Selected Publications by Sharon Lynn Kagan, Ed.D.

Volumes and Editorships

  • Kagan, S. L., & Kauerz, K. (2012). Early childhood systems: Transforming early learning.New York: Teachers College Press.
  • Kagan, S. L., & Tarrant, K. (Eds.). (2010). Transitions for young children: Creating connections across early childhood systems. Baltimore, MD: Paul H. Brookes.
  • Kagan, S.L., Kauerz, K., Tarrant, K. (2008). The early care and education teaching workforce at the fulcrum: An agenda for reform. New York: Teachers College Press.
  • Kagan, S. L., & Stewart, V. (Eds.). (2005). A new world view: Learning from education in other countries [Special issue]. Phi Delta Kappan.
  • Kagan, S. L., & Stewart, V. (Eds.). (2004). Putting the “World” in “World-Class Education” [Special issue]. Phi Delta Kappan, 83(3).
  • Kagan, S. L., & Bowman, B. T. (Eds.). (1997). Leadership in early care and education. Washington, DC: National Association for the Education of Young Children.
  • Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven: Yale University Bush Center in Child Development and Social Policy.
  • Kagan, S. L., & Cohen, N. E. (Eds.). (1996). Reinventing early care and education: A vision for a quality system. San Francisco: Jossey-Bass.
  • Zigler, E., Kagan, S. L., & Hall, N. (Eds.). (1996). Children, families, and government: Preparing for the 21st century. New York: Cambridge University Press.
  • Kagan, S. L., Goffin, S. G., Golub, S. A., & Pritchard, E. (1995). Toward systemic reform: Service integration for young children and their families. Falls Church, VA: National Center for Service Integration.
  • Kagan, S. L. (Ed.). (1994). Early care and education: Coming of age [Special issue]. Phi Delta Kappan, 76(3).
  • Kagan, S. L., & Weissbourd, B. (Eds.). (1994). Putting families first: America’s family support movement and the challenge of change. San Francisco: Jossey-Bass.
  • Kagan, S. L. (with Neville, P. R.). (1993). Integrating services for children and families: Understanding the past to shape the future. New Haven: Yale University Press.
  • Kagan, S. L. (Ed.). (1991). The care and education of America’s young children: Obstacles and opportunities. National Society for the Study of Education, 90th Yearbook . Chicago: University of Chicago Press.
  • Kagan, S. L. (1991). United we stand: Collaboration for child care and early education services. New York: Teachers College Press.
  • Kagan, S. L., & Garcia, E. (Eds.). (1991). Educating linguistically and culturally diverse preschoolers [Special issue]. Early Childhood Research Quarterly, 6(3).

Articles, Chapters, and Commissioned Papers

  • Kagan, S.L. & Gomez, R.E. (2014). One two buckle my shoe: Early mathematics education and teacher professional development, (pp.1-28). In H. Ginsburg, M. Hyson, & T. Woods (Eds.), Preparing early childhood educators teach math. Baltimore, MD: Brookes Publishing.
  • Scott-Little, C., Reid, J.L., Kagan, S.L., & Sumrall, T.C. (2014). South Carolina standards analysis study: Deliverable II – Alignment analyses of the South Carolina early learning standards for 4 and 5 year-old children with the Head Start Child Development and Early Learning Framework and the Common Core state standards. New York, NY: National Center for Children and Families.
  • Kagan, S.L. (2013). David, Goliath, and the ephemeral parachute: The relationship from a United States perspective. In P. Moss (Ed.,), Early childhood and compulsory education: Reconceptualizing the relationship. Oxford, England: Routledge.
  • Kagan, S.L. (2013). Report on Turkish Inspection System Development: Narrative report. Ankara, Turkey: UNICEF and Ministry of Education.
  • Kagan, S.L., Scott-Little, C., Reid, J., & Castillo, E. (2013). Massachusetts Department of Early Education and Care alignment study: Deliverable III: Alignment analyses of the Massachusetts Standards for 3- and 4-year-old children and three assessments for the same age groups. New York: National Center for Children and Families.
