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    <title>CYFERnet</title>
    <link>http://www.cyfernet.org/</link>
    <language>en-us</language>
    <webMaster>cyf@umn.edu (CYFERnet Administrator)</webMaster>
    <description>New resources listed in the Children, Youth, and Families Education and Research Network</description>

    <item>
      <title>Can Tax Strategies Help Promote and Finance Quality Early Care and Education Services? (resources)</title>
      <link>http://www.earlychildhoodfinance.org/conferencecallarchive/TaxStrategiesCall_Resources_2006.doc</link>
      <description><![CDATA[The link provides resources for a conference call relating to tax strategies to finance early care and education.

They provides information on using tax strategies to provide financing to early care and education systems.  Websites and other links are included.

The transcript of a conference call can be found at http://www.earlychildhoodfinance.org/conferencecallarchive/TaxStrategiesCall_Notes_2006.doc.]]></description>
    </item>

    <item>
      <title>Can Tax Strategies Help Promote and Finance Quality Early Care and Education Services? (transcript)</title>
      <link>http://www.earlychildhoodfinance.org/conferencecallarchive/TaxStrategiesCall_Notes_2006.doc</link>
      <description><![CDATA[This transcript of a conference call provides information on using tax strategies to provide financing to early care and education systems.  Discussion includes the positives in tax credits, what states are currently doing, how to make it happen, and measuring the benefits of using tax credits.

The resources for this call can be found at http://www.earlychildhoodfinance.org/conferencecallarchive/TaxStrategiesCall_Resources_2006.doc.]]></description>
    </item>

    <item>
      <title>Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development</title>
      <link>http://nieer.org/pdf/Effects_of_Early_Child_Care_Extend_to_Age_15.pdf</link>
      <description><![CDATA[This report from the NICHD child care study found that, although the effects were small, teenagers who had the higher quality care did better academically than those given low-quality care or no care outside the home. The study also found that the more time children spent in child care outside the home, the more they were likely to engage in risky or impulsive behaviors at age 15 regardless of the quality of early care they had received. Those effects were also relatively small, and benefits did not differ between advantaged and disadvantaged children. The study's finding of persistent effects is consistent with the results of NIEER's meta-analysis of the entire literature, but also reinforces the notion that intensive educational programs are required if preschool is to make a substantive difference in the poor achievement of disadvantaged children.

The study appears in Child Development. ]]></description>
    </item>

    <item>
      <title>Ten Ways to Foster Resiliency in Children</title>
      <link>http://teachers.net/gazette/APR08/davies/</link>
      <description><![CDATA[This article disscusses what school professionals can do to enhance resiliency in children.  When children are influenced by caring adults with high expectations for their success, they are more likely to withstand negative pressures and become responsible adults. Specific suggestions of how teachers can help is included.]]></description>
    </item>

    <item>
      <title>A Guide to Promoting Resilience in Children: Strengthening the Human Spirit</title>
      <link>http://www.leedsinitiative.org/uploadedFiles/Children_Leeds/Content/Standard_Pages/Levels_of_Need/Resiliance_new.pdf</link>
      <description><![CDATA[The main body of this book is a practical Guide that will help adults to promote resilience in children. In the introduction, they discuss some background behind the concept of resilience and give a brief description of the International Resilience Project. The Guide itself is based on research findings from this project.]]></description>
    </item>

    <item>
      <title>Evaluation of Parent Aware: Minnesota's Pilot Quality Rating System</title>
      <link>http://www.childtrends.org/Files//Child_Trends-2010_02_01_SP_ECCaucusBriefing.pdf</link>
      <description><![CDATA[In this PDF of a pwpt presentation, Key Findings are shared from the Year 2 Evaluation Report of Minnesota's pilot Quality Rating System.]]></description>
    </item>

    <item>
      <title>Early Childhood Predictors of Early School Success: A Selective Review of the Literature</title>
      <link>http://www.childtrends.org/Files//Child_Trends-2009_05_26_FR_EarlySchoolSuccess.pdf</link>
      <description><![CDATA[In this brief, scientific evidence from all literatures is reviewed as they relate to early school readiness, focusing on results from large longitudinal studies. The intention is that the results will provide a foundation for research that may lead to the development of practical clinical tools allowing health caregivers to identify young children at risk for early school performance problems, and target them for additional preventive and ameliorative care leading to improved outcomes.]]></description>
    </item>

    <item>
      <title>Quality in Early Childhood Care and Education Settings: A Compendium of Measures (2nd Ed.)</title>
      <link>http://www.childtrends.org/Files//Child_Trends-2010_03_10_FR_QualityCompendium.pdf</link>
      <description><![CDATA[This report was written to provide a consistent framework with which to review the existing measures of the quality of early care and education settings. The aim is to provide uniform information about quality measures. It is hoped that such information will be useful to researchers and practitioners, and help to inform the measurement of quality for policy-related purposes.  It provides info on tools currently being used to measure quality in ECE for various purposes, primarily for accountability and public policy.  Cross references the measures for purpose and age, etc.
]]></description>
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