Source:
Sage Publications
Format:
Periodical
Publication Date:
1 Oct 2006
AVAILABILITY
See below for links for abstracts. For print copies of these articles contact CRRU's resource room (crru@chass.utoronto.ca) or consult your local academic library for full-text access options.
Excerpts from the introduction:
The articles [in the issue] address one or more of the key elements of the child care research model:
(a) selecting and measuring the independent variables to determine the characteristics ("qualities") of the child care environment (and, in some studies, the characteristics of parents and family),
(b) selecting and measuring the dependent variables to determine the child's physical and developmental status after a period of time in a particular child care arrangement (usually a school year) compared with that of children in other arrangements (or simply the same child before spending time in the arrangement),
(c) establishing causal links between the independent and dependent variables that are either assumed in randomized experiments or estimated through statistical controls in nonexperimental studies, and
(d) assessing impacts across subgroups to see whether the program benefits one particular group more (or less) than others.
Articles in this issue:
Introduction: Rethinking child care research
Besharov, Douglas J. & Morrow, Jeffery S.
The "quality" of early care and education settings: Definitional and measurement issues
Layzer, Jean I. & Goodson, Barbara D.
Child outcome measures in the study of child care quality
Zaslow, Martha, et al
Connecting child care quality to child outcomes: Drawing policy lessons from nonexperimental data
Duncan, Greg J. & M. Gibson-Davis, Christina
Family factors in child care research
Hungerford, Anne & Cox Martha J.
Randomize groups, not individuals: A strategy for improving early childhood programs
St.Pierre, Robert G. & Rossi, Peter H.
The articles [in the issue] address one or more of the key elements of the child care research model:
(a) selecting and measuring the independent variables to determine the characteristics ("qualities") of the child care environment (and, in some studies, the characteristics of parents and family),
(b) selecting and measuring the dependent variables to determine the child's physical and developmental status after a period of time in a particular child care arrangement (usually a school year) compared with that of children in other arrangements (or simply the same child before spending time in the arrangement),
(c) establishing causal links between the independent and dependent variables that are either assumed in randomized experiments or estimated through statistical controls in nonexperimental studies, and
(d) assessing impacts across subgroups to see whether the program benefits one particular group more (or less) than others.
Articles in this issue:
Introduction: Rethinking child care research
Besharov, Douglas J. & Morrow, Jeffery S.
The "quality" of early care and education settings: Definitional and measurement issues
Layzer, Jean I. & Goodson, Barbara D.
Child outcome measures in the study of child care quality
Zaslow, Martha, et al
Connecting child care quality to child outcomes: Drawing policy lessons from nonexperimental data
Duncan, Greg J. & M. Gibson-Davis, Christina
Family factors in child care research
Hungerford, Anne & Cox Martha J.
Randomize groups, not individuals: A strategy for improving early childhood programs
St.Pierre, Robert G. & Rossi, Peter H.
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