  • Kagan, S.L., Scott-Little, C., Reid, J., & Castillo, E. (2012). Early learning mathematics standards in the United States: The quest for alignment. Prepared for the Heising-Simons Foundation. New York: National Center for Children and Families.
  • Kagan, S.L. (2012). Early childhood systems: Looking deep, wide, and far. In S.L. Kagan & K. Kauerz (Eds.), Early childhood systems: Transforming early learning (pp. 3-17). New York: Teachers College Press.
  • Kagan, S.L. (2012). Early learning and development standards: An elixir for early childhood systems reform. In S.L. Kagan & K. Kauerz (Eds.), Early childhood systems: Transforming early learning (pp. 55-70). New York: Teachers College Press.
  • Kagan, S.L., & Reid, J. (2009). Invest in early childhood education. Phi Delta Kappan, 90(8), 572-576.
  • Kagan, S. L., & Reid, J. (2009). ECE2: A call for excellence, coherence, and equity in federal early childhood education policy. Washington DC: Center on Education Policy.
  • Kagan, S.L., Scott-Little, C., Frelow, V. S., & Reid, J. (2009). Infant-toddler learning guidelines: The content states have addressed and implications for programs serving children with disabilities. Infants and Young Children, 22(2), 87-99.
  • Kagan, S. L., Brooks-Gunn, J., Westheimer, M., Tarrant, K., Cortazar, A., Johnson, A., Philipsen, N., & Pressman, A. (2008). New York City early care and education unified performance measurement system: A pilot study. New York: National Center for Children and Families.
  • Kagan, S. L., & Kauerz, K., (2008). Governing American early care and education: Shifting from government to governance and from form to function. In S. Feeney A. Galper, & C. Seefeldt (Eds.), Continuing issues in early childhood education (3rd ed., pp. 12-32). Columbus, OH: Pearson Merrill Prentice Hall.
  • Kagan, S. L., Scott-Little, C., Reid, J., & Greenberg, E. (2008). Pennsylvania’s early learning standards alignment studies: Proposed alignment analysis protocol. New York: National Center for Children and Families.
  • Kagan, S. L., Scott-Little, C., Reid, J., & Greenberg, E. (2008). Pennsylvania’s early learning standards alignment studies: A working memo on short-term vertical alignment data analyses and observations. New York: National Center for Children and Families.
  • Scott-Little, C., Kagan, S. L., Frelow, V. S., & Reid, J. (2008). Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations. Greensboro, NC: University of North Carolina at Greensboro.
  • Tarrant, K., Greenberg, E. H., Kagan, S. L., & Kauerz, K. (2008). The early childhood workforce. In S. Feeney (Ed.), Continuing issues in early childhood education (3rd ed., pp. 134-157). Columbus, OH: Pearson Merrill Prentice Hall.
  • Kagan, S. L., & Kauerz, K. (2007). Reaching for the whole: Integration and alignment in early education policy. In R. C. Pianta, M. J. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 11- 30). Baltimore, MD: Paul H. Brookes.
  • Kagan, S. L., Tarrant, K., Carson, A., & Kauerz, K. (2007). The early care and education workforce: At the fulcrum. Houston, TX: Cornerstones for Kids.
  • Kagan, S. L., & Weissbourd, B. (2007). Family support: A force for change. In J. L. Aber, S. J. Bishop-Josef, S. M. Jones, K. T. McLearn, & D. A. Phillips (Eds.), Child development and social policy: Knowledge for action (pp. 249-264). Washington, DC: American Psychological Association.
  • Kagan, S. L. (2006). American early childhood education: Preventing or perpetuating inequity? (Research Review No. 1). New York: Teachers College, Campaign for Educational Equity.
  • Kagan, S. L., Carroll, J., Comer, J., & Scott-Little, C. (2006). Alignment: A missing link in early childhood transitions? Young Children 61 (5), 26-32.
