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| Preface | |
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| Using Educational Research | |
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| Using Research to Inform Practice | |
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| The Importance of a Research Base | |
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| The Organization of American Public Education | |
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| National Politics and Research | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| Being a Wise Consumer of Research | |
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| Reading and Interpreting Research | |
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| Evaluating Educational Research | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| Accessing Sources of Research in Early Childhood Education | |
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| Strategies for Locating Information | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| What Does Research Tell Us about The Issues? | |
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| Does Early Education Make a Difference? | |
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| Preschool | |
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| Summary | |
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| Using What You Know | |
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| Who Is Coming to School? | |
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| Demographics | |
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| Entrance Age | |
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| Academic Redshirting | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| How Much Time Should Young Children Spend in School? | |
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| How Do Preschoolers Spend Their Time? | |
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| How Do Kindergartners Spend Their Time? | |
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| Half-Day or Full-Day Kindergarten? | |
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| Time and Learning | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| How Do School Grouping Patterns Affect Children? | |
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| Grouping by Age | |
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| Within-Class Grouping | |
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| Multi-Age Grouping | |
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| Nongraded/Ungraded Grouping | |
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| Same-Sex Grouping | |
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| Looping | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| What Are the Effects of Failure? | |
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| Grade Retention | |
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| Grade Retention and Achievement | |
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| Emotional Impact of Failing a Grade | |
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| Transition Classes | |
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| Summary | |
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| Key Term | |
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| Using What You Know | |
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| How Does the Physical Environment Affect Young Children? | |
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| The Internal School Environment | |
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| Outdoor Environmental Factors | |
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| Class Size | |
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| School Size | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| What Do We Know about Guidance and Discipline? | |
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| Guidance versus Discipline | |
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| Time-out Strategies | |
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| Punishment | |
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| Rewards | |
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| Praise | |
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| Temperament | |
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| Parenting Styles | |
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| Recess as a Guidance Strategy | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| Does Delivery of the Curriculum Affect Learning? | |
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| Curriculum Models | |
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| Multiple Intelligences | |
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| Learning Styles | |
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| Homework and Achievement | |
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| Classroom Questioning | |
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| Wait Time | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| How Does Family Involvement Impact Education? | |
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| Parent Involvement | |
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| Summary | |
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| Using What You Know | |
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| What Are the Most Appropriate Ways to Assess Young Children? | |
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| Assessment | |
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| Screening Tests | |
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| Readiness Tests | |
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| Summary | |
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| Key Terms | |
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| Using What You Know | |
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| Connecting Research to Practice | |
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| Case Scenarios to Explore | |
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| Sister Schools | |
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| Kindergarten School | |
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| Questioning | |
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| Homework Policy | |
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| Texas and Florida Retain Third Graders | |
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| Academic Redshirting | |
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| The Task Force | |
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| Projects and Activities | |
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| Glossary | |
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| References | |
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| Index | |