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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Howes, Carollee [remove]; New in five years [remove]; Classification:Child Care & Early Education Provider Workforce [remove];
21 results found.|
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
Reports & Papers
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Caregiver training and classroom quality in child care centers A study of the association between classroom quality and both formal education and informal training of caregivers, based on data from 533 child care center classrooms in four states |
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Child care as an adult work environment A study of the predictors of child care provider job satisfaction and turnover, and their influence on child care quality and work environment |
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The consistency of perceived teacher-child relationships between preschool and kindergarten A longitudinal study of consistency in teacher perceptions of the quality of children’s teacher-child relationships over a three-year period encompassing both preschool and kindergarten |
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Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family child care homes An examination of patterns of education, training, and mentoring among early childhood educators, based on observations and questionnaire responses of 103 teachers in public and private preschool and family child care settings in Los Angeles, California |
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Does training make a difference to quality in family child care? An article on the characteristics of family child care providers who seek training and the effects of training on child care quality. |
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The feasibility of a common course in early childhood teacher preparation programs A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Fact Sheets & Briefs
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Formal education, credential, or both: Early childhood program classroom practices A study of the relationship between classroom quality and the credentials and educational levels of teachers in a sample of 231 early education classrooms |
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Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education A documentation of the implementation of a standardized early childhood education early literacy teaching practices course and an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
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Implementing large-scale prekindergarten initiatives: Lessons from New York A description of the purposes driving New York universal pre-K policy and its key provisions, with an examination of related issues including infrastructure, teacher preparation, technical assistance, site development and expansion, transportation, and program evaluation |
Other
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NAEYC accreditation as a strategy for improving child care quality An evaluation of the National Association for the Education of Young Children (NAEYC) child care center accreditation process, addressing the degree to which centers seeking NAEYC accreditation improve in overall quality and level of staff quality and stability, based on research done regarding the accreditation process at ninety-two child care centers in California |
Other
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The National Child Care Staffing Study: Revisited four years in the life of center-based child care A follow-up study of the National Child Care Staffing Study of 1992 investigating child care work force stability, changes in program quality, and evidence of increased resources in the centers conducted to determine whether a full-scale, longitudinal observational follow-up could be implemented and provide valuable data |
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Pathways to effective teaching A study of pathways to effective teaching within a sample of 80 African-American and Latino teachers working in child care programs serving low-income children |
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A qualitative study of early childhood educators' beliefs about key preschool classroom experiences A study of early childhood educators' beliefs about the types of preschool learning experiences that are important for children's kindergarten readiness, based on 11 focus groups in Los Angeles County with 75 educators from publicly-funded and private child care centers and family child care programs |
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A qualitative study of early childhood educators’ beliefs about key preschool classroom experiences A study of early childhood educators' beliefs about the types of preschool learning experiences that are important for children's kindergarten readiness, based on 11 focus groups in Los Angeles County with 75 educators from publicly-funded and private child care centers and family child care programs |
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Teacher-articulated perceptions & practices with families: Examining effective teaching in diverse high quality child care settings An observational study of high quality child care centers, examining effective teaching strategies through researching associations among teachers' perceptions about families, their involvement with the families, and their background characteristics |
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Teacher characteristics and effective teaching in child care: Findings from the National Child Care Staffing Study Results on the National Child Care Staffing Study concerning effectiveness and characteristics of teachers across the United States |
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Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs An examination of the connections between preschool teachers' academic degrees and major courses of study and classroom quality and children's academic skills during the year before entering kindergarten, based on data from multiple studies, including the Early Head Start (EHS) Follow-Up, Georgia Early Care Study (GECS), and Head Start Family and Child Experiences Survey (FACES 2003) |
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Then and now: Changes in child care staffing, 1994-2000: Technical report A longitudinal investigation into the relationship characteristics of child care workers and the quality of care provided in center-based care, based on a surveys with the assistants, teachers, and directors of 85 child care centers in California |
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Who cares?: Child care teachers and the quality of care in America A summary report of the National Child Care Staffing Study examining adult working conditions and related issues in Child Care settings nationwide |
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Worthy work, unlivable wages: The National Child Care Staffing Study, 1988-1997 A longitudinal study of trends in child care staff compensation, benefits, and turnover and their relationship to child care quality and children’s development, based on the National Child Care Staffing Study, 1988-1997 |
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