  • Kagan, S. L., & Kauerz, K. (2006). Making the most of kindergarten: Trends and policy issues. In D. Gullo (Ed.), Teaching and learning in the kindergarten year (pp. 161-170). Washington, DC: National Association for the Education of Young Children.
  • Kagan, S. L., & Kauerz, K. (2006). Preschool programs: Effective curricula. In R. E. Tremblay, R. G. Barr, & R. DeV. Peters (Eds.), Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development.
  • Scott-Little, C., Kagan, S. L., & Frelow, V. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153-173.
  • Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). State standards for children’s learning: What do they mean for child care providers? Child Care Information Exchange168 , 27-34.
  • Kagan, S. L., & Lowenstein, A. (2005). Parenting education: Cultural accelerator or reflector? In L. Harrison & J. Kagan (Eds.), Developing cultures: Essays on cultural change . Oxford, UK: Routledge Press.
  • Kagan, S. L., & Britto, P. R. (2005). Going global with indicators of child development. UNICEF Final Report. New York, NY: UNICEF.
  • Kagan, S. L., Britto, P. R., Kauerz, K., & Tarrant, K. (2005). Washington State early learning and development benchmarks. Olympia, WA: Office of the Governor and the Office of the Superintendent of Public Instruction.
  • Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2005). Inside the content: The breadth and depth of early learning standards. Creating the conditions for success with early learning standards. Greensboro, NC: University of North Carolina, SERVE.
  • Kagan, S. L. (2004). A conversation with Sharon Lynn Kagan. In M. R. Jalongo & J. P. Isenberg (Eds.), Exploring your role: A practitioner’s introduction to early childhood education. Columbus, OH: Merrill/Prentice Hall.
  • Kagan, S. L. (2004). Improving urban student achievement through early childhood reform: What state policymakers can do. Denver, CO: Education Commission of the States.
  • Kagan, S. L., & Lowenstein, A. E. (2004). School readiness and children’s play: Contemporary oxymoron or compatible option? In E. F. Zigler, D. G. Singer, & S. J. Bishop-Josef (Eds.), Children’s play: The roots of reading (pp. 59-76). Washington, DC: ZERO TO THREE Press.
  • Kagan, S. L., & Scott-Little, C. (2004). Early learning standards: Changing the parlance and practice of early childhood education. Phi Delta Kappan, 85(5), 388-396.
  • Britto, P. R., & Kagan, S. L. (2004). Going global with indicators of child well-being: using the standards approach. UNICEF Technical Report. New York, NY: UNICEF.
  • Carroll, J., Ochshorn, S., Kagan, S. L., & Fuller, B. (2004). Effective investments in early care and education: What can we learn from research? (Child Care and Early Education Research and Policy Series Report No. 1). Denver, CO: National Conference of State Legislatures.
  • Fuller, B., Kagan, S., Loeb, S., & Chang, Y. (2004). Child care quality: Centers and home settings that serve poor families. Early Childhood Research Quarterly, 19, 505-527.
  • Loeb, S., Fuller, B., Kagan, S. L., Carrol, B., & Carroll, J. (2004). Child care in poor communities: Early learning effects of type, quality, and stability. Child Development , 75(1), 47-65.
  • Lowenstein, A. E., Ochshorn, S., Kagan, S. L., & Fuller, B. (2004). The effects of professional development efforts and compensation on quality of early care and education services. Child Care and Early Education Research and Policy Series Report No. 2. Denver, CO: National Conference of State Legislatures.
  • Ochshorn, S., Kagan, S. L, Carroll, J., Lowenstein, A. E., & Fuller, B. (2004). The effects of regulation on the quality of early care and education. Child Care and Early Education Research and Policy Series Report No. 3. Denver, CO: National Conference of State Legislatures.
  • Rigby, E., Kagan, S. L., Ochshorn, S., & Fuller, B. (2004). Infant and toddler care: Meeting the needs of families with options that work. Child Care and Early Education Research and Policy Series Report No. 4. Denver, CO: National Conference of State Legislatures.
