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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:NEW YORK [remove]; Full Text:no [remove]; Classification:Child Care & Early Education Provider Workforce [remove];
11 results found.|
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Approaching the problem of early childhood teacher turnover: Universal pre-K teachers' work attitudes and turnover intentions and their relationship to policy-amenable teacher characteristics An examination of universal prekindergarten teachers' work attitudes and turnover intentions in terms of their relations with teacher characteristics, public and institutional policies, and job position in the program |
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Collaborative early childhood music practice: A year in the life of a pre-kindergarten music teacher An investigation into the professional development of early childhood music teachers, based on a case study of a pre-kindergarten music teacher in New York |
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Effectiveness of an oral health program in improving the knowledge and competencies of Head Start staff A study of the relationship between participation in the Columbia Head Start Oral Health Program and changes in Head Start (HS) and Early Head Start (EHS) staff's oral health concerns, perceptions of enrollee oral health status, attitudes when counseling parents on pediatric oral health, and difficulties related to parental dental care service take-up, based on data from 4 HS and EHS centers in New York City |
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The effects of training on provider childrearing beliefs and family day care quality An examination of the effects of training for family day care providers on quality of care, child care setting, and providers’ beliefs about nurturing and restrictive childrearing practices |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding after-school staff A survey of the staff demographics, staff recruitment strategies, and job satisfaction levels among the staffs of after school programs in New York City schools partnering with The After-School Corporation (TASC) |
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A landscape study of youth workers in out-of-school time A study of the characteristics of the after school education workforce in New York City, including educational background and career goals, based on a survey of workers in community-based programs offering out-of-school services |
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Meeting people where they are: Recognizing early educators' readiness to change An exploration of Early Childhood Educator (ECE) mentoring program enrollees' readiness to change their child care practices, common characteristics of ECEs with high and low levels of change readiness, and strategies mentors used when working with ECEs who were not ready to change, based on data from mentors of 214 mentees that include infant and toddler caregivers and preschool teachers, in Rochester, New York |
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Preschool characteristics influence the success of professional development: Is your preschool ready, willing, and able? An account of attempts to implement a combined professional development and child theater program, known as the Early Learning Through the Arts (ELTA) New York City Wolf Trap Program, at a small number of Head Start centers, and an identification of scheduling and staff-related obstacles to its implementation and success |
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Preschool teachers' shared beliefs about appropriate pedagogy for 4-year-olds An examination of 18 preschool teachers' opinions beliefs in terms of appropriate teaching practices for preschool classrooms through the viewing of a tape of two different types of preschool classroom practices |
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Supporting a school renaissance through high-quality after-school projects: Evaluation results for the Renaissance After-School Program from the 2000-2001 school year An study of the Renaissance after school programs implemented by The After-School Corporation (TASC) in underperforming New York City schools, focusing on the recruitment of students and staff, the building of relationships with the school and community, the improvement of operations and program quality, and the selection and implementation of curricula and activities |
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''Why don't you let her try doing it herself?'': Ideological and practical conflict in the early childhood classroom An interview-based study of early childhood teachers to examine varying categories of conflict in two different early education classrooms and how the teachers' experiences affected how they dealt with the conflict |
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