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Child care in America: From problem to solution
Zigler, Edward F., 1989
Educational Policy, 3(4), 313-329

A summary of the underlying issues of child care in America and recommendations of concepts for policymakers to consider when creating child care policies

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Colliding worlds: Practical and political tensions of prekindergarten implementation in public schools
McCabe, Lisa A., January 2011
Educational Policy, 25(1), e1-e26

A juxtoposition of the policies and organization of the early care and education and K-12 systems in the United States, and a discussion of the potential for prekindergarten to bridge those systems in spite of tensions brought on by different teaching philosophies, teacher qualifications, and financing strategies

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Competition or collaboration?: Head Start enrollment during the rapid expansion of state pre-kindergarten
Bassok, Daphna, January, 2012
Educational Policy, 26(1), 96-116

An examination of the relationship between the expansion of state prekindergarten and Head Start enrollment, based on data from the National Institute for Early Education Research State of Preschool Yearbooks, Head Start Program Information Reports, the National Center for Education Statistics Common Core of Data, and the 2000 Decennial Census

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The costs of being a child care teacher: Revisiting the problem of low wages
Ackerman, Debra J., 2006
Educational Policy, 20(1), 85-112

A discussion of how low child care teacher wages affect the quality of child care, arguing through a feminist perspective that there are gender-related aspects to this issue

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Countering the politics of class, race, gender, and geography in early childhood education
Wright, Travis S., January 2011
Educational Policy, 25(1), 240-261

An analysis of disparities in preschool access and quality, with a critiques of the politics of class, race, gender, and geography

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Crossing boundaries and colliding worlds: The politics of prekindergarten education [Special issue]
Brown, Carolyn A., 2011
Educational Policy, 25(1)

A special issue of the journal Educational Policy focusing on the role of policy in the tension between public and private provision of early education services

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Developing preschool education policy: An economic perspective
Barnett, W. Steven, 1990
Educational Policy, 4(3), 245-265

An analysis of the development of preschool education policies, focusing on the economic aspects of investing in public preschool education programs

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Did the No Child Left Behind Act miss the mark?: Assessing the childhood education potential benefits from an accountability system for early childhood education
Miller, Lawrence J., January 2011
Educational Policy, 25(1), 193-214

A presentation of conceptual arguments for and against the implementation of a federal accountability system for preschool, with a review of key provisions of public accountability systems, and an overview of literature on the relationship between accountability and school quality

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Different care for different kids: Social class and child care policy
Wrigley, Julia, 1989
Educational Policy, 3(4), 421-439

A historical analysis of child care programs during the early 1900s and the 1960s, comparing the programs intended for middle class children to the programs for low income children, and including implications for policymakers

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Does home hinder professional commitment?: The case of early education
Seifert, Kelvin L., 1991
Educational Policy, 5(1), 79-96

An observational and interview-based study of three early childhood teachers to examine the relationship between their home lives and professional commitment

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Early care and education as educational panacea: What do we really know about its effectiveness?
Lowenstein, Amy E., January 2011
Educational Policy, 25(1), 92-114

An overview of the evolution of political, cultural, and economic perspectives on early care and education, and an overview of major empirical studies of the relationship between child care attendance and development of children in child care, Head Start/EHS, and state-funded preschool programs

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The federal role in early childhood education: Evolution in the goals, governance, and policy instruments of Project Head Start
Kalifeh, Phyllis, January 2011
Educational Policy, 25(1), 36-64

A chronology of goals, governance structures, and policy instruments of Head Start since the program's inception in 1964

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Financing early childhood education programs: State, federal, and local issues
Hustedt, Jason T., 2011
Educational Policy, 25(1), 167-192

An overview of types of finance models used in state preschool initiatives

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Have we been here before?: Lessons learned from a microhistory of the policy development of universal kindergarten
Brewer, Curtis, January 2011
Educational Policy, 25(1), 9-35

A historical narrative of the development of public kindergarten in Austin, Texas, in the early twentieth century, and a discussion of its relevance to current policies on universal access to prekindergarten

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Instruction and assessment of emergent literacy
Hodges, Carol Ann, 1989
Educational Policy, 3(4), 355-369

A discussion of current techniques for assessing emergent literacy, suggestions for future assessment strategies and a discussion of implications for future education policies

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International perspectives on early childhood education
Cochran, Moncrieff M., January 2011
Educational Policy, 25(1), 65-91

An identification of cultural influences on early childhood education policy and decision making in Australia, France, Italy, and Sweden, including each country's national goals, pedagogies, curricula, center-home linkages, approaches to multicultural education, parent involvement, and teacher preparation, with a discussion of implications for the United States' policy and practices

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Introduction: Crossing boundaries and colliding worlds: The politics of prekindergarten education
Brown, Carolyn A., 2011
Educational Policy, 25(1), 3-8

An introduction to a special issue of the journal Educational Policy, focusing on the role of policy in the tension between public and private provision of early education services

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Race, gender, and exceptionality: Peer interactions in two child care centers
Swadener, Elizabeth Blue, 1989
Educational Policy, 3(4), 371-387

An observational study of two child care centers to examine the impact of early inclusion, race, and gender on young children's social interactions and peer acceptance

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The rush toward universal public pre-K: A media analysis
Brown, Carolyn A., January 2011
Educational Policy, 25(1), 115-133

A textual analysis of the universal prekindergarten movement as framed by politicians, advocates, and the media, based on 5 major print media sources that target broad public audiences

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Sound bites won't prepare the next generation: Early childhood teacher education policy public-private divide in Massachusetts
Abbate-Vaughn, Jorgelina, January 2011
Educational Policy, 25(1), 215-239

A case study of Massachusetts' policies that govern the credentialing of early childhood teachers, and a study of the consequences of the polices, based on a review of relevant documents and interviews conducted at 30 public and private facilities

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States' efforts in improving the qualifications of early care and education teachers
Ackerman, Debra J., 2004
Educational Policy, 18(2), 311-337

A summary of states' strategies to improve the qualifications of early childhood teachers and a description of the efforts that seem be the most promising for improving their credentials

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Stratification in early childhood social policy and programs in the United States: Historical and contemporary manifestations
Swadener, Elizabeth Blue, 1995
Educational Policy, 9(4), 404-425

An analysis of the historical and current manifestations of stratified child and family programs and policies in the United States, focusing on Head Start, child care in the early twentieth century, and African American education issues

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Who and what influences school leaders' decisions: An institutional analysis of the implementation of universal prekindergarten
Casto, Hope G., January 2011
Educational Policy, 25(1), 134-166

A decision analysis of the implementation of universal prekindergarten policies by local leaders, based on data from case studies of 5 rural school districts in New York

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Work and play in the nursery school
Romero, Mariajose, 1989
Educational Policy, 3(4), 401-419

An observational study of a preschool classroom, examining the teachers' and children's definitions of work and play, and the children's resistance to the institutional organization of classroom activities

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A world of difference: American child care policy in cross-national perspective
Lubeck, Sally, 1989
Educational Policy, 3(4), 331-354

A comparison of United States child care policy with European policies in terms of length of maternal leave and benefits, national health insurance programs, and public child care programs

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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.

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