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			AfterSchool Works! New York professional development survey analysis Young-Miller, Gillian M., April 2009 )T09-001). Rochester, NY: Children's Institute. An exploration of after school workers' experiences in professional development activities, based on a survey of 101 after school workers in the Greater Rochester Area in New York	Reports & Papers
			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and turnover intentions and their relationship to policy-amenable teacher characteristics Cho, Eun Kyeong, 2005 Unpublished doctoral dissertation, Columbia University, New York An examination of universal prekindergarten teachers' work attitudes and turnover intentions in terms of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	Reports & Papers
			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 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
			Caregiver perception and child-caregiver interactions in a newly inclusive infant child care center Recchia, Susan L., 1998 Early Childhood Education Journal, 26(2), 111-116 A study of child care provider�s perceptions about and behavior toward developmentally disabled infants and toddlers in an inclusive child care setting	Reports & Papers
			Collaborative early childhood music practice: A year in the life of a pre-kindergarten music teacher Neelly, Linda Page, 2000 Unpublished doctoral dissertation, University of Rochester, Rochester, NY An investigation into the professional development of early childhood music teachers, based on a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	Reports & Papers
			College opportunities for after-school workers: Report on the first-year implementation of the Center for After-School Excellence certificate programs Vile, Juliet D., September, 2008 Washington, DC: Policy Studies Associates. First-year findings from an implementation evaluation of a one-year certificate program in after school studies offered through the City University of New York	Reports & Papers
			A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators Fabiano, Gregory A., Q2 2013 Early Childhood Research Quarterly, 28(2), 450-460 A comparison of the effects of two training approaches--a one-day workshop and an intensive training condition that included a one-day workshop plus an additional four days of practice--on teachers' use of positive behavioral supports for preschool children, based on data from 88 teachers and aides randomly assigned to one of the two training conditions in Head Start classrooms in Western New York	Reports & Papers
			Connecting writing and speaking with linguistically diverse teacher education students Kennedy, Eileen, April 2008 Journal of Early Childhood Teacher Education, 29(2), 157-171 A study of the academic writing processes of early education teacher candidates who are learning English as an additional language and are challenged by the essay requirements of assessment tests, based on a population of 26 teacher candidates from the South Bronx section of New York City	Reports & Papers
			Counting the child care workforce: A catalog of state data sources to quantify and describe child caregivers in the fifty states and the District of Columbia Breunig, Gretchen Stahr, 2003 Seattle: University of Washington, Human Services Policy Center. A report on data sources suitable for use in calculating the size of the child care workforce for individual states	Reports & Papers
			Do preschool teachers consider inferences for book discussions? Scheiner, Esther, July 2009 Early Child Development and Care, 179(5), 595-608 An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City	Reports & Papers
			The early childhood professional mentoring group: A forum for parallel learning Puig, Victoria I., October, 2008 Journal of Early Childhood Teacher Education, 29(4), 340-354 An examination of the emergent themes brought up at a university-sponsored support group for recent graduates of masters-level programs in early education and early special education	Reports & Papers
			Early childhood teacher preparation programs in the United States: State report for New York Maxwell, Kelly, 2006 Chapel Hill, NC: FPG Child Development Institute, National Prekindergarten Center. An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in New York	Reports & Papers
			Early childhood workforce preparation in New York State: A pilot study Lekies, Kristi, 2002 Ithaca, NY: Cornell University, College of Human Ecology, Early Childhood Program. A report exploring a several issues pertinent to early childhood teacher preparation in New York State	Reports & Papers
			Effectiveness of an oral health program in improving the knowledge and competencies of Head Start staff Chinn, Courtney Hugh, September/October 2011 Pediatric Dentistry, 33(5), 403-408 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	Reports & Papers
			The effects of training on provider childrearing beliefs and family day care quality Castro, Marta M., 2001 Unpublished doctoral dissertation, New School for Social Research, New York 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	Reports & Papers
			Evaluation findings from the after-school apprenticeship programs in New York City, Providence, and Boston Center for After-School Excellence, 2011 New York: The After-School Corporation. Findings from an evaluation of the After-School Apprentice Program (ASAP), a training and job placement program through which interns were provided with eight weeks of training in either sports activities or in the arts and were placed in a paid summer internship in Boston, Massachusetts, Providence, Rhode Island, and New York City, New York	Reports & Papers
			Evaluation of the TASC After-School Program: Summary of year 2 findings regarding after-school staff The After-School Corporation, April, 2001 New York: The After-School Corporation. 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)	Reports & Papers
			From capitols to classrooms, policies to practice: State-funded prekindergarten at the classroom level: Part 1: Who's teaching our youngest students?: Teacher education and training, experience, compensation and benefits, and assistant teachers Gilliam, Walter S., 2005 New Brunswick, NJ: National Institute for Early Education Research. A study of the characteristics of prekindergarten teachers throughout the United States	Reports & Papers
			Getting organized: Unionizing home-based child care providers Chalfie, Deborah, 2007 Washington, DC: National Women's Law Center. An examination of statewide efforts to allow home-based child care workers, including licensed family child care providers and regulation-exempt family, friend, and neighbor caregivers receiving subsidies, to join unions	Reports & Papers
			Getting organized: Unionizing home-based child care providers: 2010 update Blank, Helen, June 2010 Washington, DC: National Women's Law Center. An examination of statewide efforts between February 2007 and March 2010 to allow home-based child care workers, including licensed family child care providers and regulation-exempt family, friend, and neighbor caregivers receiving subsidies, to join unions	Reports & Papers
			Inside the pre-k classroom: A study of staffing and stability in state-funded prekindergarten classrooms Bellm, Dan, 2002 Washington, DC: Center for the Child Care Workforce. A study of the current state of staff qualifications, stability, turnover and compensation in state-funded prekindergarten programs in California, Georgia, Illinois (Chicago only), New York and Texas.	Reports & Papers
			A landscape study of youth workers in out-of-school time Fusco, Dana, 2003 Unpublished manuscript, York College, Jamaica, New York. 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	Reports & Papers
			Learning about the workforce: A profile of early childhood educators in New York City's community- and school-based centers Ochshorn, Susan, 2007 New York: New York City Early Child Professional Development Institute. Findings from a survey of the early childhood education workforce in New York City, including information on teacher education, certification, and compensation	Reports & Papers
			Meeting people where they are: Recognizing early educators' readiness to change Peterson, Shira May, 2012 NHSA Dialog, 15(1), 147-152 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	Reports & Papers
			Neighborhood child care: Families, friends, and neighbors talk about caring for other people's children Porter, Toni, 1998 New York: Bank Street College of Education. A report on the caregiving experiences of kith and kin child care providers	Reports & Papers

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