  • Kagan, S.L. (2003). Advancing child abuse and neglect protective factors: The role of the early care and education infrastructure . Center for the Study of Social Policy.
  • Kagan, S. L., & Neuman, M. J. (2003).  Back to basics: Building an early care and education system. In F. Jacobs, D. Wertlieb, & R. M. Lerner (Eds.), Handbook of applied developmental science: Vol. 2. Enhancing the life chances of youth and families. Contributions of programs, policies, and service systems (pp. 329-345). Thousand Oaks, CA: Sage.
  • Kagan, S. L., & Neuman, M. J. (2003). Integrating early care and education. Educational Leadership, 60 (7), 58-64.
  • Kagan, S. L., & Rigby, E. (2003). Policy matters: Setting and measuring benchmarks for state policies. Washington, DC: Center for the Study of Social Policy.
  • Kagan, S. L., & Rigby, E. (2003). State policies that work: A series of policy briefs from the Policy Matters project . Washington, DC: Center for the Study of Social Policy.
  • Kagan, S. L., Scott-Little, C., Frelow, V. S. (2003). Early learning standards for young children: A survey of the states. Young Children, 58(4), 58-76.
  • Scott-Little, C., Kagan, S. L., Clifford, R. M. (2003). Assessing the state of state assessments: Perspectives on assessing young children . Greensboro, North Carolina: University of North Carolina, SERVE.
  • Scott-Little, C., Kagan, S. L., Frelow, V. S. (2003). Standards for preschool children’s learning and development: Who has the standards, how were they developed, and how were they used? Greensboro, North Carolina: University of North Carolina, SERVE.
  • Kagan, S. L. (2002). Equal access to early learning . Washington, DC: The National Black Child Development Institute.
  • Kagan, S. L. (2002). Financing early care and education. Equal access to early learning . Washington, DC: The National Black Child Development Institute.
  • Kagan, S. L., Brandon, R. N., Ripple, C. H., Maher, E. J., & Joesch, J. (2002). Supporting quality early childhood care and education: Addressing compensation and infrastructure. Young Children, 57 (3), 58-65.
  • Kagan, S. L., & Hallmark, L. G. (2002). The pendulum of early childhood curriculum: A story of changing contexts and ideologies. In V. Sollars (Ed.), Curricula, policies and practices in early childhood education (pp. 12-22). Malta: Ministry of Education.
  • Clifford, R. M., Kagan, S. L., Cochran, M., & Fu, V. (2002). Challenges for early childhood education and care policy. In D. Cryer (Ed.), Early childhood education and care in the USA: Policy and state of the art at the millennium. Washington, DC: Government Printing Office.
  • Fuller, B., Caspary, G., Kagan, S. L., Gauthier, C., Carroll, J., & McCarthy, J. (2002). Does maternal employment influence poor children’s social development? Early Childhood Research Quarterly, 17 (4), 470-497.
  • Fuller, B., Kagan, S. L., Caspary, G., & Gauthier, C. (2002). Has welfare reform advanced child-care options for poor families? The Future of Children, 12 (1), 97-119.
  • Kagan, S. L. (2001). Back to basics: Essential components of an American early care and education system . Albany, NY: New York State Department of Education.
  • Kagan, S. L. (2001). Giving America’s young children a better start: A change brief . Denver, CO: Education Commission of the States.
  • Kagan, S. L., & Hallmark, L. G. (2001). Cultivating leadership in early care and education. Child Care Information Exchange, 140 , 7-12.
  • Kagan, S. L., & Hallmark, L. G. (2001). Early care and education policies in Sweden: Implications for the United States. Phi Delta Kappan, 83 (3), 237-254.
  • Kagan, S. L., & Hallmark, L. G. (2001). Facing Janus: Leadership in early care and education. State Education Leader, 19 (2), 5-6.
