Appendix G: Sources for HBCC-NSAC Toolkit development

Appendix G

Sources for HBCC-NSAC Toolkit development

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Adolescent Ethnic-Racial Identity Lab. “Resources on Ethnic-Racial Identity.” Available at https://umana-taylorlab.gse.harvard.edu/resources-ethnic-racial-identity. Accessed August 2022. 

Andersen, S. C., T. Sejr Guul, and M. Knoth Humlum. “How First-Language Instruction Transfers to Majority-Language Skills.” Nature Human Behaviour, vol. 6, no. 2, 2021, pp. 229–35. https://doi.org/10.1038/s41562-021-01200-x.

Atkins-Burnett, S., S. Monahan, L. Tarullo, V. Barrios, E. Cavadel, F. Hurwitz, A. Kopack Klein, L. Malone, and M. Putnam. “Measuring the Quality of Caregiver-Child Interactions with Infants and Toddlers: The Q-CCIIT User’s Guide.” Princeton, NJ: Mathematica Policy Research, 2014.

Bromer, Juliet, Toni Porter, Chris Jones, Marina Ragonese-Barnes, and Jaimie Orland. “Quality in Home-Based Child Care: A Review of Selected Literature.” OPRE Report # 2021-136. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2021.

Centers for Disease Control and Prevention (CDC). “Aerobic, Muscle- and Bone-Strengthening: What Counts for School-Aged Children and Adolescents?” Centers for Disease Control and Prevention, n.d. Available at http://www.cdc.gov/physicalactivity/everyone/guidelines/what_counts.html 

Center on the Social and Emotional Foundations for Early Learning (CSEFEL). “Inventory of Practices for Promoting Children’s Social And Emotional Competence.” Available at www.vanderbilt.edu/csefel. Accessed August 2022.

Curenton, S. M., I. U. Iruka, M. Humphries, B. Jensen, T. Durden, S. E. Rochester, J. Sims, J. V. Whittaker, and M. B. Kinzie. “Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms.” Early Education and Development, vol. 31 no. 2, 2020, pp. 284-303, DOI: 10.1080/10409289.2019.1611331.

Curenton, S. M., K. Harris, S. E. Rochester, J. Sims, and N. Ibekwe-Okafor. “Promoting Racial Literacy in Early Childhood: Storybooks and Conversations with Young Black Children.” Child Development Perspectives, vol. 16, no. 1, 2022, pp. 3–9. Available at https://doi.org/10.1111/cdep.12440.

Doran, Elizabeth, Ann Li, Sally Atkins-Burnett, Jasmine Forde, Jaimie Orland, Marina Ragonese-Barnes, Nathan Mix, Natalie Reid, and Ashley Kopack Klein. “Compendium of Measures and Indicators of Home-Based Child Care Quality.” OPRE Report #2022-28. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2022.

Children’s Healthy Weight Research Group. “The Environment and Policy Assessment and Observation (EPAO) Measure Protocol.” Available at http://chwr.web.unc.edu/resources/. Accessed August 2022.

Fryberg, S. A., R. Covarrubias, and J. A. Burack. “Cultural Models of Education and Academic Performance for Native American and European American Students.” School Psychology International, vol. 34, no. 4, 2013, pp. 439–452. Available at https://doi.org/10.1177/0143034312446892.

Gaylord-Harden, N. K., and J. A. Cunningham. “The Impact of Racial Discrimination and Coping Strategies on Internalizing Symptoms in African American Youth.” Journal of Youth and Adolescence, vol. 38, no. 4, 2008, pp. 532–543. Available at https://doi.org/10.1007/s10964-008-9377-5.

Gorski, Paul. "How Trauma-Informed Are We, Really?" Educational Leadership, vol. 78, no. 2, 2020, pp. 14–19.

Iruka, Iheoma U., Stephanie M. Curenton, Tonia R. Durden, and Kerry-Ann Escayg. Don't Look Away: Embracing Anti-Bias Classrooms. Lewisville, NC: Gryphon House, 2021.

Iruka, I. U., S.M. Curenton, J. Sims, K. Harris, and N. Ibekwe-Okafor. Ethnic-Racial Identity Formation in the Early Years. Durham, NC: Hunt Institute, 2021.

Learning for Justice. “Professional Development.” Available at https://www.learningforjustice.org/professional-development. Accessed August 2022.

Moreno, A. J. “A Theoretically and Ethically Grounded Approach to Mindfulness Practices in the Primary Grades.” Childhood Education, vol. 93, no. 2, 2017, pp. 100–108. https://doi.org/10.1080/00094056.2017.1300487.

National Afterschool Association. “Healthy Eating and Physical Activity Standards.” National Afterschool Association, 2018. Available at https://naaweb.org/resources/naa-hepa-standards. Accessed August 2022.

National Center on Afterschool and Summer Enrichment. “National Center on Afterschool and Summer Enrichment Resource Library.” Available at https://childcareta.acf.hhs.gov/ncase-resource-library. Accessed August 2022.

National Center for Montessori in the Public Sector. “Developmental Environment Rating Scale Technical Guide.” Available at www.ders-app.org/. Accessed August 2022.

Onyeka-Crawford, A., K. Patrick, and N. Chaudhry. “Let Her Learn: Stopping School Pushout for Girls of Color.” Washington, DC: National Women’s Law Center, 2017.

Pekel, K. “The Developmental Relationships Download: A Resource to Help Youth-Serving Organizations Strengthen Connections That Help Young People Be and Become Their Best Selves.” Minneapolis, MN: Search Institute, 2018. Available at https://www.search-institute.org/developmental-relationships/developmental-relationships-framework/. Accessed August 2022.

SHAPE America. National Standards for K–12 Physical Education. Reston, VA: SHAPE America, 2013.

Shivers, E.M., and F. Farago. “Where the Children Are: Exploring Quality, Community, and Support for Family, Friend and Neighbor Child Care.” In The Culture of Child Care: Attachment, Peers, and Child Care in the 21st Century: Where We Have Been and Where Are We Headed, edited by K. Sanders and A. Wishard. Oxford, UK: Oxford University Press, 2016.

University of Pittsburgh School of Education Race and Early Childhood Collaborative. “Positive Racial Identity Development in Early Education: Understanding PRIDE in Pittsburgh.” Pittsburgh, PA: University of Pittsburgh, 2016.

David P. Weikart Center for Youth Program Quality. School-Age Program Quality Assessment. Form A. Ypsilanti, MI: Weikart Center for Youth Program Quality, 2018.

Weikart, D. “SEL PQA: Social and Emotional Learning Program Quality Assessment: An Overview of Items and Scales.” The Forum for Youth Investment Center for Youth Program Quality, 2021. Available at https://forumfyi.org/wp-content/uploads/2021/05/SEL-PQA-Overview-of-Items-and-Scales.pdf. Accessed August 2022.

Wilson-Ahlstrom, Alicia, Nicole Yohalem, David DuBois, Peter Ji, Barbara Hillaker, and David P. Weikart. “From Soft Skills to Hard Data: Measuring Youth Program Outcomes.” Washington, DC: The Forum for Youth Investment, November 2013. Available at http://www.cypq.org/content/soft_skills_hard_data.

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