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1

Aboud, Frances E. Impact of SUCCEED preschool: On grades I and II student performance. SUCCEED, Save the Children USA, Bangladesh Country Office, 2009.

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2

Hearns, Sinead. The impact of training on workers in Early childhood education: An evaluation of the foundation course in playgroup practice. University College Dublin, 1998.

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3

Craig, Gary. The impact of social security changes: The views of families using Barnardo's preschool services. Barnardo's Research and Development Section, 1990.

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4

Workshop, Sesame, Associates for Community and Population Research, and United States. Agency for International Development, eds. Sisimpur's reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. Sesame Workshop, 2009.

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5

Salmi, Eeva-Liisa. The family school: The impact of a group training programme on overactive hard-to-manage preschool children and their parents. Åbo Akademi University Press, 2008.

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6

United States. Advisory Committee on Head Start Research and Evaluation. Evaluating Head Start: A recommended framework for studying the impact of the Head Start Program. U.S. Dept. of Health and Human Services, 1999.

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7

Bolce, Don. Investing in quality: The impact of the Head Start Expansion and Improvement Act of 1990 in its first year of implementation : a report by the National Head Start Association. The Association, 1993.

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8

No small matter: The impact of poverty, shocks, and human capital investments in early childhood development. The World Bank, 2011.

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9

Office, General Accounting. Head Start: Research provides little information on impact of current program : report to the Chairman, Committee on the Budget, House of Representatives. The Office, 1997.

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10

Office, General Accounting. Early childhood programs: The use of impact evaluations to assess program effects : report to the chairman, Subcommittee on Oversight of Government Management, Restructuring, and the District of Columbia, Committee on Governmental Affairs, U.S. Senate. The Office, 2001.

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11

United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Children Family Drugs and Alcoholism. New challenges for Head Start: Hearing before the Subcommittee on Children, Family, Drugs and Alcoholism of the Committee on Labor and Human Resources, United States Senate, One Hundred Third Congress, first session on examining proposed authorizations for the Head Start program, and to examine the impact of the Head Start Expansion and Improvement Act of 1990, July 22, 1993. U.S. G.P.O., 1993.

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12

South Carolina. General Assembly. Joint Legislative Committee to Study the State Educational System. Final report: A study of the fiscal impact of providing special education and related services to South Carolina's unserved preschoolers with handicaps : prepared for the South Carolina Joint Legislative Committee to Study the State Educational System, David M. Beasley, chairman. The Committee, 1989.

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13

Joyner, Carlotta C. Head Start: Research insufficient to assess program impact : statement of Carlotta C. Joyner, Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Subcommittee on Children and Families, Committee on Labor and Human Resources, U.S. Senate, and the Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, House of Representatives. The Office, 1998.

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14

Finn, Shirley. Impacts de la formation portant sur les activités d'éveil à la lecture et à l'écriture sur l'achat, l'emprunt de livres et les practiques d'éveil dans les services de garde du Québec: Rapport d'étude, version finale. Léger Marketing, 2002.

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15

Michael, Puma, ed. Head start impact. Nova Science Publishers, 2006.

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16

Bailey, Cindee. Exposure of preschool children to companion animals: Impact on role-taking skills. 1987.

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17

Doescher, Susan M. Impact of prosocial classroom and home learning programs on preschool children's prosocial behavior. 1985.

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18

Hasan, Amer, Haeil Jung, Angela Kinnell, Amelia Maika, Nozomi Nakajima, and Menno Pradhan. Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. World Bank, Washington, DC, 2019. http://dx.doi.org/10.1596/1813-9450-9060.

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19

Early Years Policy: The Impact on Practice. Taylor & Francis Group, 2013.

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20

Kingdon, Zenna, and Jan Gourd. Early Years Policy: The Impact on Practice. Taylor & Francis Group, 2013.

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21

Teacher effectiveness training and its impact on the academic learning time of preschool children in physical education. 1988.

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22

Teacher effectiveness training and its impact on the academic learning time of preschool children in physical education. 1988.

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23

Sosna, Todd David. The impact of parent-child interaction therapy on the verbalizations and compliance of non-clinical preschool children. 1991.

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24

Early intervention service delivery models and their impact on children and families. University of North Carolina, 1998.

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25

The Impact of Head Start on children, families, and communities: Final report of the Head Start Evaluation, Synthesis, and Utilization Project. The Bureau, 1985.

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26

Kwan, Archie Brian. Impact of systematic phonics instruction on young children learning English as a second language. 2005.

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27

Ernest, Tremblay Richard, Conseil québécois de la recherche sociale., Conseil scolaire de l'île de Montréal., and Université de Montréal. Groupe de recherche sur l'inadaptation psycho-sociale à l'enfance., eds. Impact des mesures d'éducation préscolaire en milieux défavorisés sur l'île de Montréal: Rapport de recherche présenté au Conseil québécois de la recherche sociale et au Conseil scolaire de l'île de Montréal dans le cadre du programme d'action concertée sur la prévention du décrochage scolaire en milieux défavorisés. Université de Montréal, Faculté des arts et des sciences, Groupe de recherche sur l'inadaptation psychosociale chez l'enfant, 2000.

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28

Head Start: Research provides little information on impact of current program : report to the Chairman, Committee on the Budget, House of Representatives. The Office, 1997.

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29

Berkes, Jan, Adrien Bouguen, Deon Filmer, and Tsuyoshi Fukao. Improving Preschool Provision and Encouraging Demand: Heterogeneous Impacts of a Large-Scale Program. World Bank, Washington, DC, 2019. http://dx.doi.org/10.1596/1813-9450-9070.

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30

Karoly, Lynn, and Anamarie Auger. Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs. RAND Corporation, 2016. http://dx.doi.org/10.7249/rr1461.

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31

The impact of preschools on early childhood education in Cambodia: A study of six NGO-sponsored preschools in Battambang, Kampong Chhnang and Phnom Penh. NGO Education Partnership, 2008.

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32

Haroutounian, Joanne. Kindling the Spark. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195129489.001.0001.

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Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social a
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33

Hill&Co. My Preschool : il Pregrafismo in Inglese: Libro Di Pregrafismo in Inglese - Traccia, Colora, Gioca e Impara. Independently Published, 2020.

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34

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

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Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and p
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