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1.

Assessment of Practices in Early Elementary Classrooms
Hemmeter, Mary Louise; Ault, Melinda Jones; Schuster, John W.; et al., 2001
New York: Teachers College Press [Primary source]

Instruments

2.

AVANCE-Houston's partnership with the Houston Independent School District
Abrams, Jennifer; Epstein, Dale J.; Maxwell, Kelly; et al., September, 2016
(Case Study #5, Publication # 2016-26). Bethesda, MD: Child Trends.

AVANCE-Houston offers Early Head Start, Head Start, and other family services. This case study describes their partnership with the Houston Independent School District to follow AVANCE children through the early elementary grades to better understand children's school achievement, which has informed AVANCE-Houston's continuous quality improvement plans. It illustrates some of the key steps needed to link data over time between two organizations. This case study highlights an example of linking data that involves merging two separate datasets into a single data file. (author abstract)

Fact Sheets & Briefs

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3.

Best practices for conducting program observations as part of quality rating and improvement systems
Hamre, Bridget; Maxwell, Kelly, June, 2011
(Research-to-Policy, Research-to-Practice Brief OPRE 2011-11b). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A discussion of considerations for the use of program observation as part of quality rating and improvement systems, including issues related to measurement selection, planning and conducting observations, and scoring and reporting

Fact Sheets & Briefs

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4.

Building a data sharing partnership with other organizations
Epstein, Dale J.; Lin, Van-Kim Bui; Maxwell, Kelly; et al., September, 2016
(Data Direction 4, Publication # 2016-34). Bethesda, MD: Child Trends.

This is one of a set of five "Data Directions" that present issues ECE staff may encounter if they are interested in or attempting to share or link their data with other agencies. Each Data Direction presents a hypothetical scenario, and then outlines possible action steps programs could use to address the issues raised. This fourth Data Direction offers suggestions for initiating conversations with other organizations about sharing and linking data. (author abstract)

Fact Sheets & Briefs

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5.

Building our future: Supporting community-based early childhood initiatives
Maxwell, Kelly; LaMonte, Lauren; Halle, Tamara; et al., February, 2017
(Publication No. 2017-15). Bethesda, MD: Child Trends.

Stemming from a meeting called Building our Future: Strategies for Investing in Early Childhood, this document describes community-based early childhood initiatives in Tulsa, Oklahoma (Tulsa Educare); Durham, North Carolina (East Durham Children's Initiative [EDCI]); and the state of Oregon (Early Learning [EL] Hubs). Profiles for each discuss the initiatives and services; initiation, implementation, and sustainability; and evaluations, as well as provide advice for others. Considerations for spreading, supporting, and sustaining initiatives and general themes that emerged regarding community-based early childhood initiatives are also included.

Other

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6.

Center-based child care in the pioneer Smart Start partnerships of North Carolina
Maxwell, Kelly; Buysse, Virginia; Bryant, Donna M.; et al., 1996
Chapel Hill, NC: Frank Porter Graham Child Development Center

An exploration of North Carolina’s Smart Start program, a partnership between state government and local leaders, service providers, and families, concerned with improving the quality of the state’s center-based child care institutions

Reports & Papers

7.

Child care in the pioneer partnerships: 1994 and 1996
Maxwell, Kelly; Bernier, Kathleen; Bryant, Donna M.; et al., 1997
Chapel Hill, NC: Frank Porter Graham Child Development Center.

An evaluation of North Carolina?s Smart Start pioneer partnerships in 1994 and 1996, building on the earlier Effects of Smart Start on the Quality of Preschool Child Care evaluation, focusing on services provided, teacher education and training, and overall quality

Reports & Papers

8.

