Preparing qualified teachers for infants and toddlers: The role and function of higher education teacher preparation programs

Author(s): Lekies, Kristi; Cochran, Moncrieff M.;
Date Issued: January 2007
Publisher(s): Cornell University. College of Human Ecology. Early Childhood Program
Description: A discussion of the background and results of the New York Early Childhood Teacher Preparation Study in terms of recruiting early childhood education students to work with infants and toddlers, preparation for these students, and specific coursework (if any) required by programs to help these students develop specific skills
show entire record ↓
Funder(s): A. L. Mailman Family Foundation ; A. L. Mailman Family Foundation
Source: (Cornell Early Childhood Program Policy Brief No. 2). Ithaca, NY: Cornell University, College of Human Ecology, Early Childhood Program.
Topics: Child Care & Early Education Provider Workforce

Programs, Interventions & Curricula > Programs > Infant & Toddler
Country: United States
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Assessing the post-secondary early childhood teacher preparation programs in Florida Reports & Papers
Early childhood teachers often ill prepared to care for children with disabilities Fact Sheets & Briefs
Pipelines and pools: Meeting the demand for early childhood teachers in Illinois Reports & Papers
Pipelines and pools: Meeting the demand for early childhood teachers in Illinois [Executive summary] Executive Summary
Early childhood teacher preparation programs in the United States: National report Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate