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Results: 51-75/240
Authors:
Rauscher, FH
Zupan, MA
Citation: Fh. Rauscher et Ma. Zupan, Classroom keyboard instruction improves kindergarten children's spatial-temporal performance: A field experiment, EARLY C R Q, 15(2), 2000, pp. 215-228
Authors:
Hestenes, LL
Carroll, DE
Citation: Ll. Hestenes et De. Carroll, The play interactions of young children with and without disabilities: Individual and environmental influences, EARLY C R Q, 15(2), 2000, pp. 229-246
Authors:
de Kruif, REL
McWilliam, RA
Ridley, SM
Wakely, MB
Citation: Rel. De Kruif et al., Classification of teachers' interaction behaviors in early childhood classrooms, EARLY C R Q, 15(2), 2000, pp. 247-268
Authors:
Brown, WH
Citation: Wh. Brown, The myth of the first three years: A new understanding of early brain development and lifelong learning, EARLY C R Q, 15(2), 2000, pp. 269-273
Authors:
Freeman, EB
Citation: Eb. Freeman, The book of learning and forgetting, EARLY C R Q, 15(2), 2000, pp. 274-276
Authors:
Hyson, MC
Citation: Mc. Hyson, Special focus section - Evaluating, interpreting, and debating early interventions: The case of the comprehensive child development program - Introduction, EARLY C R Q, 15(1), 2000, pp. 3-4
Authors:
Goodson, BD
Layzer, JI
St Pierre, RG
Bernstein, RS
Lopez, M
Citation: Bd. Goodson et al., Effectiveness of a comprehensive, five-year family support program for low-income children and their families: Findings from the Comprehensive Child Development Program, EARLY C R Q, 15(1), 2000, pp. 5-39
Authors:
Gilliam, WS
Ripple, CH
Zigler, EF
Leiter, V
Citation: Ws. Gilliam et al., Evaluating child and family demonstration initiatives: Lessons from the Comprehensive Child Development Program, EARLY C R Q, 15(1), 2000, pp. 41-59
Authors:
Goodson, BD
Layzer, JI
St Pierre, RG
Bernstein, LS
Citation: Bd. Goodson et al., Commentary - Good intentions are not enough: A response to Gilliam, Ripple, Zigler, and Leiter, EARLY C R Q, 15(1), 2000, pp. 61-66
Authors:
Gilliam, WS
Citation: Ws. Gilliam, Commentary - On over-generalizing from overly-simplistic evaluations of complex social programs: In further response to Goodson, Layzer, St. Pierre and Bernstein, EARLY C R Q, 15(1), 2000, pp. 67-74
Authors:
Hargrave, AC
Senechal, M
Citation: Ac. Hargrave et M. Senechal, A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading, EARLY C R Q, 15(1), 2000, pp. 75-90
Authors:
Sundell, K
Citation: K. Sundell, Examining Swedish profit and nonprofit child care: The relationships between adult-to-child ratio, age composition in child cave classes, teaching and children's social and cognitive achievements, EARLY C R Q, 15(1), 2000, pp. 91-114
Authors:
Abbott-Shim, M
Lambert, R
McCarty, F
Citation: M. Abbott-shim et al., Structural model of head start classroom qualify, EARLY C R Q, 15(1), 2000, pp. 115-134
Authors:
Phillips, MB
Citation: Mb. Phillips, Studying children in context: Theories, methods, and ethics, EARLY C R Q, 15(1), 2000, pp. 135-137
Authors:
Lubeck, S
Schaack, D
Citation: S. Lubeck et D. Schaack, Beyond quality in early childhood education and care: Postmodern perspectives, EARLY C R Q, 15(1), 2000, pp. 139-143
Authors:
Hyson, MC
Citation: Mc. Hyson, From the editor, EARLY C R Q, 14(4), 1999, pp. 445-447
Authors:
Bryant, DM
Maxwell, KL
Burchinal, M
Citation: Dm. Bryant et al., Effects of a community initiative on the qualify of child care, EARLY C R Q, 14(4), 1999, pp. 449-464
Authors:
Fantuzzo, J
Stoltzfus, J
Lutz, MN
Hamlet, H
Balraj, T
Turner, C
Mosca, S
Citation: J. Fantuzzo et al., An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems, EARLY C R Q, 14(4), 1999, pp. 465-482
Authors:
Bryans, AB
Citation: Ab. Bryans, "An evaluation of the special needs referral", EARLY C R Q, 14(4), 1999, pp. 483-484
Authors:
Rous, B
Citation: B. Rous, "An evaluation of the special needs referral process", EARLY C R Q, 14(4), 1999, pp. 485-487
Authors:
Vartuli, S
Citation: S. Vartuli, How early childhood teacher beliefs vary across grade level, EARLY C R Q, 14(4), 1999, pp. 489-514
Authors:
de Kruif, REL
McWilliam, RA
Citation: Rel. De Kruif et Ra. Mcwilliam, Multivariate relationships among developmental age, global engagement, andobserved child engagement, EARLY C R Q, 14(4), 1999, pp. 515-536
Authors:
Coplan, RJ
Barber, AM
Lagace-Seguin, DG
Citation: Rj. Coplan et al., The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers, EARLY C R Q, 14(4), 1999, pp. 537-553
Authors:
Kramer, L
Noorman, S
Brockman, R
Citation: L. Kramer et al., Representations of sibling relationships in young children's literature, EARLY C R Q, 14(4), 1999, pp. 555-574
Authors:
Gable, S
Citation: S. Gable, The heart of parenting: Raising an emotionally intelligent child, EARLY C R Q, 14(4), 1999, pp. 575-578