References: Program Effectiveness / Program Quality

Accreditation Criteria and Procedures of the National Association for the Education of Young Children. (2006). National Association for the Education of Young Children. Washington, DC: NAEYC. Standards for program improvement.

Desimone, L., Payne, B., Fedoravicius, N., Henrich, C. C., & Finn-Stevenson, M. (2004). Comprehensive school reform: An implementation study of preschool programs in elementary schools. Elementary School Journal, 104(5), 369–389.

Frede, E., & Ackerman, D. (2007). Preschool curriculum decision-making: Dimensions to consider. National Institute for Early Education Research, Preschool Policy Brief (12). This article addresses key factors in developing a curriculum: child’s home life; child’s cognitive, social, and emotional development; teacher/learner roles; children with special needs; assessment; research based curriculum; materials needed; parent involvement; and transition to kindergarten.

Gilliam, W.S., & Leiter, V. (2003). "Evaluating early childhood programs: Improving quality and informing policy." Zero to Three, 23 (6), 6-13.

Harbin, G., Rous, B., & McLean, M. (2005).Issues in designing state accountability systems. Journal of Early Intervention, 27(3), 137-164.

Harbin, R. (2004). "Issues in designing state accountability systems." Journal of Early Intervention, 27 (3), 137-164.

Hayden, P., Frederick, L., & Smith, B.J. (2003). A roadmap for facilitating collaborative teams. Longmont, CO: Sopris West. Details the rationale and resources for creating collaborative teams to promote meaningful change in local early childhood systems.

Hemmeter, M.L., Smith, B.J., Sandall, S., & Askew, L. (2005). DEC recommended practices workbook:Improving practices for young children with special needs and their families. Missoula, MT: Division for Early Childhood.

Kellegrew, D.H., O’Brien, S., & Groppenbacher, E. (2003). "Evidence-based program evaluation: A guide for agencies to self-assess their practices and policies." Zero to Three, 23(6), 53-59.

Lund, I.A., Rous, B.S., Moffett, C.L., Wood, K., & Purvis, H. (2003). A national survey on the state of the states: Preschool standards and accountability (Tech. Rep. No.1). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute.

McLean, M. (2004). "Assessment and its importance in early intervention/early childhood special education." In M. McLean, M. Wolery, &D. B. Bailey (Eds), Assessing infants and preschoolers with special needs (pp. 1-21). Upper Saddle River, NJ: Pearson.

National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education NAEYC & NAECS/SDE (2003). Early childhood curriculum, assessment and program evaluation. Joint Positions Statement, Retrieved from: http://naecs.crc.uiuc.edu/position/pscape.pdf.

Patterson, J., & Protheroe, N. (2001). Essentials for principals: School leader’s guide to special education. National Association of Elementary School Principals.

Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.

Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.

Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention early childhood special education. Longmont, CO: Sopris West.

Santos, R.M.(2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.

Schweinhart, L.J. (2008). Creating the best prekindergartens: 5 Ingredients for long-term effects and returns on investment. Education Week, 27(28), 27-36. Discusses 5 essential program ingredients for a quality Pre-K experience: including children who are low income or at risk; qualified teachers and ongoing support for them; use of a research-based child development curriculum; teachers spending substantial time with parents; continual assessment of program quality, and children’s development of school readiness skills.

Shonkoff, J. (2004). "Evaluating early childhood services: What’s really behind the curtain?" The Evaluation Exchange, 10 (2), 3-4.

Trivette, C.M., & Dunst, C.J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELL Reviews, 1(2), 1-12. This is a synthesis of research addressing the effectiveness of reading instruction with preschoolers when looking at dialogic reading, interactive shared book reading, and shared book reading.

Kagan, S.L.& Scott-Little, C. (2004). Early learning standards: changing the parlance and practice of early childhood education? Phi Delta Kappan, 85(5), 388-396.

Kendall, J.S. (2003, April). Setting standards in early childhood education. The First Years of School, 60(7), 64-68.

Lund, I.A., Rous, B.S., Moffett, C.L., Wood, K., & Purvis, H. (2003). A national survey on the state of the states: Preschool standards and accountability (Tech. Rep. No.1). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute.

Pennsylvania Department of Education. (n.d.). Early childhood learning continuum indicators. Continuum of learning indictors for reading, writing, speaking and listening and mathematics. Harrisburg, PA: Author.

Schumacher, R., Irish, K., & Lombardi, J. (2003). Meeting great expectations: Integrating early education program Standards in child care, Washington, DC: Center for Law and Social Policy. (ED480607)

Scott-Little, C., Kagan, S.L., & Frelow, V.S. (2003). Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children’s learning prior to kindergarten. Early Childhood Research and Practice, 5(2). Retrieved : www. Ecrp.uiuc.ed/v5n2/little

Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2003). Standards for pre-school children’s learning and development: Who has standards, how were they developed and how are they used? Greensboro, NC: SERVE.

Scott-Little, C., Kagan, S.L., & Frelow, V.S. (2005). Inside the content: The depth and breadth of early learning Standards. Greensboro, NC: SERVE.

Shore, R., Bodrova, E., & Leong, D.J.(2004). Child outcome standards in pre-k programs: What are standards; what is needed to make then work? National Institue for Early Education Research. Available at: www.nieer.org/resources/policybriefs./5.