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Sustaining Early Childhood Learning Gains
Program, School, and Family Influences

$104.00 USD

Karen Hanson, Arthur J. Reynolds, Judy A. Temple, Barbara A. Wasik, Emily K. Snell, Gregory Camilli, Greg J. Duncan, Jade M. Jenkins, Tutrang Nguyen, Beth Meloy, Madelyn Gardner, Marjorie Wechsler, David Kirp, Andrew J. Mashburn, Rita Yelverton, Deborah J. Stipek, Laura Bornfreund, Abbie Lieberman, Suh-Ruu Ou, Christina F. Mondi, Momoko Hayakawa, Lawrence J. Schweinhart, Frances A. Campbell, Yi Pan, Margaret Burchinal, Juan C. Chaparro, Aaron J. Sojourner, Nathan Huey, Barbara A. Bowman, Craig T. Ramey, Sharon Landesman Ramey
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  • Date Published: January 2019
  • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • format: Adobe eBook Reader
  • isbn: 9781108619004

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About the Authors
  • How gains from early childhood experiences are initiated, increased, sustained, and affect life-course development are fundamental to science and society. They also have increasing policy relevance, given public investments in early learning programs and the need to measure their effectiveness in promoting well-being. With contributions from leading researchers across many disciplines, this book emphasizes key interventions and practices over the first decade of life and the elements and strategies through which gains can be enhanced by schools, families, communities, and public institutions. Three critical themes are addressed: firstly, the importance of documenting and understanding the impact of investments in early childhood and school-age years. Secondly, increased priority on elements and principles for scaling effective programs and practices to benefit all children. Thirdly, a focus on multiple levels of strategies for sustaining gains and promoting long-term effects, ranging from early care and family engagement to school reform, state, and federal policy.

    • Offers a comprehensive analysis of next steps and new-generation approaches in early intervention
    • Provides a conceptual overview of the factors that influence whether early childhood learning programs have short- and longer-term effects
    • Includes examples and illustrations of effective approaches for improving early childhood learning programs
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    Reviews & endorsements

    'This book has it all. The content is first rate and the authors offer a plethora of effective recommendations that will strengthen programs and practices. The authors themselves are a who's who list of scientists with vast experience in knowing what works. The book clearly shows that good early childhood policy and effective school reform go hand in hand.' Arne Duncan, Former Secretary, United States Department of Education

    'This research reinforces why we're taking significant strides to expand early education, which is fundamentally about giving every child in every neighborhood their best chance to succeed. Reynolds and Temple show us that these significant investments in our children will help level the playing field, further close the achievement gap, and build stronger communities for generations to come.' Rahm Emanuel, Mayor, City of Chicago

    'This volume focuses on one of the most crucial issues facing us today: how to build upon and sustain the gains from early intervention. The editors and authors are clear that we need a multi-year commitment to continuity and quality. The work presented here provides powerful justification for this comprehensive investment.' Samuel J. Meisels, Founding Executive Director, Buffett Early Childhood Institute, University of Nebraska

    'The research is ripe with insights and directives gleaned from years of investments, programming, and evaluations. This is well-timed and well-aimed as public and private investments in early childhood seek to spur an increasingly greater impact. It is an invaluable volume for practitioners, policymakers, and all those who care about increasing opportunities for young children.' Rip Rapson, President and CEO, The Kresge Foundation

    'Investing in children's early learning is an investment in our shared future. This book provides important research and insights into how to sustain those early gains through the K-3 years and beyond. This is a valuable resource for practitioners, researchers, policymakers, and philanthropists.' Kate Wolford, President, McKnight Foundation

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    Product details

    • Date Published: January 2019
    • format: Adobe eBook Reader
    • isbn: 9781108619004
    • contains: 27 b/w illus. 31 tables
    • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • Table of Contents

    Foreword Karen Hanson
    Introduction and overview
    1. Increasing and sustaining gains in early learning Arthur J. Reynolds and Judy A. Temple
    Part I. Program Dosage and Quality:
    2. Synthesis of preschool dosage: how quantity, quality and content impact child outcomes Barbara A. Wasik and Emily K. Snell
    3. Teacher influences and program effectiveness in early childhood education Gregory Camilli
    4. Boosting school readiness with preschool curricula Greg J. Duncan, Jade M. Jenkins and Tutrang Nguyen
    5. What can we learn from state-of-the-art early childhood education programs? Beth Meloy, Madelyn Gardner, Marjorie Wechsler and David Kirp
    Part II. Preschool-to-3rd Grade Continuity:
    6. Patterns of experiences across head start and kindergarten classrooms that promote children's development Andrew J. Mashburn and Rita Yelverton
    7. Quality and continuity in young children's educational experiences Deborah J. Stipek
    8. Child-parent center preschool to 3rd grade: a school reform model to increase and sustain gains Arthur J. Reynolds
    9. State policies that support children's literacy through PreK-3rd grade education Laura Bornfreund and Abbie Lieberman
    Part III. School and Family Processes of Impacts Over Time:
    10. School-related and family processes leading to long-term intervention effects Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi and Momoko Hayakawa
    11. Lessons on sustaining gains from the life-course study of Perry Preschool Lawrence J. Schweinhart
    12. Sustaining gains from early childhood intervention: the Abecedarian program Frances A. Campbell, Yi Pan and Margaret Burchinal
    13. Differential effects of high-quality early care: lessons from the Infant Health and Development program Juan C. Chaparro, Aaron J. Sojourner and Nathan Huey
    Part IV. Synthesis and Guiding Principles:
    14. Enhancing children's outcomes since 'Eager to Learn' Barbara A. Bowman
    15. Reframing policy and practice deliberations: twelve hallmarks of strategies to attain and sustain early childhood gains Craig T. Ramey and Sharon Landesman Ramey.

  • Editors

    Arthur J. Reynolds, University of Minnesota
    Arthur J. Reynolds is a professor in the Institute of Child Development at the University of Minnesota. A leading expert in the early intervention field, he directs the Chicago Longitudinal Study, one of the largest studies of the effects of early education.

    Judy A. Temple, University of Minnesota
    Judy A. Temple is a professor in the Humphrey School of Public Affairs at the University of Minnesota. Her research focuses on the evaluation of long-term effects of early educational interventions and policy evaluation.

    Contributors

    Karen Hanson, Arthur J. Reynolds, Judy A. Temple, Barbara A. Wasik, Emily K. Snell, Gregory Camilli, Greg J. Duncan, Jade M. Jenkins, Tutrang Nguyen, Beth Meloy, Madelyn Gardner, Marjorie Wechsler, David Kirp, Andrew J. Mashburn, Rita Yelverton, Deborah J. Stipek, Laura Bornfreund, Abbie Lieberman, Suh-Ruu Ou, Christina F. Mondi, Momoko Hayakawa, Lawrence J. Schweinhart, Frances A. Campbell, Yi Pan, Margaret Burchinal, Juan C. Chaparro, Aaron J. Sojourner, Nathan Huey, Barbara A. Bowman, Craig T. Ramey, Sharon Landesman Ramey

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