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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Other [remove]; Author:Barnett, W. Steven [remove];
81 results found.|
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About everyone's child: Winning public support for early learning Accounts of the political strategies used by the movement for public early education in the Miami, Florida area during county funding referenda in 1998, 2002, and 2008 |
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Applying choice-based multivenue education concepts to preschool education An argument for choice-based and diverse early education offerings in the United States as inspired by the conceptual work of Thomas Jefferson |
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Bachelor's degrees are necessary but not sufficient: Preparing teachers to teach young children A commentary on the changing skill requirements and ideal educational levels of early childhood teachers |
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B.A. plus: Reconciling reality and reach A discussion of the advantages and disadvantages of requiring early childhood teachers to hold a bachelor of arts (B.A.) degree, and an outline of alternative and complimentary approaches to educational requirements for early educators |
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The battle over Head Start: What the research shows A summary evaluating the effects and future of Head Start education |
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The benefits and costs of Head Start A discussion of the long-term benefits and costs of Head Start and state prekindergarten programs |
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Benefits and costs of quality early childhood education A review of the evidence on the benefits of early care and education including characteristics that influence program effectiveness such as qualified teachers, small classes, higher teacher-child ratios |
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The benefits of prekindergarten for middle-income children A policy report discussing the need for more research on middle income children's risk of being denied quality child care due to eligibility ceilings and if this risk affects their potential for school readiness |
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The case for public preschool A compilation of select arguments for the placement of public prekindergarten programs in public schools throughout the United States |
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Classroom-based intervention as a way to support low-income preschoolers' emotional and behavioral development: Pressing challenges and potential opportunities An overview and summary of a Chicago School Readiness Project experiment on the effects of a teacher training program on both classroom quality and child behavior in Head Start classrooms |
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Classroom practices and children's motivation to learn A discussion of select research on the associations between the differing qualities of classroom environments and the motivation of children |
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The cognitive/academic emphasis versus the whole child approach: The 50-year debate An account of the alternating external pressures for a focus on either academic skills or broader child development goals throughout the history of Head Start |
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College credentials and caring: How teacher training could lift young children An identification of interests that support legislative mandates for bachelor degree requirements for early educators, and a review of studies challenging the correlation between teacher attainment of bachelor degrees and significantly positive child and classroom outcomes |
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Competencies and credentials for early childhood educators: What do we know and what do we need to know? Arguments for the use of professional development programs to improve the quality of child care and early education programs |
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Coordinating America's highly diversified early childhood portfolio A discussion of the coordination and integration of programs for preschool-age children to produce a more cohesive early childhood system |
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Debunking Reroute the preschool juggernaut A critical commentary on a book exploring the state of children's access to preschool programs and discussing the standards and quality of such programs, with a focus on Head Start and the universal prekindergarten programs in Florida and Oklahoma |
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A degree is not enough: Teachers need stronger and more individualized professional development supports to be effective in the classroom An argument for skill-focused instead of degree-focused education and training for early educators |
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Early care and education for children in poverty: Promises, programs, and long-term results A multidisciplinary text describing the long term outcomes of quality child care for at risk children and their families; contributors from the economic, psychological, sociological, and educational fields link their research to child care policy development |
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Early childhood development and social mobility An examination of the effects of preschool attendance on young children's future social mobility and an argument for public investment in child care and early education programs to increase program attendance and program quality for low income preschool-aged children |
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Early childhood education A compendium of the benefits of early childhood education and care to children and society at large, with recommendations for improving quality |
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Early childhood education: The likelihood of sustained effects An overview of research on the effects of several early education programs on the cognitive, socioemotional, and academic skills of children in the elementary school years |
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Early education in the United States: Programs and access An overview of the types, use, quality standards, and availability of early education in the United States, as well as overviews of public subsidies and policy issues related to several major early education programs |
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The economic case for targeted preschool programs A compilation of economic arguments supporting a targeted approach to public early childhood education focusing on children in need instead of a universal availability approach |
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Effective child development strategies A discussion of the potential role of early education in attempts to improve the adult achievement of individuals and populations with early cognitive, socioemotional, and economic disadvantages |
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Effectiveness of early educational intervention An overview of both longitudinal studies and meta-analyses of the effects of enriched preschool education on long-term cognitive, social, and schooling outcomes, a summary of findings from large-scale high quality public programs designed to replicate the results of small-scale programs, commentary on evaluations of Head Start and Early Head Start, and a discussion of conditions necessary to scale-up successful programs |
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