Dimensions of Early Childhood - Southern Early Childhood ...
Dimensions of Early Childhood - Southern Early Childhood ...
Dimensions of Early Childhood - Southern Early Childhood ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Broad, M., & Newstrom, J. (1992). Transfer<br />
<strong>of</strong> training: Action-packed strategies to<br />
ensure high pay<strong>of</strong>f from training investments.<br />
Reading, MA: Perseus.<br />
Burchinal, M., Cryer, D., Clifford, R., &<br />
Howes, C. (2002). Caregiver training<br />
and classroom quality in child care centers.<br />
Applied Developmental Science,<br />
6(1), 2-11.<br />
Burchinal, M., & Roberts, J. (2000).<br />
Relating quality <strong>of</strong> center-based child<br />
care to early cognitive and language<br />
development longitudinally. Child<br />
Development, 71(2), 339-358.<br />
Burchinal, M.R., Roberts, J.E., Nabors,<br />
L.A., & Bryant, D.M. (1996). Quality<br />
<strong>of</strong> child care and infant cognitive and<br />
language development. Child Development,<br />
67, 606-620.<br />
Clarke-Stewart, K.A., Gruber, C.P., &<br />
Fitzgerald, L.M. (1994). Children at<br />
home and in day care. Hillsdale, NJ:<br />
Erlbaum.<br />
Darling-Hammond, L. (1998). Teachers<br />
and teaching: Testing policy hypotheses<br />
froma national commission report.<br />
Educational Researcher, 27(1), 5-15.<br />
Deal, T.E., & Peterson, K.D. (1991). The<br />
principal’s role in shaping school culture.<br />
Washington, DC: U.S. Department <strong>of</strong><br />
Education, Office <strong>of</strong> Educational<br />
Research and Improvement.<br />
Drury, W. (1993). The principal’s role in<br />
site-based management. Principal,<br />
73(1), 16-19.<br />
Duden, W. (1993). A move from effective<br />
to quality. School Administrator, 50(6),<br />
18-21.<br />
Dunn, L. (1993). Proximal and distal features<br />
<strong>of</strong> day care quality and children’s<br />
development. <strong>Early</strong> <strong>Childhood</strong> Research<br />
Quarterly, 8(2), 167-192.<br />
<strong>Early</strong>, D.M., Bryant, D.M., Pianta, R.C.,<br />
Clifford, R.M., Burchinal, M.R.,<br />
Ritchie, S., Howes, C., & Barbarin, O.<br />
(2006). Are teachers’ education, major,<br />
and credentials related to classroom<br />
quality and children’s academic gains in<br />
pre-kindergarten? <strong>Early</strong> <strong>Childhood</strong><br />
Research Quarterly, 21(2), 174-195.<br />
Estabrook, R. (1992). Constellation-building:<br />
Leadership for effective schools.<br />
Contemporary Education, 63(2), 91-93.<br />
Fiene, R. (2002). Improving child care<br />
quality through an infant caregiver<br />
mentoring project. Child and Youth<br />
Care Forum, 31(2), 75-83.<br />
Fowler, W.J. (1991). What are the characteristics<br />
<strong>of</strong> principals identified as effective<br />
by teachers? Paper presented at the annual<br />
meeting <strong>of</strong> the American Educational<br />
Research Association, Chicago, IL.<br />
Foxon, M. (1993). A process approach to<br />
the transfer <strong>of</strong> training—Part 1: The<br />
impact <strong>of</strong> motivation and supervisor<br />
support on transfer maintenance.<br />
Australian Journal <strong>of</strong> Educational Technology,<br />
9(2), 130-143. Retrieved on<br />
August 7, 2003, from www.ascilite.org.<br />
au/ajet/ajet9/foxon.html.<br />
Fredericks, J. (1992). Ongoing principal<br />
development. Education and Urban<br />
Society, 25(1), 57-73.<br />
Governor’s <strong>Early</strong> <strong>Childhood</strong> Task Force.<br />
(1999). KIDS NOW: Kentucky invests<br />
in developing success. Frankfort: Author.<br />
Heartel, E. (1991). New forms <strong>of</strong> teacher<br />
assessment. Review <strong>of</strong> Research in Education,<br />
17, 3-29.<br />
Holst, A.W. (1990). Leadership development<br />
as a result <strong>of</strong> self-knowledge and self control.<br />
Paper presented at the meeting <strong>of</strong><br />
the National Council <strong>of</strong> States on In-<br />
