Recent Highlights from Our Collection

Below are highlights from our most recent acquisitions. Research Connections scans its newest acquisitions, focusing on those from key organizations and journals, to identify resources to feature here.

How can teachers promote the use of academic language in early childhood classrooms?

Academic language in early childhood classrooms
Barnes, Erica Marie, 07/01/2016

In this examination, the authors look at academic language and ways to foster it in early childhood classrooms. In addition to discussing academic language and its components, they share their recent study that examined teachers' language in three different instructional settings in Head Start prekindergarten classrooms in the Southeast. Drawing on their findings, the authors provide suggestions for promoting academic language development in early childhood classrooms.

How are center-based early childhood programs supporting professional development opportunities?

Quality standards drive professional development opportunities
National-Louis University. McCormick Center for Early Childhood Leadership, 09/01/2016
Wheeling, IL: National-Louis University, McCormick Center for Early Childhood Leadership. Retrieved from http://mccormickcenter.nl.edu/wp-content/uploads/2016/11/RN-Fall-2016-final.pdf

Based on an online survey, this study examines how professional development is implemented in center-based early childhood programs in 44 states, the District of Columbia, and American Samoa. Focusing on eleven professional development supports, it looks at the frequency of the supports offered and whether they strengthen respondents' professional competence, views on the importance of professional development, and job commitment. Findings, implications, and study limitations are discussed.

What practices can support positive racial identity development in early education for African American children in Pittsburgh?

Positive racial identity development in early education: Understanding PRIDE in Pittsburgh
University of Pittsburgh. School of Education. Center for Urban Education, 01/01/2016
Pittsburgh, PA: University of Pittsburgh, School of Education, Office of Child Development. Retrieved from http://www.ocd.pitt.edu/Files/Publications/RaceScan-FullReport12.pdf

The University of Pittsburgh School of Education's Office of Child Development, Center for Urban Education, and the Supporting Early Education and Development (SEED) Lab partnered to conduct an environmental scan to identify promising practices that support positive racial identity development in early education (PRIDE). The scan sought information from national literature, experts in the field, and local stakeholders, including parents, teachers, educators, and funders, with the goal of developing recommendations for implementation in Pittsburgh that could be used as a model for other cities nationally. (author abstract)

What are the recent findings on research of positive behavior support for early childhood educators/programs, with particular focus on the Pyramid Model?

Positive behavior support in early childhood programs [Special issue]
Dunlap, Glen, 11/01/2016

A special issue of the journal Topics in Early Childhood Special Education, focusing on positive behavior support for early childhood educators/programs, with particular attention centered on the Pyramid Model support framework.

Check out Research Connections collection for articles in this special issue on "Topics in Early Childhood Special Education."

What are the changes Kansas and Wisconsin have made to their data systems and practices as a result of the IDEA transition notification requirements?

DaSy spotlight: Data linkages between Part C and Part B - transition notification
Whaley, Kathy T., 04/01/2016
Menlo Park, CA: SRI International. Retrieved from http://dasycenter.sri.com/downloads/DaSy_papers/DUY305_TransitionSpotlight_FINAL_20160420_Acc.pdf

In light of new IDEA transition notification requirements for toddlers who may be eligible to transition from Part C to Part B services, this examination looks at the changes Kansas and Wisconsin have made to their data systems and practices. It highlights the systems of Kansas Infant-Toddler Services and the Wisconsin Birth to 3 Program and also considers implications for other states by providing recommendations regarding transition notification.

What is the relationship between Minnesota's child care shortage and the decrease in in-home family child care business?

A quiet crisis: Minnesota's child care shortage
Werner, Marnie, 09/01/2016
Mankato, MN: Center for Rural Policy and Development. Retrieved from http://www.ruralmn.org/a-quiet-crisis-minnesotas-child-care-shortage/

The relationship between Minnesota's child care shortage and the decrease in in-home family child care business is examined in this analysis. Possible reasons for the decline, including workforce wages, provider expenses, and regulations, are presented, along with the consequences for families, employers, and communities. Particular focus is on rural markets and recommendations are offered regarding child care in the state.

What are the key initiatives that have started or expanded early childhood programs and policies in New York City?

Baby & toddler takeoff: Tracking NY's surge in early childhood programs and policies
Hurley, Kendra, 07/01/2015
New York, NY: Center for New York City Affairs. Retrieved from http://static1.squarespace.com/static/53ee4f0be4b015b9c3690d84/t/55b98cabe4b0b0462f3ed192/1438223531676/Toddler+Takeoff+06.pdf

The focus of this overview is on key initiatives geared towards supporting young children's social-emotional development in New York City. The authors limit their examination to initiatives that largely have started or expanded in the past two years and that either the city or state partners with or helps fund. Specific programs and initiatives include: a program that promotes early literacy to support school readiness; the expansion of the quality rating and improvement program for early childhood education providers; therapies, including dyadic and trauma-informed, for foster care prevention; trauma training for day care teachers; and others.

To see a complete list of new research, please view Archived New Research.