  • Fuller, B., Chang, Y.-W., Suzuki, S., & Kagan, S. L. (2001, August). Child-care aid and quality for California families: Focusing on San Francisco and Santa Clara counties ( PACE Working Paper 01-2). Berkeley: PACE.
  • Holloway, S. D., Kagan, S. L., Fuller, B., Tsou, L., & Carroll, J. (2001). Assessing child care quality with a telephone interview. Early Childhood Research Quarterly, 16, 165-189.
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2001). The relationship of preschool child care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
  • Kagan, S. L. (2000). Financing the field: From mistakes to high stakes. Tenth presidential essay. Young Children, 55 (3), 4-5.
  • Kagan, S. L. (2000). Foreward. In M. L. Culkin (Ed.), Managing quality in young children’s programs (pp. ix-xi). New York: Teachers College Press.
  • Kagan, S. L. (2000). Making assessment count…what matters. Ninth presidential essay. Young Children, 55 (2), 4-5.
  • Kagan, S. L. (2000). On beginning a new millennium. Eighth presidential essay. Young Children, 55 (1), 4-5.
  • Kagan, S. L. (2000). On being president: Heart, head, and hands. Twelfth presidential essay. Young Children, 55 (5), 4-5.
  • Kagan, S. L. (2000). What’s in a name? Eleventh presidential essay. Young Children, 55 (4), 4.
  • Kagan, S. L., & McLearn, K. T. (2000). Supporting infants and toddlers: The nascent policy agenda. In D. Cryer & T. Harms (Eds.), Infants and toddler in out-of-home care (pp. 296-308). Baltimore: Paul Brookes Publishing Company.
  • Kagan, S. L. & Neuman, M. J. (2000). Early care and education: Current issues and future strategies. In S. J. Meisels & J. P. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 339-360). New York: Cambridge University Press.
  • Kagan, S. L., Verzaro-O’Brien, M., Kim, U., & Formica, M. (2000). Head Start-Child Care partnership study . New Haven: Yale University Bush Center in Child Development and Social Policy.
  • Brandon, R. N., Kagan, S. L., & Joesch, J. M. (2000). Design choices: Universal financing for early care and education. Seattle, WA: Human Services Policy Center.
  • Fuller, B. & Kagan, S. L. (2000). Remember the children: Mothers balance work under welfare reform. Growing up in poverty project, Wave 1 findings— California, Connecticut, Florida. Berkeley, California: University of California.
  • Mensing, J., French, D., Fuller, B., & Kagan, S. L. (2000). Child care selection under welfare reform: How mothers balance work requirements and parenting. Early Education and Development, 11, 573-595.
  • Kagan, S. L. (1999). A5: Redefining 21st-century early care and education. Seventh presidential essay. Young Children , 54 (6), 2-3.
  • Kagan, S. L. (1999). Cracking the readiness mystique. Sixth presidential essay. Young Children, 54 (5), 2-3.
  • Kagan, S. L. (1999). Early childhood education and care policy in Sweden . Paris, France: Organisation for Economic Cooperation and Development.
  • Kagan, S. L. (1999). Going beyond “z.” Third presidential essay. Young Children, 54 (2), 2.
  • Kagan, S. L. (1999). On leadership in the coming era. Fifth presidential essay. Young Children, 54 (4), 2-3.
  • Kagan, S. L. (1999). Painting a new “think:” An early care and education system? Fourth presidential essay. Young Children, 54 (3), 2.
  • Kagan, S. L. (1999). The more things change, the more they stay the same: Fact or fiction? Second presidential essay. Young Children, 54 (1), 2.
  • Kagan, S. L., & Wechsler, S. (1999). Changing realities: Changing research. In S. Reifel (Ed.), Advances in early education and day care (pp. 41-67). Greenwich, CT: JAI Press.
  • Kim, U., & Kagan, S. L. (1999). Stepping back and looking forward: Thinking about assessment for young children. Instructional Leader, XII (5), 1-5.