Considerations in preparing to analyze administrative data to address child care and early education research questions
Lin, Van-Kim Bui; Forry, Nicole D.; Maxwell, Kelly; et al., February, 2017
(OPRE Research Brief No. 2017-18). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

The purpose of this resource is to help researchers prepare for issues that may arise when using administrative data as the primary data source for a research project. This is the third in a series of resources related to the analysis of administrative data. The first resource, Developing Collaborative Partnerships with State Agencies to Strengthen Research Using Early Care and Education Administrative Data, provides considerations for building a strong partnership between researchers who want to analyze administrative data and the state partners who oversee the administrative data. The second resource, Determining the Feasibility of Using State Early Care and Education Administrative Data, is designed to help researchers and their state partners determine whether analyzing administrative data is feasible and appropriate for addressing their child care and early education research questions. Once researchers and state agency partners have determined that it is feasible to use administrative data to address a question of shared interest, then this third resource can be helpful in preparing to analyze the data. These resources have been designed for use by researchers who are new to the analysis of administrative data as well as seasoned researchers who are expanding their research to include new types of administrative data or expanding into new states or new agencies. The information generated for each of these resources was developed through conversations with grantees and researchers who have experience analyzing state administrative data. This resource is organized into six sections applicable to analyses of administrative data: 1) understanding the scope and limitations of administrative data when developing an analysis plan, 2) selecting variables to analyze, 3) assessing the feasibility of the plan, 4) preparing a data request, 5) creating a dataset, and 6) developing and maintaining adequate data documentation. For each of the sections, we have provided considerations, examples, and/or questions to ask that are specific to the use of state administrative data related to child care and early education. The purpose of each section is to provide insights to help researchers in identifying variables and problem solving issues that may arise in the analysis of administrative datasets. Although the sections are described separately, we expect the process to be iterative rather than linear, and to require continued discussions and reconsideration of decisions as new information is learned. (author abstract)

Other

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9.

Coordinated monitoring in early care and education: Benefits and strategies
Johnson, Nina; Beckmann, Katherine A.; Maxwell, Kelly; et al., 01 December, 2016
Fairfax, VA: National Center on Early Childhood Quality Assurance

This webinar discusses coordinated monitoring systems in early care and education and ways in which states can develop related action plans. Presenters from Ohio and New Mexico share approaches and implementation efforts in their states.

Multimedia

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10.

Coordinated monitoring in early care and education: Benefits and strategies [PowerPoint]
Johnson, Nina; Beckmann, Katherine A.; Maxwell, Kelly; et al., 01 December, 2016
Fairfax, VA: National Center on Early Childhood Quality Assurance

This PowerPoint presentation accompanies a webinar that discusses coordinated monitoring systems in early care and education and ways in which states can develop related action plans. Presenters from Ohio and New Mexico share approaches and implementation efforts in their states.

Other

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11.

Coordinated monitoring systems for early care and education
Maxwell, Kelly; Hegseth, Danielle; Tout, Kathryn; et al., March, 2016
(OPRE Research Brief No. 2016-19). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Early care and education providers are subject to monitoring by multiple agencies and organizations. In this brief, we first provide an overview of monitoring and the major early care and education monitoring systems. We then offer possible goals for a coordinated monitoring system and describe some approaches to addressing those goals. We also describe 11 dimensions that are important to consider in planning monitoring coordination efforts. We highlight the efforts of two states, Ohio and Rhode Island, that are working to coordinate their early care and education systems. The appendix provides an overview of eight major early care and education monitoring systems. This publication has a companion tool, Mapping the Early Care and Education Monitoring Landscape (Maxwell, Sosinsky, & Tout, 2016), to help leaders better understand the current monitoring systems and plan future coordination efforts. (author abstract)

Other

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12.

Creating and managing a data governance entity
Lin, Van-Kim Bui; Epstein, Dale J.; Maxwell, Kelly; et al., September, 2016
(Data Direction 1, Publication # 2016-31). Bethesda, MD: Child Trends.

This is one of a set of five "Data Directions" that present issues ECE staff may encounter if they are interested in or attempting to share or link their data with other agencies. Each Data Direction presents a hypothetical scenario, and then outlines possible action steps programs could use to address the issues raised. This first Data Direction offers ideas about how to set up and structure a data governance entity, including who to invite to join such a group, roles and responsibilities for members, and how to develop data-use policies. (author abstract)

Fact Sheets & Briefs

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13.

Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica
Lim, Chih-Ing; Boone, Harriet A.; Maxwell, Kelly; et al., Q1 2009
Early Childhood Research Quarterly, 24(1), 64-76

A study of the association between the amount of diversity coursework/practica in early childhood teacher preparation programs and the diversity of the area in which the program is located, the governance and type of program, the presence of non-white faculty, and the accreditation status of the program, based on existing data about 449 Bachelor’s level teacher preparation programs

Reports & Papers

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14.

Cumberland County's kindergarteners & schools
Ridley, Stephanie M.; Maxwell, Kelly, April, 2002
Chapel Hill, NC: FPG Child Development Institute.

An investigation of the academic and social skills possessed by children upon entering kindergarten, based on an assessment of 198 kindergarteners from 48 classrooms in Cumberland County, North Carolina

Reports & Papers

15.

Cumberland County's Kindergartners & Schools
Ridley, Stephanie M.; Maxwell, Kelly, April, 2002
Chapel Hill, NC: Frank Porter Graham Child Development Center.

A study of children and schools in Cumberland County, North Carolina, to determine county-wide school readiness

Other

16.

Determining the feasibility of using state early care and education administrative data
Lin, Van-Kim Bui; Forry, Nicole D.; Maxwell, Kelly; et al., February, 2017
(OPRE Research Brief No. 2017-17). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

The purpose of this resource is to help early childhood researchers determine the feasibility of using administrative data in their research. Administrative data refers to information about individual children, families, and/or service providers that is collected and maintained as a part of program operations. Administrative data can describe and inform the implementation of policies and programs. This resource provides questions for researchers to consider and discuss with agency leaders before finalizing a research plan that uses administrative data. This resource has been designed for use by researchers who are new to the analysis of administrative data, as well as seasoned users of administrative data who are expanding their research to include new types of administrative data (e.g., expanding to a new state or new agency). The questions generated for this resource were developed through conversations with grantees and researchers who had experience analyzing state administrative data. Two other resources may be helpful to researchers interested in using early care and education administrative data: Developing Collaborative Partnerships with State Agencies to Strengthen Research Using Early Care and Education Administrative Data and Considerations in Preparing to Analyze Administrative Data to Address Early Care and Education Related Research Questions. We have organized this resource into three sections, each of which covers a different set of questions to help determine the feasibility of using administrative data: 1) data stewardship and management, 2) data contacts and coordination, and 3) data usability. (author abstract)

Other

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17.

Developing collaborative partnerships with state agencies to strengthen research using early care and education administrative data
Maxwell, Kelly; Lin, Van-Kim Bui, February, 2017
(OPRE Research Brief No. 2017-16). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Collaborative partnerships between researchers and agency staff are mutually beneficial, and they respect and build upon the specific expertise of each partner. While collaborative partnerships may take time to develop, they not only improve the feasibility and quality of research using administrative data but also support the applicability of research to inform policy and practice. Working together, researchers and agency staff can co-construct research questions that address issues related to program operations, policies, or pressing issues in the field that can be adequately answered with administrative data. The purpose of this resource is to offer ideas to researchers about how to build relationships with state partners to facilitate the effective use of administrative data for research and to inform policy. Different contexts, histories, and institutional capacities require distinct approaches to collaboration, so we offer researchers a range of possible strategies for establishing a partnership with state agency staff. This is the first in a series of three resources designed to help researchers interested in using administrative data. The other briefs in this series are entitled Determining the Feasibility of Using State Administrative Data and Considerations in Preparing to Analyze Administrative Data to Address Early Care and Education Related Research Questions. (author abstract)

Other

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18.

Discussing data with families
Lin, Van-Kim Bui; Epstein, Dale J.; Burgess, Kimberly; et al., September, 2016
(Data Direction 2, Publication # 2016-32). Bethesda, MD: Child Trends.

This is one of a set of five "Data Directions" that present issues ECE staff may encounter if they are interested in or attempting to share or link their data with other agencies. Each Data Direction presents a hypothetical scenario, and then outlines possible action steps programs could use to address the issues raised. This second Data Direction offers ideas about discussing data with families, including why to discuss data with families, what should be discussed, who could have these discussions, and when and where discussions could happen. (author abstract)

Fact Sheets & Briefs

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19.

