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2011-2012 Great Start Readiness Program: Program Quality Assessment: Statewide data report
High/Scope Educational Research Foundation, January, 2013
Lansing: Michigan, Department of Education.

The following report summarizes Great Start Readiness Program (GSRP) classroom quality data collected during the 2011 - 2012 program year. This data, for the first time, was reported and scored using HighScope's OnlinePQA system. The scores on Form A are based on outside observers (e.g., education specialists), and Form B on administrator reports. The information for Form A and Form B includes end of year data only. Scores on the preschool Program Quality Assessment (PQA) range from 1 to 5, with 1 representing low quality and 5 representing exceptional quality. A useful way to interpret the PQA is that scores less than 3 indicate low quality, scores between 3 and 4.49 indicate medium quality, and scores at or above 4.5 indicate high quality. (author abstract)

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2011 Vermont Early Childhood and Afterschool Professional Development Survey
Vermont. Child Development Division, June, 2012
Waterbury: Vermont, Child Development Division.

A study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals

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2011 Vermont Early Childhood and Afterschool Professional Development Survey [Executive summary]
Vermont. Child Development Division, June, 2012
Waterbury: Vermont, Child Development Division.

A summary of a study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals

Executive Summary


2012-2013 Great Start Readiness Program: Program Quality Assessment: Statewide data report
Center for Early Education Evaluation at HighScope, February, 2014
Lansing: Michigan, Department of Education.

The following report summarizes Great Start Readiness Program (GSRP) classroom quality data collected during the 2012-2013 program year. The data was reported and scored using the preschool version of HighScope's OnlinePQA (Program Quality Assessment) system. (author abstract)

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2012 child development center survey
Early Childhood Council of Kern, 22 March, 2013
Bakersfield, CA: Early Childhood Council of Kern.

A study of the characteristics of the center-based child development program workforce in Kern County, California, including tenure, education, training, turnover, benefits, and wages, based on surveys from 49 programs

Reports & Papers


2012 District of Columbia child care market rates and capacity utilization: A study of licensed family home and child care center providers in the District of Columbia: Final report
University of the District of Columbia. Center for Applied Research and Urban Policy, March, 2013
Washington, DC: District of Columbia, Office of the State Superintendent of Education.

A study of child care market rates in the District of Columbia in 2012 by provider type and child age, and also including information on provider characteristics, compensation, benefits, and out-of-school time services offered, based on a survey of 106 family child care providers and 237 child care centers

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2012 District of Columbia child care market rates and capacity utilization: A study of licensed family home and child care center providers in the District of Columbia: Final report [Executive summary]
University of the District of Columbia. Center for Applied Research and Urban Policy, March, 2013
Washington, DC: District of Columbia, Office of the State Superintendent of Education.

A summary of a study of child care market rates in the District of Columbia in 2012 by provider type and child age, and also including information on provider characteristics, compensation, benefits, and out-of-school time services offered, based on a survey of 106 family child care providers and 237 child care centers

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2012 The State of the Nation's Training and Trainer Registries and Approval Systems
National Registry Alliance, May, 2013
Washington, DC: National Registry Alliance.

A study of the characteristics of state and regional registries of early childhood and school-age trainings and trainers, based on survey responses from 32 registries

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2012 Workforce Dataset: A review of workforce trends
Mayfield, Wayne A.,
Washington, DC: National Registry Alliance.

This report presents descriptive analyses on workforce trends in the 2012 National Registry Alliance Dataset, features an analysis examining the relationship of age with education level, and provides recommendations for registry functioning and policy development based on these findings. The 2012 National Registry Alliance Dataset consists of data from nine registries: Connecticut, Miami-Dade County (FL), Maine, Missouri, Montana, New Jersey, West Virginia, Wisconsin, and Wyoming. These registries followed the Partnership Eligibility Review (PER) guidelines for data submission. The dataset represents active registry participants as of January 1, 2010, through March 1, 2012, and includes individual records from 58,398 professionals (49,740 of whom were currently employed) working across 12,050 programs/facilities. Given this report's primarily descriptive nature, the issues of saturation--the extent to which a specific registry captures all programs and workers in the field for a given geographic region--and representativeness of registry data are not addressed. Further work regarding saturation and representativeness of registry data will be forthcoming from the National Registry Alliance. (author abstract)

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2013-2014 Great Start Readiness Program: Program Quality Assessment: Statewide data report
Center for Early Education Evaluation at HighScope, October, 2014
Lansing: Michigan, Department of Education.