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., Yazejian, N., Byler, P., Rustici, J., & Zelazo, J. (1999). The children of the cost, quality, and outcomes study go to school . Chapel Hill, NC: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Center.
  • Kagan, S. L. (1998). Using a theory of change approach in a national evaluation of family support programs. In K. Fulbright-Anderson, A. C. Kubisch, & J. P. Connell (Eds.), New approaches to evaluating community initiatives: (Vol. 2). Theory, measurement, and analysis (pp. 113-121). Washington, DC: Aspen Institute Roundtable.
  • Kagan, S. L., & Neuman, M. J. (1998). Three decades of transition research: What does it tell us? Elementary School Journal: Special Issue on Transitions , 98 (4), 365-380.
  • Shepard, L. A., Kagan, S. L., & Wurtz, E. O. (1998). Goal 1 early childhood assessment resource group recommendations. Young Children, 53 (3), 52-54.
  • Shepard, L. A., Kagan, S. L., & Wurtz, E. O. (1998). Principles and recommendations for early childhood assessments. Washington, DC: National Education Goals Panel.
  • Shepard, L. A., Taylor, G. A., & Kagan, S. L. (1998). Trends in early childhood assessment policies and practices . Washington, DC: National Education Goals Panel.
  • Kagan, S. L. (1997). Support systems for children, youths, families, and schools in inner-city situations. Education and Urban Society, 29 (3), 277-295.
  • Kagan, S. L., & Bowman, B. T. (1997). Leadership in early care and education: Issues and challenges. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in early care and education (pp. 3-8). Washington, DC: National Association for the Education of Young Children.
  • Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system for America’s children [Abridged version] . New Haven: Yale University Bush Center in Child Development and Social Policy. (ERIC Document Reproduction Service No. ED 417 027)
  • Kagan, S. L., & Neuman, M. J. (1997). Conceptual leadership. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in early care and education (pp. 59-64). Washington, DC: National Association for the Education of Young Children.
  • Kagan, S. L., & Neuman, M. J. (1997). Defining and implementing school readiness: Challenges for families, early care and education, and schools. In R. P. Weissberg, T. P. Gullotta, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Healthy children 2010: Establishing preventative services (pp. 61-96). Thousand Oaks, CA: Sage Publishers.
  • Kagan, S. L., Rosenkoetter, S., & Cohen, N. E. (Eds.). (1997). Considering child-based results for young children: Definitions, desirability, feasibility, and next steps . New Haven: Yale University Bush Center in Child Development and Social Policy. (ERIC Document Reproduction Service No. ED 414 997)
  • Bowman, B. T., & Kagan, S. L. (1997). Moving the leadership agenda. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in early care and education (pp. 155-160). Washington, DC: National Association for the Education of Young Children.
  • Cohen, N. E., & Kagan, S. L. (Eds.). (1997). Funding and financing early care and education: A review of issues and strategies . New Haven: Yale University Bush Center in Child Development and Social Policy.
  • Kagan, S. L. (1996). America’s family support movement: A moment of change. In E. Zigler, S. L. Kagan, & N. Hall (Eds.), Children, families, and government: Preparing for the 21st century (pp. 156-170). New York: Cambridge University Press.
  • Kagan, S. L. (1996). Human development: Research and social policy. International Encyclopedia of Education (pp. 59-62). Oxford, England: Pergamon Press.
  • Kagan, S. L., & Cohen, N. E. (1996). A vision for a quality early care and education system: Quality programs and a quality infrastructure. In S. L. Kagan & N. E. Cohen (Eds.), Reinventing early care and education (pp. 309-332). San Francisco: Jossey-Bass.
  • Kagan, S. L., Cohen, N. E., & Neuman, M. J. (1996). The changing context of American early care and education. In S. L. Kagan & N. E. Cohen (Eds.), Reinventing early care and education: A vision for a quality system (pp. 1-18). San Francisco: Jossey-Bass.
