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1.

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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2.

Assessing, teaming, and reflecting: Student outcomes from participating in a play-based assessment
Bruns, Deborah A.; Cooley, Marissa, 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

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3.

Assessment by interview and portfolio in a graduate school program
McArdle, Felicity; Whitefield, Kathy; Walker, Sue; et al., 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

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4.

Becoming professional? Exploring Early Years Professional Status and its implications for workforce reform in England
Simpson, Donald, October, 2010
Journal of Early Childhood Research, 8(3), 269-281

Across the 'European learning space' (Lawn, 2006) professionalisation of early years workforces has become a key priority and there has been a flow of this policy between borders (Oberhuemer, 2005). Early Years Professional Status (EYPS) is central to these developments in England. Within what is regarded as a traditionally 'split' early years workforce (Moss, 2008), EYPS felt to offer a route for those from a childcare background to improve their position relative to teaching professionals (HMT, 2004). Alongside these developments theoretical perspectives have emerged attempting to explain the professionalisation process in England. They include the following: 1) a post-structural theory suggesting the operation of an official discourse of professionalisation as a mode of control and regulation of EYPs' roles (Osgood, 2006); 2) an activist theory suggesting EYPs can take the lead in defining their own professionalisation and roles (Miller, 2008). Based on qualitative interview data, this article provides a typology which classifies EYPs as: role makers, role takers, role distancers or role avoiders. Then the potential of the post-structuralist and activist perspectives to explain how EYPs have come to play these roles is considered. It is claimed both these perspectives fall short in accounting for the complexity involved in the emergence of EYPs roles and a theory informed by critical realist insights is advocated as an alternative. The article concludes by casting doubt on the contributory potential of EYPS to facilitate change within the early years workforce. (author abstract)

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5.

Centering community services around early childhood care and development: Promising practices in indigenous communities in Canada
Ball, Jessica, 2010
Child Health and Education, 2(2), 28-51

An examination of the relationship between the participation of three groups of Canadian indigenous communities in the First Nations Partnership Program, a bicultural university-accredited diploma program in child and youth care, and the funding, organization, and outreach efforts of locally-based programs that serve those communities' child care and development needs, based on interviews, questionnaires, and group discussions with 76 community members

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6.

The child care workforce in New Mexico
Krause, Kate, 30 December, 2010
Santa Fe: New Mexico, Children, Youth, and Families Department.

A study of child care provider labor costs and child care workforce wages, benefits, and educational requirements and attainment in New Mexico, based on an initial survey of 965 child care providers and follow-up surveys with 1,048 child care teachers and 127 child care directors

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7.

Collaboration of teacher education and child disability health care: Transdisciplinary approach to inclusive practice for early childhood pre-service teachers
Silverman, Katie; Trepanier-Street, Mary; Hong, Seong B.; et al., April 2010
Early Childhood Education Journal, 37(6), 461-468

A description of collaborative efforts between an early childhood teacher education program and a child disability health care program to incorporate a transdisciplinary model in the preparation of early childhood teachers for practice in inclusive classrooms

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8.

Computer education and computer use by preschool educators
Towns, Bernadette, December 2010
Unpublished doctoral dissertation, Walden University, Minneapolis, MN

A case study of teachers' community college preparation for the integration of computers in their preschool classrooms and a study of preschool teachers' use of computers and software applications in their classrooms, from a survey of teacher candidates from one community college, 5 interviews with faculty, a review of course catalog descriptions, and interviews with 15 Head Start teachers

Reports & Papers

9.

Connecting the dots: Director qualifications, instructional leadership practices, and learning environments in early childhood programs
National-Louis University. McCormick Tribune Center for Early Childhood Leadership, Summer 2010
(Research Notes Summer 2010). Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.

Highlights of findings from an investigation into the relationship between child care center directors' educational attainment and the quality of instructional leadership and the learning environment in child care centers, based on a sample of 564 child care center directors from 25 states

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10.