Service Education, Orlando, FL.<br />
Howes, C. (1997). Children’s experiences<br />
in center-based child care as a function<br />
<strong>of</strong> teacher background and adult-child<br />
ratio. Merrill-Palmer Quarterly, 43(3),<br />
404-425.<br />
Hoyle, J.R., Fenwick, W.E., & Steffy, B.E.<br />
(1985). Skills for successful school leaders.<br />
Arlington, VA: American Association<br />
<strong>of</strong> School Administrators.<br />
Jorde-Bloom, P. (1999). Building director<br />
competence: Credentialing and education.<br />
Journal <strong>of</strong> <strong>Early</strong> <strong>Childhood</strong> Teacher<br />
Education, 20(2), 207-214.<br />
Kagan, S.L., & Bowman, B.T. (Eds).<br />
(1997). Leadership in early care and<br />
education. Washington, DC: National<br />
Association for the Education <strong>of</strong> Young<br />
Children.<br />
Kagan, S., & Neuman, M. (1996). The<br />
relationship between staff education<br />
and training and quality in child care<br />
programs. Child Care Information<br />
Exchange, 107, 65-70.<br />
KIDS Count. (2005). KIDS Count Data<br />
Book. The Annie E. Casey Foundation.<br />
Retrieved online: http://www.aecf.org/<br />
kidscount/databook/<br />
Kimbrough, R.B., & Burkett, C.W.<br />
(1990). The principalship: Concepts and<br />
practices. Englewood Cliffs, NJ:<br />
Prentice-Hall.<br />
Kowalski, T.J., Reitzug, U.C., McDaniel,<br />
P., & Otto, D. (1992). Perceptions <strong>of</strong><br />
desired skills for effective principals.<br />
Journal <strong>of</strong> School Leadership, 2(3),<br />
299-309.<br />
Lieberman, A. (1995). Practices that support<br />
teacher development: Transforming<br />
conceptions <strong>of</strong> pr<strong>of</strong>essional learning.<br />
Phi Delta Kappan, 76(8), 591-596.<br />
Little, J.W. (1993). Teachers’ pr<strong>of</strong>essional<br />
development in a climate <strong>of</strong> educational<br />
reform. Educational Evaluation and<br />
Policy Analysis, 15(2), 129-151.<br />
Love, J., Harrison, L., Sagi-Schwartz, A.,<br />
van Izendoorn, M., Ross, C., Ungerer,<br />
J., Raikes, H., Brady-Smith, C., Boller,<br />
K., Brooks-Gunn, J., Constantine, J.,<br />
Kisker, E., Paulsell, D., & Chazan-<br />
Cohen, R. (2003). Child care quality<br />
matters: How conclusions may vary<br />
with context. Child Development,<br />
74(4), 1021-1034.<br />
Mattern, V., & Scott, B. (1999). Mentoring<br />
means higher quality care for children.<br />
<strong>Dimensions</strong> <strong>of</strong> <strong>Early</strong> <strong>Childhood</strong>,<br />
27(24), 11-14, 19.<br />
McLauglin, M.J., Henderson, K., &<br />
Rhim, L.M. (1998). Snapshots <strong>of</strong><br />
reform: How five local districts are interpreting<br />
standards-based reform for students<br />
with disabilities. Alexandria, VA:<br />
Center for Policy Research.<br />
McLaughlin, M., & Oberman, I. (Eds).<br />
(1996). Teacher learning: New policies,<br />
new practices. New York:Teachers College<br />
Press.<br />
No Child Left Behind Act <strong>of</strong> 2001, Pub.<br />
L. No. 107-110, 115 Stat. 1425 (Jan.<br />
8, 2002).<br />
Norris, D. (2001). Quality <strong>of</strong> care <strong>of</strong>fered<br />
by providers with differential patterns<br />
<strong>of</strong> workshop participation. Child &<br />
Youth Care Forum, 30(2), 111-122.<br />
North Carolina Partnership for Children.<br />
(1998). Smart Start progress report to the<br />
North Carolina General Assembly.<br />
Raleigh, NC: Author.<br />
Peisner-Feinberg, E., Burchinal, M., Clifford,<br />
R., Culkin, M., Howes, C., Kagan,<br />
S., & Yazejian, N. (2001). The relation<br />
<strong>of</strong> preschool child-care quality to children’s<br />
cognitive and social developmental<br />
trajectories through second grade.<br />
Child Development, 72(5), 1534-1554.<br />
Phillips, C., Howes, C., & Whitebook, M.<br />
(1991). Child care as an adult work<br />
environment. Journal <strong>of</strong> Social Issues,<br />
47, 49-70.<br />
36 Volume 35, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2007