The following report summarizes Great Start Readiness Program (GSRP) classroom quality data collected during the 2013-2014 program year. The data was reported and scored using the preschool version of HighScope's OnlinePQA1 (Program Quality Assessment) system. (author abstract)

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2013 early childhood education and care workforce review: Workforce review report
PricewaterhouseCoopers LLP, February, 2014
Canberra, Australian Capital Territory, Australia: Australia, Department of Education.

PwC was engaged to undertake the 2013 ECEC workforce review ('the review') which is a requirement of the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care ('the national partnership'). The national partnership is the framework under which the NQF has been established. The purpose of this review is to: review the progress of the ECEC sector towards meeting the qualification requirements of the NQF that came into effect from 1 January 2014, particularly in relation to Early Childhood Teachers (ECTs) and rural and remote workforces; identify areas which require further attention so additional support can be provided. (author abstract)

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2013 early childhood education and care workforce review: Workforce review report [Executive summary]
PricewaterhouseCoopers LLP, February, 2014
Canberra, Australian Capital Territory, Australia: Australia, Department of Education.

PwC was engaged to undertake the 2013 ECEC workforce review ('the review') which is a requirement of the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care ('the national partnership'). The national partnership is the framework under which the NQF has been established. The purpose of this review is to: review the progress of the ECEC sector towards meeting the qualification requirements of the NQF that came into effect from 1 January 2014, particularly in relation to Early Childhood Teachers (ECTs) and rural and remote workforces; identify areas which require further attention so additional support can be provided. (author abstract)

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2013 National Early Childhood Education and Care Workforce Census
Social Research Centre (Melbourne, Vic.), May, 2014
Canberra, Australian Capital Territory, Australia: Australia, Department of Education.

The National Early Childhood Education and Care (ECEC) Workforce Census 2013 ('The National ECEC Workforce Census') was commissioned by the Department of Education ('the department') as part of a range of Australian Government initiatives designed to improve the quality of information used in developing and measuring early childhood policy and programmes. It is the latest in a series of large-scale collections which address information gaps in administrative data available from the Child Care Management System (CCMS). Predecessors include the National ECEC Workforce Census 2010, the Australian Government Census of Child Care Services (AGCCCS) and the 2008-09 Child Care Provider Survey (CCPS). Preschool services were included for the first time in the National ECEC Workforce Census in 2010. The National ECEC Workforce Census was developed specifically to address information gaps in existing administrative data sources, with respect to the ECEC workforce, participation in and provision of preschool programmes and children with additional needs in child care. National ECEC Workforce Census data will assist policy makers to better understand the challenges of providing quality child care and early learning, assess the capacity in the workforce to meet future demand and formulate strategies to support early childhood development policies. (author abstract)

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2013 National Early Childhood Education and Care Workforce Census [Executive summary]
Social Research Centre (Melbourne, Vic.), May, 2014
Canberra, Australian Capital Territory, Australia: Australia, Department of Education.

The National Early Childhood Education and Care (ECEC) Workforce Census 2013 ('The National ECEC Workforce Census') was commissioned by the Department of Education ('the department') as part of a range of Australian Government initiatives designed to improve the quality of information used in developing and measuring early childhood policy and programmes. It is the latest in a series of large-scale collections which address information gaps in administrative data available from the Child Care Management System (CCMS). Predecessors include the National ECEC Workforce Census 2010, the Australian Government Census of Child Care Services (AGCCCS) and the 2008-09 Child Care Provider Survey (CCPS). Preschool services were included for the first time in the National ECEC Workforce Census in 2010. The National ECEC Workforce Census was developed specifically to address information gaps in existing administrative data sources, with respect to the ECEC workforce, participation in and provision of preschool programmes and children with additional needs in child care. National ECEC Workforce Census data will assist policy makers to better understand the challenges of providing quality child care and early learning, assess the capacity in the workforce to meet future demand and formulate strategies to support early childhood development policies. (author abstract)

Executive Summary


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2013 workforce study: Ohio early learning & development programs: General analysis
Strategic Research Group,
Columbus: Ohio, Early Childhood Advisory Council.

