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Current Filters: Classification:Child Care & Early Education Provider Workforce [remove];

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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


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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

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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
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

Executive Summary


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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

Reports & Papers


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)

Reports & Papers


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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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


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

Reports & Papers


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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

Reports & Papers


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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 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

Fact Sheets & Briefs


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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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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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