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Peer Reviewed Journal

Current Filters: Classification:Education, Certification, & Credentialing [remove];

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			The 2004 National Survey of Child Development Associates (CDAs) Council for Professional Recognition, 2004 Washington, DC: Council for Professional Recognition. The 2004 edition of the National Survey of Child Development Associates (CDAs) designed to assess the effects of credentialing on careers and professional development	Fact Sheets & Briefs
			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	Reports & Papers
			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
			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
			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	Other
			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
			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	Reports & Papers
			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
			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 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
			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	Reports & Papers
			Advancing the professional development system for California's early care and education workforce Rand Corporation, 2012 (RB-9638-PF/BECF). Santa Monica, CA: Rand Corporation. A summary of an examination of the characteristics and funding of the professional development system for early care and education in California	Fact Sheets & Briefs
			Afterschool professional development: Resources, outcomes, and considerations New York State Afterschool Network, March 23, 2011 New York: New York State Afterschool Network. An overview of the features and importance of professional development in the out-of-school time field	Fact Sheets & Briefs
			Anti-bias education in early childhood: Preparing teachers for diversity Corson, Patricia, 1998 Unpublished doctoral dissertation, University of Toronto, Toronto, Canada An ethnographic study of how Early Childhood teacher preparation programs across Ontario prepare teachers for working with diversity	Reports & Papers
			Applied ethics as a foundation in early childhood teacher education: Exploring the connections and possibilities Giovacco-Johnson, Tricia, March 2011 Early Childhood Education Journal, 38(6), 449-456 A categorical study of the ethical perspectives of 60 college students enrolled in two Introduction to Early Childhood Education classes, based on an analysis of three written assignments	Reports & Papers
			Are program characteristics linked to child care quality?: Variations in organizational structure Adams, Diane B., 2001 (Brief & to the Point Issue Brief No. 3). Madison: University of Wisconsin--Extension. A brief highlighting the findings from a study on the relationship between child care quality and aspects of early childhood centers' organizational structures, including whether or not they receive child care subsidies, number of children enrolled, business type, teacher education and staff turnover	Fact Sheets & Briefs
			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
			Are they prepared?: Raising the bar for New York City's early childhood workforce New York City Early Childhood Professional Development Institute, Spring 2008 (Vol. I, No. 3). New York: New York City Early Childhood Professional Development Institute. An overview of the relationships between teacher certification and the quality of early childhood education and care programs, and a profile of the education and certification of early childhood educators in New York City	Fact Sheets & Briefs
			Assessing the post-secondary early childhood teacher preparation programs in Florida Birken, Brittany, 2004 Unpublished doctoral dissertation, Florida State University, Florida An exploration of aspects of early childhood degree programs in Florida, including program characteristics, coursework and practica experiences provided to students, and challenges faced by faculty members in meeting the development needs of the early childhood workforce	Reports & Papers
			Assessing the quality of child care using longitudinal, administrative data: What can it tell us and how can it be used?: Part II: Figures and appendix Witte, Ann D., 2005 Wellesley, MA: Wellesley College, Department of Economics. A figure-based appendix to a report that evaluated child care quality through various program characteristics, including subsidies, religion, and education level	Other
			Assessing, teaming, and reflecting: Student outcomes from participating in a play-based assessment Bruns, Deborah A., October 2010 Journal of Early Childhood Teacher Education, 31(4), 344-359 An account of the inclusion of a play-based assessment (PBA) of children's development into early childhood special education preservice teachers' curricula	Reports & Papers
			Assessment by interview and portfolio in a graduate school program McArdle, Felicity, January 2010 Journal of Early Childhood Teacher Education, 31(1), 86-96 An investigation of interview panels as authentic assessment with 63 Graduate Diploma of Education (Early Years) preservice teachers at the Queensland University of Technology in Australia as part of their end of the semester assessment in their 1-year program	Reports & Papers
			Assignments as a pedagogical tool in learning to teach science: A case study Garbett, Dawn L., October 2007 Journal of Early Childhood Teacher Education, 28(4), 381-392 An interpretive study of teacher effectiveness in discovering children�s prior knowledge in the field of science	Reports & Papers
			Associations between provider training and education and other quality indicators in low-income children's primary care arrangements at 24 months of age Halle, Tamara, June 2009 (Publication No. 2009-18, OPRE Research Brief No. 2). Washington, DC: United States. Administration for Children and Families, Office of Planning, Research and Evaluation. A comparison of quality indicators in home- and center-based child care settings serving two-year-old low income children, and of the relationship of quality indicators in those settings to provider training and education, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort	Reports & Papers

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