Early childhood teacher preparation programs in the United States: National report
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

A study describing characteristics of early childhood teacher education programs offering certification, associate's degrees, bachelor's degrees, and graduate degrees, including the number of such programs, faculty characteristics, coursework and practica offerings, and challenges facing faculty in meeting the needs of the workforce, based on a interviews with department chairs and program directors at institutions of higher education

Reports & Papers

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20.

Early childhood teacher preparation programs in the United States: State report for Alabama
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Alabama

Reports & Papers

21.

Early childhood teacher preparation programs in the United States: State report for Arizona
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Arizona

Reports & Papers

22.

Early childhood teacher preparation programs in the United States: State report for Arkansas
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Arkansas

Reports & Papers

23.

Early childhood teacher preparation programs in the United States: State report for California
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in California

Reports & Papers

24.

Early childhood teacher preparation programs in the United States: State report for Colorado
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Colorado

Reports & Papers

25.

Early childhood teacher preparation programs in the United States: State report for Connecticut
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Connecticut

Reports & Papers

26.

Early childhood teacher preparation programs in the United States: State report for Delaware
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Delaware

Reports & Papers

27.

Early childhood teacher preparation programs in the United States: State report for Florida
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Florida

Reports & Papers

28.

Early childhood teacher preparation programs in the United States: State report for Georgia
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Georgia

Reports & Papers

29.

Early childhood teacher preparation programs in the United States: State report for Hawaii
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Hawaii

Reports & Papers

30.

Early childhood teacher preparation programs in the United States: State report for Idaho
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Idaho

Reports & Papers

31.

Early childhood teacher preparation programs in the United States: State report for Illinois
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Illinois

Reports & Papers

32.

Early childhood teacher preparation programs in the United States: State report for Indiana
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Indiana

Reports & Papers

33.

Early childhood teacher preparation programs in the United States: State report for Iowa
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Iowa

Reports & Papers

34.

Early childhood teacher preparation programs in the United States: State report for Kansas
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Kansas

Reports & Papers

35.

Early childhood teacher preparation programs in the United States: State report for Kentucky
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Kentucky

Reports & Papers

36.

Early childhood teacher preparation programs in the United States: State report for Louisiana
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Louisiana

Reports & Papers

37.

Early childhood teacher preparation programs in the United States: State report for Maine
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Maine

Reports & Papers

38.

Early childhood teacher preparation programs in the United States: State report for Maryland
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Maryland

Reports & Papers

39.

Early childhood teacher preparation programs in the United States: State report for Massachusetts
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Massachusetts

Reports & Papers

40.

Early childhood teacher preparation programs in the United States: State report for Michigan
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Michigan

Reports & Papers

41.

Early childhood teacher preparation programs in the United States: State report for Minnesota
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Minnesota

Reports & Papers

42.

Early childhood teacher preparation programs in the United States: State report for Mississippi
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Mississippi

Reports & Papers

43.

Early childhood teacher preparation programs in the United States: State report for Missouri
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Missouri

Reports & Papers

44.

Early childhood teacher preparation programs in the United States: State report for Montana
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Montana

Reports & Papers

45.

Early childhood teacher preparation programs in the United States: State report for Nebraska
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Nebraska

Reports & Papers

46.

Early childhood teacher preparation programs in the United States: State report for Nevada
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Nevada

Reports & Papers

47.

Early childhood teacher preparation programs in the United States: State report for New Hampshire
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in New Hampshire

Reports & Papers

48.

Early childhood teacher preparation programs in the United States: State report for New Mexico
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in New Mexico

Reports & Papers

49.

Early childhood teacher preparation programs in the United States: State report for New York
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in New York

Reports & Papers

50.

Early childhood teacher preparation programs in the United States: State report for North Carolina
Maxwell, Kelly; Early, Diane Marie; Lim, Chih-Ing; et al., 2006
Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center.

An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in North Carolina

Reports & Papers

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