The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the…

The study analyses determinants of child outcomes in a cohort of children who participated in the Free Pre-School Year. Child outcomes are measured through a before-and-after assessment of children using the Early Development Instrument. The sample comprises 448 children in 70 early years centres. There are three main findings. First, children…

The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997-2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and…