  • Kagan, S. L., Cohen, N. E., Hailey, L., Pritchard, E., & Colen, H. (1996). Toward a new understanding of family support: A review of programs and a suggested typology. Cambridge, MA: Abt Associates.
  • Kagan, S. L., & Neuman, M. J. (1996, Spring). Family support: Program, philosophy, approach, or movement? Early Childhood Update, 1 (4).
  • Kagan, S. L., & Neuman, M. J. (1996, January). The relationship between staff education and training and quality in child care programs. Child Care Information Exchange, 65-70.
  • Kagan, S. L., & Neville, P. R. (1996). Combining endogenous and exogenous factors in the shift years: The transition to school. In A. Samaroff & M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 387- 405). Chicago: University of Chicago Press.
  • Kagan, S. L., & Pritchard, E. (1996). Linking services for children and families: Past legacy, future possibilities. In E. Zigler, S. L. Kagan, & N. Hall (Eds.), Children, families, and government: Preparing for the 21st century (pp. 378-393). New York: Cambridge University Press.
  • Cohen, N. E., & Kagan, S. L. (1996). Getting from here to there: The process and the players for realizing a quality early care and education system. In S. L.Kagan & N. E. Cohen (Eds.), Reinventing early care and education: A vision for a quality system (pp. 333-347). San Francisco: Jossey-Bass.
  • Cost, Quality, & Child Outcomes Study Team. (1995). Cost, quality and child outcomes in child care centers: Executive summary. Young Children, 50 (4), 40-44.
  • Kagan, S. L. (1995). By the bucket: Achieving results for young children. Washington, DC: National Governors Association.
  • Kagan, S. L. (1995). Educational reform: Impertinent issues and pertinent questions. Voices from the field: What new governors need to know about education reform. Washington, DC: National Governors Association.
  • Kagan, S. L. (1995). Normalizing preschool education: The illusive imperative. In H. Passow (Ed.), The National Society for the Study of Education, 95th Yearbook (pp. 84-101). Chicago: The University of Chicago Press.
  • Kagan, S. L., Moore, E., & Bredekamp, S. (Eds.). (1995). Reconsidering children’s early development and learning: Toward shared beliefs and vocabulary. Washington, DC: National Education Goals Panel.
  • Kagan, S. L. (1994). Defining and achieving quality in family support. In S. L. Kagan & B. Weissbourd (Eds.), Putting families first: America’s family support movement and the challenge of change (pp. 375-400). San Francisco: Jossey-Bass.
  • Kagan, S. L. (1994). Defining the early childhood field collaborative . Columbus, OH: Ohio Early Childhood Special Education Consortium.
  • Kagan, S. L. (1994). Early care and education: Beyond the fishbowl. Phi Delta Kappan, 76 (1), 184-187.
  • Kagan, S. L. (1994). Leadership: Rethinking it—making it happen. Young Children, 49 (5), 50-54.
  • Reprinted. (1994). Background readings: Third Annual Conference of NAEYC National Institute for Early Childhood Professional Development. Chicago, IL.
  • Kagan, S. L. (1994). Readying schools for young children: Polemics and priorities. Phi Delta Kappan, 76 (1), 226-233. Reprinted in Japanese. (1997). Warnings against early formal education. Tokyo, Japan: Soshin Publishers.
  • Kagan, S. L., & Neville, P. R. (1994). Family support and school-linked services. Family Resource Coalition Report , 12 (3&4), 4-6.
  • Kagan, S. L., & Weissbourd, B. (1994). Toward a new normative system of family support. In S. L. Kagan & B. Weissbourd (Eds.), Putting families first: America’s family support movement and the challenge of change (pp. 473-490). San Francisco: Jossey-Bass.
  • Kagan, S. L. (1993). Entitlement in early care and education: A tale of two rights. In M. A. Jensen & S. Goffin (Eds.), Visions of entitlement: The care and education of young children (pp. 3-30). Albany, NY: SUNY Press.
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