Vol 19, No 2

Table of Contents

Contents

19(2) PDF
 

Research Articles

Associations of Adversity to Indicators of Child Well Being in a High Quality Early Education Context PDF
Shannon Stark Guss, Brenda Jones-Harden, Amanda Stein, Noreen Yazejian, Nina Forestieri
Digital Media and Preschoolers: Implications for Visual Spatial Development PDF
Kathleen Keefe-Cooperman
“The Opportunity to Get Ready”: Early Head Start Program Innovation PDF
Anita S. Charles, Mary Anne Peabody
Effects of a Culturally Responsive Interactive Book-Reading Intervention on the Language Abilities of Preschool Dual Language Learners: A Pilot Study PDF
Carol Scheffner Hammer, Brook Sawyer
Scaffolded Dialogic Reading Professional Development for Transitional Kindergarten Teachers of Dual Language Learners PDF
Carola Matera, Elvira Armas, Magaly Lavadenz

Research-to-Practice Summaries

Addressing Adversity to Support Family and Child Well Being PDF
Shannon S. Guss, Brenda Jones-Harden, Noreen Yazejian, Serenity Weeden, Jennifer Ladner
Preschooler Digital Usage and Visual Spatial Performance: Implications for the Classroom PDF
Kathleen Keefe-Cooperman
Readiness Opportunities for Highly Vulnerable Families PDF
Anita S. Charles, Mary Anne Peabody
Development of a Culturally Responsive Book Reading Intervention for Latina Mothers and their Head Stat Children PDF
Carol Scheffner Hammer, Brook Sawyer
Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading PDF
Carola Matera, Elvira Armas, Magaly Lavadenz

Dialog from the Field

Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction PDF
Lauren Akers, Patricia Del Grosso, Emily K Snell, Sally Atkins-Burnett, Barbara Wasik, Judith Carta, Kimberly Boller, Shannon Monahan


This journal is a publication of the NHSA and the CEME at UNC Charlotte.