Alexander, K.L. and Entwisle, D.R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53, 2.

Beals, D.E.; De Temple, J.M.; and Dickinson, D.K. (1994). Talking and listening that support early literacy development of children from low-income families, in: D.K. Dickinson (ed.) Bridges to literacy: Children, families, and schools. Cambridge, MS: Blackwell Publishers.

Belsky, J.; and MacKinnon, C. (1994). Transition to school: Developmental trajectories and school experiences. Early Education and Development, 5, 2, 106-119.

Birch, S.H.; and Ladd, G.W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 1, 61-679

Bradley, R.H. and Caldwell, B.M. (1980). The relation of home environment, cognitive competence, and IQ among males and females. Child Development, 51, 4, 1140-1148

Bradley, R.H.; Cladwell, B.M.; & Rock, S.L. (1988). Home environment and school performance: A ten-year follow-up and examination of three models of environmental action. Child Development, 59, 3, 852-867

Calfee, R. & Hiebert, E. (1991). Teacher assessment of achievement. In: R. Calfee and E. Hiebert (Eds.) Advances in program evaluation, New York: JAI Press

Clark, C. (1988). Teacher preparation: Contributions of research on teacher thinking. Educational Researcher 17, 2, 5-12

Clarke-Stewart, K.A. (1979). Evaluating parental effects on child development, in: L. Shulman (ed.). Review of Research in Education, Vol. 6. Itasca, IL: F.E. Peacock

Clay, M (1998). By different paths to common outcomes. York, ME: Stenhouse

Darling-Hammond, L.; Wise, A.E.; & Klein, S.P. (1999). A license to teach. Raising standards for teaching. New York: Maxwell McMillan International

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archive, 8, 1

Dunn, J. (1993). Young children’s close relationships. Newbury Park, CA: Sage

Ginsberg, H.P.; Klein, A.; & Starkey, P. (1998). The development of children’s mathematical thinking: Connecting research with practice. In: W. Damon (ed.). Handbook of child psychology, Vol. 4: Child psychology in practice 5^th edition. New York: Wiley & Sons, Inc.

Griffin, E.A. and Morrison, F.J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127, 233-243.

Hogi, R.D. & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of the literature. Review of Educational Research, 59, 297-313.

Howes, C. (1999). Attachment relationships in the context of multiple caregivers. In: J. Cassady and P.R. Shaver (eds.) Handbook of attachment theory and research. New York: Guilford Publications

Johnson, P.H. & Rogers, R. (2001). Early literacy development: The case for "informed assessment." In: S.B. Neuman and D.K. Dickinson (Eds.) Handbook of early literacy research. New York: Guilford Press

Ladd, G.W.; and Price, J.MN. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 4: 1168-89

Love, J.M.; and Yelton, B. (1989). Smoothing the road from preschool to kindergarten. Principal, 68, 5, 26-27.

Maccoby, E.E. (1992). The role of socialization of children: A historical overview. Developmental Psychology, 28: 1006-1017.

Macon, R.A. (1999). Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study. Developmental Psychology, 35, 2, 358-375

National Board for Professional Teaching Standards (2001). NPBTS standards for early childhood/generalist certification, 2^nd Ed. Arlington, VA: Author.

National Education Goals Panel (1995). Reconsidering children’s early development and learning. Washington, D.C.: Author

National Research Council (1999). How people learn: Brain, mind, experience, and school. Committee on Developments in the Science of Learning, J.D. Bransford; A.L. Brown, and R.R. Cocking, eds. Washington, D.C.: National Academy of Sciences

National Research Council (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy. B.T. Bowman; M.S. Donovan, and M.S. Burns, eds. Washington, D.C.: Academy of Sciences

Pettit, G.S.; Bates, J.E.; & Dodge, K.A. (1997). Supportive parenting, ecological context, and children’s adjustment: A seven-year longitudinal study. Child Development, 68, 5, 908-923.

Pianta, R.C.; and Walsh, D.J. (1996). High-risk children in schools: Creating sustaining relationships. New York: Routledge

Popham, W.J. (1996). Classroom assessment: What teachers need to know. Needham, MA: Allyn and Bacon

Roskos, K. & Neuman, S.B. (1993). Descriptive observations of adults’ facilitation of literacy in young children’s play. Early Childhood Research Quarterly, 8, 77-97.

Salinger, T. (2001). Assessing the literacy of young children: The case for multiple forms of evidence. In: S.B. Neuman and D.K. Dickinson (Eds.) Handbook of early literacy research. New York: Guilford Press

Saracho, O.N., & Spodek, B. (1993). Professionalism and the preparation of early childhood education practitioners. Early Childhood Development and Care 89, 1-17

Saxe, G.B.; Guberman, S.R.; & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52, 2.

Shavelson, R.J., Baxter, G.P., & Pine, J. (1992). Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21, 22-27.

Sparks, D. & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development

Stiggins, R.J. (1998). Classroom assessment for student success. Washington, D.C.: National Education Association.

Tertell, E.A.; Klein, S.M.; & Jewett, J.L. (eds). When teachers reflect: Journeys toward effective, inclusive practice. Washington, D.C.: National Association for the Education of Young Children.