Developing social skills training and literacy intruction pedagogy through service learning: An integrated model of teacher preparation
Lake, Vickie E.; Guidry, Stephanie; Al Otaiba, Stephanie; et al., October, 2010
Journal of Early Childhood Teacher Education, 31(4), 373-390

An examination of the experiences of preservice teachers (PSTs) and students in a service learning tutoring program, based on data from 27 PSTs and their students who participated in either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) programs for kindergarten and first-grade students at risk for literacy development delays

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11.

Early childhood education degree programs in Massachusetts
Oldham, Erin; Hawes, Susy; Simpson, Nan; et al., June 2010
Boston: Massachusetts, Department of Early Education and Care.

A study of the characteristics of early childhood education and related degrees offered by institutes of higher education in Massachusetts

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12.

Early childhood professional development: A synthesis of recent research
Zollitsch, Brenda; Dean, Allyson, June 2010
Portland, ME: Edmund S. Muskie School of Public Service, Cutler Institute for Health and Social Policy.

A review of research on the relationship of different types of professional development activities to child care quality

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13.

Early childhood teacher education: Historical themes and contemporary issues
Blank, Jolyn, October 2010
Journal of Early Childhood Teacher Education, 31(4), 391-405

A discussion of the development of the field of early childhood teacher education, with a focus on the professionalization of the early childhood education field

Other

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14.

Early childhood teacher educator research [Special issue]
Castle, Kathryn; Paris, Cynthia L., July 2010
Journal of Early Childhood Teacher Education, 31(3)

A special issue of the Journal of Early Childhood Teacher Education focusing on research conducted by educators of early childhood teachers

Other

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15.

Early learning professional development system report and recommendations
Washington State Professional Development Consortium, December, 2010
Olympia: Washington State, Department of Early Learning.

An examination of professional development opportunities for early learning professionals in Washington State, with recommendations for the creation of a system of early learning professional development

Other

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16.

Effects of an early literacy professional development intervention on Head Start teachers and children
Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.; et al., May 2010
Journal of Educational Psychology, 102(2), 299-312

A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state

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17.

Examining the Chicago early childhood teacher pipeline
Klostermann, Brenda K., 2010
(Policy Research: IERC 2010-1). Edwardsville, IL: Southern Illinois University Edwardsville, Illinois Education Research Council.

An examination of the higher education process of early childhood teachers in Chicago, Illinois and recommendations for recruitment and retention strategies by higher education programs and early education employers, based on an analysis of enrollment data and a survey of students in early education programs at Chicago State University, Columbia College Chicago, DePaul University, Dominican University, Erikson Institute, Northeastern Illinois University, National-Louis University, Roosevelt University, St. Xavier University, and University of Illinois at Chicago

Reports & Papers

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18.

Examining the Chicago early childhood teacher pipeline [Executive summary]
Klostermann, Brenda K., 2010
(Policy Research: IERC 2010-1). Edwardsville, IL: Southern Illinois University Edwardsville, Illinois Education Research Council.

A summary of an examination of the higher education process of early childhood teachers in Chicago, Illinois and recommendations for recruitment and retention strategies by higher education programs and early education employers, based on an analysis of enrollment data and a survey of students in early education programs at Chicago State University, Columbia College Chicago, DePaul University, Dominican University, Erikson Institute, Northeastern Illinois University, National-Louis University, Roosevelt University, St. Xavier University, and University of Illinois at Chicago

Executive Summary

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19.

Exploring young children's (mathematical) thinking: Preservice teachers reflect on the use of the one-to-one interview
Dunphy, Elizabeth, December 2010
International Journal of Early Years Education, 18(4), 331-347

A study of preservice teacher's use of the one-to-one interview with children, teachers impressions of the experience, and childrens' impressions of their own mathematical thinking, based on analysis of data from a training exercise with a selected sample of 58 preservice teachers in Ireland

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20.

First class in learning--first class in life: How Washington's early childhood education career ladder delivers first-class care
Economic Opportunity Institute, 06 January, 2010
Seattle, WA: Economic Opportunity Institute.