A study of the characteristics of the early learning workforce in Ohio, including tenure, turnover, benefits, wages, and education, based on survey responses from 1,201 licensed early learning and development programs

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2013 workforce study: Ohio early learning & development programs: A profession divided
Strategic Research Group,
Columbus: Ohio, Early Childhood Advisory Council.

A study of variations in the characteristics of the early learning workforce in Ohio by program sponsorship, funding, or affiliation, based on survey responses from 1,201 licensed early learning and development programs

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2014 child care workforce study: Executive summary
Child Care Aware of Kentucky,
Lexington, KY: Child Care Aware of Kentucky.

A baseline Kentucky Early Care and Education Workforce Study was conducted in 2012, with plans to conduct biannual surveys to provide longitudinal data to the Division of Child Care. This study data will provide information about the child care workforce in the Commonwealth, including wages and benefits, retention and professional development. Findings are designed to inform both policy and quality improvement efforts. This report presents data from the Kentucky Early Care and Education Workforce study conducted in Fall of 2013, with data collection through February 2014. This survey targeted Directors of Licensed Type I and II child care centers, Family Child Care Home (FCC) providers, and teachers and teaching assistants, later exclusively referred to as teachers. The study focused on background, experience, education, professional development, wages, and benefits of the targeted participants. Surveys were disseminated via email, based on availability of valid email address and were also available for completion via an anonymous on-line link. A total of 303 certified family child care home providers received the survey with 71 (23%) completed. Another 1,576 surveys were sent out to directors of licensed child care centers with 434 (28%) returning a valid survey. A work force survey was also sent to 27,257 teachers and teacher assistants with 1,707 (8%) completing the survey. (author abstract)

Executive Summary


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2014 wage data for early childhood educators
American Federation of Teachers,
Washington, DC: American Federation of Teachers.

This OPRE research brief provides a comprehensive analysis of ECE data that goes beyond average wages, and it notes the importance of a strong ECE workforce, pointing to the National Academy of Sciences' 2012 assertion that "the nature and effects of ECE depend in large part on the adults who care for children" (p. 5). However, the report recognizes the need for more data. Its upcoming research brief is expected to address the attitudes, orientations, morale and mental health of the ECE workforce, in addition to providing more detail on the type of education and training the ECE workforce receives. (author abstract)

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21st century early childhood teacher education: New frames for a shifting landscape
New, Rebecca S., 2016
In L. Couse & S. Recchia (Eds), Handbook of early childhood teacher education (pp. 3-19). New York: Routledge

I borrow from the tradition of landscape painting to illustrate alternative perspectives on the unfulfilled rhetoric of ECE in American society. The representational genre of figurative landscapes depicts both people and context in relationships, with selective attention to critical details. A wide-angled format permits the inclusion of temporal aspects, thus conveying the dynamic relationship between how things were and how they are. With those potentials in mind, the landscape portrayed illustrates a cultural model of U.S. ECE including philosophical, socio-political, and social science contributions to what drives us a as a profession. The figurative elements of this landscape are limited to brief sketches of enduring practices and professional discourses guided by ideological foundations. The contemporary portion of this composition includes cracks and shifts in the terrain, evidence of the weight of socio-cultural and political change. This chapter concludes with an unfinished image of a radicalized EC teacher education as a creative hybrid of some of our field's long-held values and traditions, re-invigorated with imagined possibilities better suited to children growing up in a new world. (author abstract)

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21st century teacher education for FirstSchool: A model of collaborative inquiry
New, Rebecca S., 2009
(Issues in PreK-3rd Education No. 8). Chapel Hill, NC: FPG Child Development Institute, FirstSchool.

A discussion of the skills and knowledge that early childhood teachers should possess and the role of teacher education programs in facilitating their acquisition

Fact Sheets & Briefs


26 and counting: Examining the Early Launch to Learning Initiative (ELLI), New Jersey's effort towards creating a universal preschool system
Ahmed, Kara H., 2009
Unpublished doctoral dissertation, Teachers College, Columbia University, New York

An exploration the program quality of a stratified random sample of 13 Early Launch to Learning Initiative (ELLI) preschool classrooms, among the 26 districts that received ELLI funding during the 2006-2007 school year and an examination of 8 teacher and 8 administrator perceptions of their capacity to implement a high-quality preschool program

Reports & Papers


4K teachers in community approach and comparison districts: 2005-06
Adams, Diane B., 2006
(Report E). Madison: University of Wisconsin--Extension.

