SIG-Early Education and Child Development

Nancy E. Barbour, James Madison University

Implementing Pre-K-3: Aligning Views of School Readiness and Early Childhood Curriculum Among School Staff and Parents - Julie A. Spielberger, University of Chicago

State-Funded Pre-Kindergarten Child Assessment Policies: Implications for Race to the Top—Early Learning Challenge Program Applicants - Debra J. Ackerman, Educational Testing Service (ETS); Richard Coley, ETS

Understanding Students’ Skills at Kindergarten Entry: Findings From Connecticut - Jessica A. Goldstein, University of Connecticut; Melissa Eastwood, University of Connecticut; Peter Behuniak, University of Connecticut

Are Early Childhood Educators (ECE) Prepared for the Full Day Early Learning Kindergarten Program (FDEL-K)? Exploring Perspectives From Early Childhood Educators, Kindergarten Teachers, and ECE Faculty on Ontario’s Full Day Early Learning Program - Nathalie Di Francesco, Sheridan College-Institure of Technology and Advanced Learning; Shawn Lennie, OISE/University of Toronto; Nadia Breese, Sheridan College

Success Factors in a Preschool Classroom in an Early Reading First Project: A Case Study - Byeong-Keun You, Southwest Institute; Karen Burstein, Southwest Intitute for Families and Children; Catherine Otto, Southwest Intitute for Families and Children; Anubhav Sharma, Southwest Institute; Mi-Jung Song, Arizona State University