A discussion of the features and outcomes of the Washington State Early Childhood Education Career and Wage Ladder, a program that rewards early childhood education professionals for educational advancement, experience, and job responsibility

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21.

First class in learning--first class in life: How Washington's early childhood education career ladder delivers first-class care [Executive summary]
Economic Opportunity Institute, 06 January, 2010
Seattle, WA: Economic Opportunity Institute.

A summary of a discussion of the features and outcomes of the Washington State Early Childhood Education Career and Wage Ladder, a program that rewards early childhood education professionals for educational advancement, experience, and job responsibility

Executive Summary

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22.

Fostering cross cultural competence in preservice teachers through multicultural education experiences
Keengwe, Jared, 2010
Early Childhood Education Journal, 38(3), 197-204

An account of the responses of early childhood and elementary teacher candidates to a hands-on multicultural education class attended by 24 white teacher candidates from rural communities

Other

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23.

Grappling with big ideas: The process of program improvement
Mueller, Jennifer J.; File, Nancy; Wisneski, Debora B.; et al., January 2010
Journal of Early Childhood Teacher Education, 31(1), 71-85

An account of one early childhood teacher education program's process of program improvement guided by the Big Ideas model for program planning and course development

Other

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24.

A Head Start/college partnership: Using a culturally and linguistically responsive approach to help working teachers earn degrees
Chu, Marilyn; Cronin, Sharon; Martinez-Griego, Barbara; et al., July, 2010
YC: Young Children, 65(4), 24-29

An account of the collaborative efforts of Skagit Valley College and a group of advisors from a local Head Start program to improve the Child Development Associate program's ability to meet the needs of working, adult, and Spanish-speaking degree candidates

Other

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25.

"I have HUGE stereo-types:" Using eco-maps to understand children and families
Baumgartner, Jennifer; Buchanan, Teresa K., April 2010
Journal of Early Childhood Teacher Education, 31(2), 173-184

A grounded-theory study on the use of eco-maps to help students learn about children and families from an analysis of students’ written reflections and observations from class discussions in an early childhood teacher preparation program

Reports & Papers

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26.

Improving the skills and credentials of migrant, seasonal and American Indian/Alaska Native Head Start teachers: Building from within
Community College Policy Center; National American Indian/Alaska Native Head Start Collaboration Office; National Migrant and Seasonal Head Start Collaboration Office; et al., February, 2010
Washington, DC: Academy for Educational Development.

A discussion of barriers facing and strategies to enable the pursuit of higher education degrees and credentials by migrant, seasonal, and American Indian/Alaska Native Head Start teachers

Other

27.

Improving the skills and credentials of migrant, seasonal and American Indian/Alaska Native Head Start teachers: Building from within [Executive summary]
Community College Policy Center; National American Indian/Alaska Native Head Start Collaboration Office; National Migrant and Seasonal Head Start Collaboration Office; et al., February, 2010
Washington, DC: Academy for Educational Development.

A summary of a discussion of barriers facing and strategies to enable the pursuit of higher education degrees and credentials by migrant, seasonal, and American Indian/Alaska Native Head Start teachers

Executive Summary

28.

Infant/toddler credential factsheet
National Infant & Toddler Child Care Initiative (U.S.), July, 2010
Washington, DC: National Infant & Toddler Child Care Initiative.

A profile of state-level information on the availability of infant/toddler credential (ITC) programs

Fact Sheets & Briefs

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29.

Key readings on policy levers to promote social inclusion and respect for diversity in early childhood
Romero, Mariajose, July 2010
New York: Columbia University, National Center for Children in Poverty.

An annotated bibliography on the topic of policy strategies to infuse the social inclusion and respect for diversity perspectives into early childhood education in the Untied States

Bibliographies

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30.

Learning together: A study of six B.A. completion cohort programs in early care and education: Year 2 report
Whitebook, Marcy; Sakai, Laura; Kipnis, Fran; et al., 2010
Berkeley, CA: University of California, Berkeley, Center for the Study of Child Care Employment.

