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This project provides a comprehensive picture of the quality of Boston's Early Care and Education programs for infants, toddlers, and preschoolers, in both centers and family child care homes.
The goal of this project is to produce a reliable and valid measure of teachers’ educational beliefs and knowledge of child development and ECE pedagogy that can be used to validate the effectiveness of professional development programs and interventions, as well as, to provide valuable feedback in applied setting s regarding ECE teachers’ professional development needs and classroom appropriateness.
Funding will support refining plans for growing and scaling Open Circle to serve large school districts across the U.S.
This group of inter-related research projects seeks to understand the state of early care and education in Massachusetts and make recommendations for quality outcomes.
This is a study of the relation between fathers’ high levels of involvement in childrearing and various family outcomes: quality of the marriage, the mother's report of social support, the quality of the mother-child relationship and of the father-child relationship, and the quality of family interactions when the children are in elementary school.
This research and evaluation study examines process outcomes and program impact for a Kindergarten to Grade 5 implementation project in 23 elementary schools within a large urban school district.
This long-term program brings together research on employment, work and family issues, and child care as a support for working families.
Using a randomized control design, Michelle Porche will conduct an evaluation of the Boston Ready professional development intervention to test its effectiveness.
WCW researchers participated in a study, led by Dr. Valora Washington and under the auspices of the Bessie Tartt Wilson Children’s Foundation, to evaluate the child care voucher system in Massachusetts.
This study followed a random sample of hundreds of children and 100 child care centers in order to examine links between family income, the quality and cost of child-care, and infant language and social development.
This project prepared a report to describe the prevalent health practices and concerns in early care and education programs in Massachusetts, as part of a larger project of the Schott Fellowship in Early Care and Education.
This study examines the varying quality of child care in Massachusetts and across the nation, and its effect on children's performance and family functioning.
This study sought to examine full-day, year round child care for preschool-age children in Maine to better illuminate links between the quality and the costs of early child care in Maine.
The Capacity Study describes the current early education and care (EEC) workforce in Massachusetts and evaluates the capacity of the State’s higher education system to meet the increased demand for a qualified workforce in early education and care.
The goal of the Massachusetts Cost and Quality Study was to examine full-day, year-round, community-based center care for preschool-age children (2.9 years to 5 years) and for infants and toddlers, pre-k classrooms in the public schools and family child care programs.
Researchers focus on aspects of school readiness, including social and language development, along with other data such as hours in care, so as to better understand the ways in which a child's growth is influenced by situational factors.
This study, funded by the National Institute of Child Health and Human Development, seeks to determine the relationship between children's early experiences and their developmental outcomes.
The purpose of this project is to inform the Massachusetts board of Early Education and Care (EEC) of the resources that will best serve families and communities in supporting the holistic development of children, youth, and families.