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Current Filters: Pub Year:2010 [remove]; Classification:Education, Certification, & Credentialing [remove];

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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, 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


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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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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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Learning together: A study of six B.A. completion cohort programs in early care and education: Year 2 report
Whitebook, Marcy, 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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Learning together: A study of six B.A. completion cohort programs in early care and education: Year 2 report [Executive summary]
Whitebook, Marcy, 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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The Massachusetts Professional Development System Study: Interim report
Douglass, Anne, 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


A matter of degrees: Preparing teachers for the pre-k classroom
Bueno, Marisa, 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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Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice
Parette, Howard P., 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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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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The multiple meanings of play: Exploring preservice teachers' beliefs about a central element of early childhood education
Sherwood, Sara A.S., 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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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


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


Pathways...to early childhood higher education: Credit for prior learning
Gernetzke, Erin, 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


Penn State study of early childhood teacher education
Johnson, James E. (James Ewald), 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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Promoting professionalism in infant care: Lessons from a yearlong teacher preparation project
Branscomb, Kathryn R., 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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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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Reaching for quality: Lessons from New Jersey on raising preschool teacher qualifications while maintaining workforce diversity
Coffman, Julia, 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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Reflection through narrative: The power of narrative inquiry in early childhood teacher education
Meier, Daniel, 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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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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Toward a bright future for our youngest children: Building a strong infant-toddler workforce
Gebhard, Barbara, 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


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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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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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A turning-point or a backward slide: The challenge facing the Swedish preschool today
Samuelsson, Ingrid Pramling, 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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The use of a computer simulation to promote conceptual change: A quasi-experimental study
Trundle, Kathy Cabe, 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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Use of dialogue journals and video-recording in early childhood teacher education
Bayat, Mojdeh, April 2010
Journal of Early Childhood Teacher Education, 31(2), 159-172

An examination of dialogue journals and video recordings in teacher training for reflection and instructional improvement for 14 students using My Teaching Partner in a pilot course developed by the National Center for Research on Early Childhood Education

Reports & Papers


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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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