Findings from the second year of a five-year longitudinal study of six cohorts of students participating in California early childhood education B.A. completion programs, in which small groups of students pursue a bachelor's degree together and receive support services, that examines the program experiences of both students and institutions of higher education personnel

Reports & Papers

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31.

Learning together: A study of six B.A. completion cohort programs in early care and education: Year 2 report [Executive summary]
Whitebook, Marcy; Sakai, Laura; Kipnis, Fran; et al., 2010
Berkeley, CA: University of California, Berkeley, Center for the Study of Child Care Employment.

A summary of findings from the second year of a five-year longitudinal study of six cohorts of students participating in California early childhood education B.A. completion programs, in which small groups of students pursue a bachelor's degree together and receive support services, that examines the program experiences of both students and institutions of higher education personnel

Executive Summary

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32.

The Massachusetts Professional Development System Study: Interim report
Douglass, Anne; Heimer, Lucinda G.; Hagan, Winnie; et al., December 31, 2010
Boston: Massachusetts, Department of Early Education and Care.

Interim findings from an implementation evaluation of a statewide early education and care professional development system in Massachusetts

Reports & Papers

33.

A matter of degrees: Preparing teachers for the pre-k classroom
Bueno, Marisa; Gonzales, Danielle M.; Darling-Hammond, Linda; et al., March, 2010
Washington, DC: Pre-K Now.

An examination of the relationship between prekindergarten teacher qualifications, program quality, and children’s outcomes, and a discussion of benefits to requiring early childhood teachers to possess bachelor’s degrees and specialized training

Reports & Papers

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34.

Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice
Parette, Howard P.; Blum, Craig H.; Quesenberry, Amanda C.; et al., March 2010
Early Childhood Education Journal, 37(5), 335-343

An argument for technology usage as a developmentally appropriate practice and its implications for pre-service education and in-service professional development

Other

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35.

More than "just" changing diapers: The experiences of preservice early childhood teachers in infant field placements
Beck, Lisa Marie Powell, 2010
Unpublished doctoral dissertation, Teachers College, Columbia University, New York

A qualitative study of the perceptions and experiences of 3 female preservice teachers during their first infant and toddler classroom practicum placements

Reports & Papers

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36.

The multiple meanings of play: Exploring preservice teachers' beliefs about a central element of early childhood education
Sherwood, Sara A.S.; Reifel, Stuart, October 2010
Journal of Early Childhood Teacher Education, 31(4), 322-343

An examination of preservice teachers' definition of and beliefs about play, based on information on 7 preservice teachers enrolled in a practicum course for children aged birth through fourth grade at a small private university in Texas

Reports & Papers

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37.

National Board Certification: It's time for preschool teachers!
Gillentine, Jonathan, September, 2010
YC: Young Children, 65(5), 100-105

A description of the National Board Certification process and requirements for the Early Childhood/Generalist certificate for teachers of 3- through 8-year-old children

Other

38.

An overview of existing professional development opportunities for early-care educators in Rhode Island
Ready to Learn Providence, August, 2010
Providence, RI: Ready to Learn Providence.

A compilation of training and higher education professional development offerings for early care educators in Rhode Island

Other

39.

Pathways...to early childhood higher education: Credit for prior learning
Gernetzke, Erin; Edie, David; Wolfe, Daithi; et al., Spring 2010
(Pathways Brief 1). Madison, WI: Wisconsin Council on Children and Families.

A discussion of the conversion of prior learning and experience into higher education credits to encourage participation in higher education among child care workers in Wisconsin

Fact Sheets & Briefs

40.

Penn State study of early childhood teacher education
Johnson, James E. (James Ewald); Fiene, Richard; McKinnon, Kate; et al., 2010
University Park: Pennsylvania State University.

Findings from an investigation of the alignment of early childhood teacher education programs with prekindergarten through third grade (PreK-3rd) learning systems, based on data on 42 Early Child Education Teacher Education (ECETE) programs at major research universities in 38 states

Fact Sheets & Briefs

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41.