A survey-based study comparing characteristics (experience, salary, education, professional development, curricula) of Wisconsin four-year-old kindergarten (4K) teachers from districts that use a community approach to 4K to teachers from districts that offer 4K without a collaborative effort

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5 years of learning: A report on the first five years of Santa Clara CARES 2002-2006
E3 Institute: Advancing Excellence in Early Education, 2007
San Jose, CA: E3 Institute: Advancing Excellence in Early Education.

A discussion of the implementation of the Santa Clara CARES (Comprehensive Approaches to Raising Educational Standards) program to provide incentives for early educators to seek educational and professional development opportunities

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Abbott preschool: 10 years later: An added bonus: The educational success story of New Jersey's preschool teachers
Donovan, Laura Fasbach, January, 2009
Newark: Association for Children of New Jersey.

A discussion of preschool teacher educational requirements mandated as part of the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts

Fact Sheets & Briefs


About distance learning
National Center on Child Care Professional Development Systems and Workforce Initiatives, May, 2014
Washington, DC: National Center on Child Care Professional Development Systems and Workforce Initiatives.

This brief outlines definitions of distance learning (DL), why DL matters to the EC and SA workforce and the PD systems that support them, and key messages about DL. (author abstract)

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Abriendo Puertas: Opening doors to opportunity: A national evaluation of second-generation trainers
Bridges, Margaret, September, 2012
Berkeley: University of California, Berkeley, Institute of Human Development.

Abriendo Puertas/Opening Doors (AP/OD) is a comprehensive, 10-session parenting skills and advocacy program developed by and for low-income Latino parents with children ages 0 to 5. Drawing from the real-life experiences of Latino parents and local data about their schools and communities, sessions are filled with interactive activities that aim to develop parents' self-understanding as powerful agents of change to improve the lives of their children. This unique curriculum builds on participants' cultural strengths to transform the achievement gap into an opportunity to improve and enrich the lives of their children and families. Since its inception in 2007, Abriendo Puertas/Opening Doors has reached more than 22,000 families in 31 states and Puerto Rico. The program's unique, three-day Training-of-Trainers Institutes teach community educators, trainers, and leaders how to bring the 10-session AP/OD parenting program to their communities nationwide, and how to train others to do the same. Institute graduates conduct Institutes of their own, framing AP/OD's curriculum within local community realities, strengths and challenges, exponentially increasing the number of trainers across the country. To date, more than 40 training institutes have been conducted. Given AP/OD's recent national expansion, the evaluation outlined in this brief aims to provide evidence of the program's efficacy in addressing the needs of the large and growing Latino community when brought to scale. This brief presents findings from the evaluation of the programs conducted by second-generation trainers (those instructed via Training-of-Trainers Institutes), examining how--if at all--increases in parenting knowledge, skills, and confidence are associated with participation in the program. (author abstract)

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Abuse and neglect in nonparental child care: A risk assessment
Margolin, Leslie, 1991
Journal of Marriage and the Family, 53(3), 694-704

A study evaluating the validity of risk factors typically associated with child abuse and neglect in nonparental child care settings

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Academic well-being of Spanish-speaking kindergartners: An analysis of sociodemographic features and teacher characteristics
Jensen, Bryant,
Tempe, AZ: National Task Force on Early Childhood Education for Hispanics.

