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By default or by design?: Variations in higher education programs for early care and education teachers and their implications for research methodology, policy, and practice
Whitebook, Marcy, 2012
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

An examination of conceptual and methodological issues in the study of early care and education higher education programs, based on a case study of two early childhood Bachelor of Arts degree completion cohort programs

Reports & Papers

Carrots and sticks: New Jersey's effort to create a qualified PK-3 workforce
Ryan, Sharon, October, 2006
(FCD Policy Brief Advancing PK-3 No. 6). New York: Foundation for Child Development.

An outline of efforts taken in New Jersey to upgrade the qualifications of the prekindergarten teaching workforce as part of a statewide initiative to reduce the achievement gap in the state's poorest school districts

Fact Sheets & Briefs

Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children
Whitebook, Marcy, April 2011
(Preschool Policy Brief Issue 22). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of issues related to the effective education and training of preschool teachers

Fact Sheets & Briefs

Differing discourses on early childhood teacher development
Lobman, Carrie, October 2007
Journal of Early Childhood Teacher Education, 28(4), 367-380

An examination of the perspectives of key stakeholders involved in New Jersey’s efforts to create an effective system of early childhood teacher preparation and professional development, and an exploration of tensions between current policy and stakeholder values

Reports & Papers

Educating preschool teachers: Mapping the teacher preparation and professional development system in New Jersey
Lobman, Carrie,
In Finding the gaps, creating opportunities: Research to inform the implementation of a coordinated system of professional development and teacher preparation (pp. 4-7). New York: Foundation for Child Development.

A summary of an evaluation of the preschool teacher preparation and professional development system in New Jersey, with a focus on program availability and gaps between professional standards and available training, using data from 140 teacher education institutions and agencies

Other

Finding the gaps, creating opportunities: Research to inform the implementation of a coordinated system of professional development and teacher preparation
Ryan, Sharon,
New York: Foundation for Child Development.

Summaries of three articles on the topic of early childhood teacher education in New Jersey

Other

Implementing Te Whariki as postmodernist practice: A perspective from Aotearoa/New Zealand
Ritchie, Jenny, 2005
In S. Ryan & S. Grieshaber (Eds.), Advances in early education and day care: Vol. 14. Practical transformations and transformational practices: Globalization, postmodernism, and early childhood education (pp. 109-136). Greenwich, CT: JAI Press

A description of the impact of Te Whariki on early childhood professionals in New Zealand, with a focus on preparing biculturally competent teachers

Other

Missing in action: Teaching in early care and education [Special issue]
Ryan, Sharon, May 2008
Early Education and Development, 19(3)

A special issue of the journal Early Education and Development, focusing on the teaching of young children in early care and education settings

Other

More than teachers: The early care and education workforce
Ryan, Sharon, 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 92-110). New York: Guilford Press

An overview of select large-scale studies of the characteristics, work environments, and practices of early childhood professionals, and a discussion of the workforce issues impeding a vision for the improvement of the professional status and qualifications of early childhood workers

Other

Partnering for preschool: A study of center directors in New Jersey's mixed-delivery Abbott Program [Research report]
Whitebook, Marcy, February, 2008
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A study of the perspectives on program participation, implementation, and improvement of directors of child care and Head Start centers participating in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on in-depth interviews with directors

Reports & Papers

Reconstructing teacher education to prepare qualified preschool teachers: Lessons from New Jersey
Lobman, Carrie, 2005
Early Childhood Research & Practice, 7(2)

A study of New Jersey’s efforts to implement a new system of preschool teacher certification and a comparison of New Jersey and national teacher preparation standards

Reports & Papers

Toward a unified system of early childhood teacher education and professional development: Conversations with stakeholders
Lobman, Carrie,
In Finding the gaps, creating opportunities: Research to inform the implementation of a coordinated system of professional development and teacher preparation (pp. 8-11). New York: Foundation for Child Development.

A summary of an examination of the experiences and perceptions of those involved in the creation of a new system of teacher preparation and professional development in New Jersey, based on focus group interviews with preschool teachers, professional development providers or administrators, teacher educators, and state policymakers

Other

Using pressure and support to create a qualified workforce
Ryan, Sharon, March 2005
Education Policy Analysis Archives, 13(23), 1-19

An examination of a system of pressures and professional development incentives designed by policy makers to implement education reform and encourage preschool teachers to obtain a teaching credential by a court imposed deadline, using data from 689 teacher interviews

Reports & Papers