Promoting professionalism in infant care: Lessons from a yearlong teacher preparation project
Branscomb, Kathryn R.; Ethridge, Elizabeth A., July 2010
Journal of Early Childhood Teacher Education, 31(3), 207-221

A qualitative study of the relationship between participation in research as part of an infant–toddler development course and both perceptions of professional preparation to work with infants and toddlers and of personal growth based on 7 student reflections, a post project survey, and the first author’s reflections as course instructor

Reports & Papers

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42.

Raising the educational requirements for teachers in infant toddler classrooms: Implications for institutions of higher education
Norris, Deborah J., April 2010
Journal of Early Childhood Teacher Education, 31(2), 146-158

A discusson of problems faced by both childhood teacher education programs and their students related to raising educational requirements for students and a discussion of online learning as one, among many, possible solutions

Other

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43.

Reaching for quality: Lessons from New Jersey on raising preschool teacher qualifications while maintaining workforce diversity
Coffman, Julia; Green, Melinda, March, 2010
Denver, CO: Build Initiative.

A case study from New Jersey on preschool workforce diversity after the implementation of a court mandate that all preschool teachers in 30 low income Abbott school districts have bachelor's degrees, based on 20 key stakeholder interviews

Reports & Papers

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44.

Reflection through narrative: The power of narrative inquiry in early childhood teacher education
Meier, Daniel; Stremmel, Andrew J., July 2010
Journal of Early Childhood Teacher Education, 31(3), 249-257

A discussion of the value of narrative inquiry, a process of studying and understanding experience through storytelling or narrative writing, in early childhood teacher education, with course and project examples drawn from the experiences of the authors

Other

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45.

Social software for reflective dialogue: Questions about reflection and dialogue in student teachers' blogs
Granberg, Carina, October, 2010
Technology, Pedagogy and Education, 19(3), 345-360

This article presents a study of 57 Swedish pre-school student teachers' experiences and achievements in using blogs for reflective dialogue over the course of 2007-2008. In order to examine the extent to which students engaged in reflective dialogue, text analyses of their blogs were carried out. Furthermore, 13 narrative interviews were conducted to illuminate students' understanding of reflection, and to establish what circumstances influenced their engagement in reflective dialogue. The framework developed by Kreber and Cranton (2000) was used to analyse the blogs in order to determine the level of reflection, while that of Gorsky and Caspi (2005) was used to illuminate students' engagement in dialogue. The article presents a discussion of the circumstances in which students engaged in reflective dialogue. Furthermore, it illuminates the relationship between engagement in dialogue and level of reflection. The importance of students' understanding of reflection, social interaction, and the methods of assessment are highlighted. (author abstract)

Reports & Papers

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46.

Toward a bright future for our youngest children: Building a strong infant-toddler workforce
Gebhard, Barbara; Jones, Lynn; Ochshorn, Susan; et al., November, 2010
Washington, DC: Zero to Three, Policy Center.

An overview of the infant-toddler workforce and policy recommendations for a professional development system to support it

Fact Sheets & Briefs

47.

Toward the identification of features of effective professional development for early childhood educators: Literature review
United States. Department of Education. Policy and Program Studies Service, August 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Literature Review

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48.

Toward the identification of features of effective professional development for early childhood educators: Literature review [Executive summary]
United States. Department of Education. Policy and Program Studies Service, 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

A summary of an exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Executive Summary

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49.

A turning-point or a backward slide: The challenge facing the Swedish preschool today
Samuelsson, Ingrid Pramling; Sheridan, Sonja, October 2010
Early Years: An International Journal of Research and Development, 30(3), 219-227

An overview early education policy, curriculum, and teacher education in Sweden from 1996 to 2010

Other

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50.

The use of a computer simulation to promote conceptual change: A quasi-experimental study
Trundle, Kathy Cabe; Bell, Randy L., May, 2010
Computers & Education, 54(4), 1078-1088

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night, (2) nature observations and Starry Night, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants' abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change. (author abstract)

Reports & Papers

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