A study of the relationship of teacher experience and teacher attitudes towards and use of Spanish in the classroom to the mathematics achievement of Spanish-speaking kindergartners of several sociodemographic levels, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort

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Accentuating the positive?: An analysis of teacher verbalizations with young children
Cassidy, Deborah J., 1996
Child & Youth Care Forum, 25(6), 403-414

An evaluation of the quality of child care teachers' in-class verbalizations before and after receiving training at a local community college

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Acceptability ratings of language interventions and reasoning as described by early childhood special education teachers
Turan, Yasemin, October, 2012
Early Child Development and Care, 182(10), 1371-1382

An examination of teachers' preferences between naturalistic and therapeutic approaches to language interventions and reasoning, based on data from 29 early childhood special education teachers from public school districts in Southern California

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'Accept the change and enjoy the range': Applications of the Circles of Change methodology with professionals who support early childhood educators
Macfarlane, Kym, March, 2015
Professional Development in Education, 41(2), 329-343

Inclusion Support Facilitators support Early Childhood Education and Care centres in Australia to provide an inclusive environment for the children they serve. To date no research has examined the causes of job stress faced by these professionals. Similarly, no research has explored how interventions aimed at supporting Inclusion Support Facilitators' practice may impact their work. This research explored how the first of a set of critical reflection workshops instructing on the use of the Circles of Change methodology impacted the practice of Inclusion Support Facilitators. The research was undertaken in two stages. The first stage involved collecting baseline data to investigate current levels of job stress amongst Inclusion Support Facilitators. The second stage involved gathering qualitative data to explore the opinions of professionals about how such stresses might be changed following an initial critical reflection workshop. Findings from this research suggest that job demands may be a potential cause of stress for Inclusion Support Facilitators. Findings also suggest that the Circles of Change methodology may be helpful in encouraging personal reflection, communication and transformational change amongst professionals who support those working in childcare. Such notions are critical to how professionals manage both job stress and workplace change. (author abstract)

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Accompaniment and quality in childcare services: The emergence of a culture of professionalization
Pirard, Florence, July, 2012
Early Years: An International Journal of Research and Development, 32(2), 171-182

A case study of a professional development initiative that takes into consideration freedom of movement for children birth through 3 years as a quality indicator in daily educational practice, based on data from a rural setting in the French Community of Belgium in Luxembourg Province from 2004 to 2009

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Accompanying early childhood professional reflection in Quebec: A case study
Lehrer, Joanne S., June, 2013
Early Years: An International Journal of Research and Development, 33(2), 186-200

This article explores the views of professionals from the Centre for Assistance and Support to Initiatives, Organisations, and Professionals in Early Childhood (CASIOPE) and its member organizations on how reflective practice in early childhood professional learning is understood, put into practice, and evaluated. Findings from this case study reveal that CASIOPE used principles of constructivist learning theories to develop their own reflective process, but that this process is understood incompletely and variably by the majority of its members. Findings are presented in the context of a current struggle to define early childhood professional learning between, on the one hand, a means of improving programme quality, and, on the other hand, a right to which all early childhood professionals are entitled. This study suggests that, in practice, both goals are important to childcare administrators in Montreal, while CASIOPE's staff members prioritize building relationships, helping people, adapting their services to the needs of all those involved, and professional empowerment.

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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations?
Setodji, Claude M., January/February 2012
Journal of Applied Developmental Psychology, 33(1), 1-12

A study of the prevalence of teacher and child movement between classrooms, of the link between head and assistant teachers' qualifications and quality of care, and of the relationship between head and assistant teacher qualifications and children's literacy, receptive language, and mathematics skills that includes an examination of the mediating influence of child and teacher movement on that relationship, based on data from community-based child care centers serving 790 primarily low-income children in Colorado

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Accreditation and patterns of licensure: Achieving the potential
Hyson, Marilou, 2016
In L. Couse & S. Recchia (Eds), Handbook of early childhood teacher education (pp. 69-85). New York: Routledge

Following this introduction, we will describe key features of the current map of higher education program accreditation and individual licensure, presenting some history and current descriptive data while noting gaps in the available data. Next, we will discuss research on the impact of accreditation and licensure today, looking at what is known and, more notably, what is not known, about their effects on various dimensions of quality. The chapter concludes with recommendations about the research, public policies, and higher education practices that will be needed to realize the full potential of accreditation and licensure as levers for quality improvement. (author abstract)

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Accreditation and teacher education credentials in Boston early care and education: Based on the results of the EQUIP community profiles 2009 report
Boston EQUIP, 2010
Boston: Boston EQUIP.

