen-Hewett, C., Rosnay, M. de, Duursma, E. et Luu, B.
(2020). Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale.
Early Child Development and Care, 190(7), 1017-1030.
Jaggy, A.-K., Perren, S. et Sticca, F.
(2020). Assessing Preschool Children’s Social Pretend Play Competence: An Empirical Comparison of Three Different Assessment Methods.
Early Education and Development, 31(8), 1206-1223.
Joseph, G., Soderberg, J. S., Stull, S., Cummings, K., McCutchen, D. et Han, R. J.
(2020). Inter-Rater Reliability of Washington State’s Kindergarten Entry Assessment.
Early Education and Development, 31(5), 764-777.
Keown, L. J., Franke, N. et Triggs, C. M.
(2020). An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand.
Early Childhood Education Journal, 48(5), 621-631.
Lacey, R. E. et Minnis, H.
(2020). Practitioner Review : Twenty years of research with adverse childhood experience scores – Advantages, disadvantages and applications to practice.
Journal of Child Psychology and Psychiatry, 61(2), 116‑130.
Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, C. et Fung, W. K.
(2020). Development and Validation of the Chinese Inventory of Children’s Socioemotional Competence (CICSEC).
Early Education and Development, 31(6), 854-872.
Little, M., Cohen-Vogel, L., Sadler, J. et Merrill, B.
(2020). Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina.
Early Education and Development, 31(5), 796-815.
Matthews, E. et Lippman, P. C.
(2020). The Design and Evaluation of the Physical Environment of Young Children’s Learning Settings.
Early Childhood Education Journal, 48(2), 171-180.
Mazachowsky, T. R. et Mahy, C. E. V.
(2020). Constructing the Children’s Future Thinking Questionnaire: A reliable and valid measure of children’s future-oriented cognition.
Developmental Psychology, 56(4), 756-772.
Montroy, J. J., Zucker, T. A., Assel, M. M., Landry, S. H., Anthony, J. L., Williams, J. M., Hsu, H.-Y., Crawford, A., Johnson, U. Y., Carlo, M. S. et Taylor, H. B.
(2020). The Texas Kindergarten Entry Assessment : Development, Psychometrics, and Scale-Up of a Comprehensive Screener.
Early Education and Development, 31(5), 701-738.
Moreau, J., Précourt, S., Dupuis, G. et Wendland, J.
(2020). La GED : Un outil francophone pour la détection des retards de développement chez les enfants de 0 à 5 ans.
Devenir, 32(2), 69-86.
Patrick, H., Mantzicopoulos, P. et French, B. F.
(2020). The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?
American Educational Research Journal, 57(5), 2021-2058.
Pyle, A., DeLuca, C., Danniels, E. et Wickstrom, H.
(2020). A Model for Assessment in Play-Based Kindergarten Education.
American Educational Research Journal, 57(6), 2251-2292.
Rodriguez, L. A., Swain, W. A. et Springer, M. G.
(2020). Sorting Through Performance Evaluations: The Influence of Performance Evaluation Reform on Teacher Attrition and Mobility.
American Educational Research Journal, 57(6), 2339-2377.
Ruzek, E., Jirout, J., Schenke, K., Vitiello, V., Whittaker, J. V. et Pianta, R.
(2020). Using self-report surveys to measure PreK children’s academic orientations: A psychometric evaluation.
Early Childhood Research Quarterly, 50(Part 2), 55-66.
Sabol, T. J., Ross, E. C. et Frost, A.
(2020). Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems.
American Educational Research Journal, 57(2), 504-534.
Shahidullah, J. D., Forman, S. G., Norton, A. M., Harris, J. F., Palejwala, M. H. et Chaudhuri, A.
(2020). Implementation of Developmental Screening by Childcare Providers.
Infants & Young Children, 33(1), 21-34.
Silva, M. A. da, Filho, E. J. de M., Mônego, B. G. et Bandeira, D. R.
(2020). Instruments for multidimensional assessment of child development: a systematic review.
Early Child Development and Care, 190(8), 1257-1271.
Swanson, J. A. et Towne, M. E.
(2020). Play space assessment: a pilot case study using the theoretical integration and application matrix.
Early Child Development and Care, 190(8), 1272-1285.
Weber, A. M. et Leuchter, M.
(2020). Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks : Validation of a test instrument.
British Journal of Educational Psychology, 90(S1), 50-74.
Weisenfeld, G. G., Garver, K. et Hodges, K.
(2020). Federal and State Efforts in the Implementation of Kindergarten Entry Assessments (2011-2018).
Early Education and Development, 31(5), 632-652.
Admas, F.
(2019). Quality of Early Childhood Education in Private and Government Preschools of Addis Ababa, Ethiopia.
International Journal of Early Childhood, 51(2), 163-176.
Anunciação, L., Squires, J., Clifford, J. et Landeira‐Fernandez, J.
(2019). Confirmatory analysis and normative tables for the Brazilian Ages and Stages Questionnaires: Social–Emotional.
Child: care, health and development, 45(3), 387-393.
Bassok, D., Dee, T. et Latham, S.
(2019). The Effects of Accountability Incentives in Early Childhood Education.
Journal of policy analysis and management, 38(4), 838-866.
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