Building Language for Literacy and Core Knowledge
The purpose of this project is to measure the educational benefits of two widely-used pre-K curricula, Building Language for Literacy and Core Knowledge. Using a randomized controlled trial (RCT) design, the investigators are comparing three curricula: Building Language for Literacy, Core Knowledge, and the approach already in place as a comparison condition. Half of the teachers using each curriculum receive intensive support for implementing the curriculum, and half receive the support normally provided by the district. The intensive support includes expert-led professional development, weekly classroom observation and instructional coaching. The traditional support involves periodic help and summer workshops.
The students in the study come from low-income families with various ethnic and language backgrounds in Maryland. The research team randomly assigned schools to one of the curricula and levels of support. The evaluation will produce findings about the efficacy of the three curricula and the different levels of implementation for student learning. It will also provide data about how well specific kinds of students learn in the various conditions.
Publications from this project:
Ramey, C.T., Ramey, S.L., and Stokes, B.R. (2009). Effective Pre-K Programs: Research Evidence About Program Dosage and Student Achievement. In R. Pianta (Ed.), Pre-Kindergarten in the United States. (pp. 79–105) Baltimore, MD: Paul H. Brookes Publishing.
Ramey, S.L., and Ramey, C.T. (2007). Establishing a Science of Professional Development for Early Education Programs: The Knowledge Application Information Systems (KAIS) Theory of Professional Development. In L.M. Justice and C. Vukelich (Eds.) Achieving excellence in preschool language and literacy instruction. (pp. 41–63) New York, NY: Guilford Press.
Ramey, S.L., Crowell, N.A., Ramey, C. T., Grace, C., Timraz, N., and Davis, L.E. (2011). The Dosage Of Professional Development For Early Childhood Professionals: How The Amount and Density Of Professional Development May Influence Its Effectiveness. Advances in Early Education and Day Care, 15: 11–32.
Ramey, S.L., Ramey, C.T., and Lanzi, R.G. (2004). The Transition to School: Building on Preschool Foundations and Preparing for Lifelong Learning. In E. Zigler and S.J. Styfco (Eds.), The Head Start Debates (pp. 397–413). Baltimore, MD: Paul H. Brookes.