An examination of accreditation rates among and teacher education levels in early care and education programs in Boston

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Acculturation, weight status, and eating habits among Chinese-American preschool children and their primary caregivers: A pilot study
Demory-Luce, Debby K., 2005
Nutrition Research, 25(3), 213-224

An examination of the association between acculturation and health outcomes of Chinese-American students and their primary caregivers, based on a sample of 53 children and their caregivers selected from two child care centers in Houston, Texas

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Accuracy of teacher judgments of preschoolers' math skills
Kilday, Carolyn R., April, 2012
Journal of Psychoeducational Assessment, 30(2), 148-159

A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science

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ACET Collaborative Team (ACT) project: Final evaluation report: November 2001-October 2003
Henderson, Laura W., 2003
Atlanta: Georgia State University, Health Policy Center.

A presentation of findings from the final report on the Advancing Careers through Education and Training (ACET) Collaborative Team (ACT) Project, using information from a survey of 268 child care teachers and directors who received technical assistance through the program

Reports & Papers


ACET Collaborative Team (ACT) project: Final evaluation report: November 2001-October 2003 [Executive summary]
Henderson, Laura W., 2003
Atlanta: Georgia State University, Health Policy Center.

A summary of a presentation of findings from the final report on the Advancing Careers through Education and Training (ACET) Collaborative Team (ACT) Project

Executive Summary


Achieving high-quality early learning and care in Washington State: An analysis of workforce and systemic components that influence quality
Paskin, Laura, 2005
Seattle, WA: Economic Opportunity Institute.

A discussion of strategies utilized by Washington State to improve child care and early education, focusing on issues of public funding, workforce indicators, and federal, state, and local programs

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Achieving a high-quality preschool teachers corps: A focus on California
Calderon, Miriam E., 2005
(Issue Brief No. 14). Washington, DC: National Council of La Raza.

An issue brief discussing issues related to increasing California's preschool teachers' effectiveness, including the recruitment of young Hispanic Americans, job requirements, and funding for professional education

Other


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Active engagement, emotional impact and changes in practice arising from a residential field trip
Gilbert, Louise, March, 2013
International Journal of Early Years Education, 21(1), 22-38

An examination of the learning experiences of early years practitioners undertaking a residential field trip to Sweden as part of their Early Childhood Studies degree, based on data from 50 undergraduate students from the University of Gloucestershire, England

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Act up, calm down: Mental health consultants for preschools surprise with their success
Waldman, Hillary, 18 June, 2007
Hartford Courant,

An overview of Connecticut’s Early Childhood Consultation Partnership, a measurement of the effect of the child- and classroom-management advice of mental health professionals on the number of classroom behavior problems, and the quality of teacher-child interaction, and teacher beliefs, practices, and job satisfaction

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Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools
Li, Hui, July, 2012
Early Education and Development, 23(4), 603-621

A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families

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Addressing asthma management challenges in a multisite, urban Head Start program
Garwick, Ann W., July/August 2010
Public Health Nursing, 27(4), 329-336

A participatory action research project to develop an action plan to address asthma management challenges identified by Head Start teachers in a midwestern multisite urban program

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Addressing the needs of young children with diverse abilities and developmental differences
Couse, Leslie J., 2016
In L. Couse & S. Recchia (Eds), Handbook of early childhood teacher education (pp. 257-272). New York: Routledge

This chapter seeks to bridge the divide by examining teacher preparation holistically, looking at both early childhood education and early childhood special education to understand teacher preparation for young children with diverse abilities and developmental differences. It examines the constraints of our history and the elements of high-quality teacher education, along with the challenges, promising practices, and future directions for teacher preparation for all young children. This synthesis of research brings together what we know to be effective practices for preparing teachers for inclusive early childhood teaching. (author abstract)

Other


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Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes
Blackwell, Courtney K., November, 2013
Computers & Education, 69, 310-319

The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0-4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education. (author abstract)

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Adult health in child care: Health status, behaviors, and concerns of teachers, directors, and family child care providers
Gratz, Rene R., 1996
Early Childhood Research Quarterly, 11(2), 243-267

The results of a statewide survey of health status, behaviors, and concerns of randomly selected early childhood professionals from the Child Care Employee Project

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Adult response to children's exploratory behaviours: An exploratory study
Chak, Amy, June 2010
Early Child Development and Care, 180(5), 633-646

An examination of the potential responses to children’s exploratory behavior and the assumptions and rationale behind those responses, based on the responses of 19 preschool teachers and 14 parents to vignettes and interview questions

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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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