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Current Filters: Pub Year:2003 [remove]; Classification:Coordination & Integration [remove];

17 results found.
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Challenges for early childhood education and care policy
Clifford, Richard M., 2003
In D. Cryer & R.M. Clifford (Eds.), Early childhood education and care in the USA (pp. 191-210). Baltimore: Paul H. Brookes Publishing Co.

An overview of recent, significant changes in early childhood education and care policy in the United States, which discusses future implications and trends

Other


Collaboration in southern regional early care and education systems: Descriptions of state collaboration efforts to improve the quality of programs in the early care and education system
Campbell, Dottie, 2003
Columbia, SC: Southern Institute on Children and Families.

A study of collaboration efforts to improve the quality of programs in the early care and education system in the southern states

Other


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Cross-sectoral co-ordination in early childhood: Some lessons to learn
Choi, Soo-Hyang, 2003
(UNESCO Policy Brief on Early Childhood No. 9). Paris: United Nations Educational, Scientific and Cultural Organisation.

A description of the function of co-ordination mechanisms (COMs) in early childhood.

Fact Sheets & Briefs


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Early care and education partnerships: State actions and local lessons
Schilder, Diane, 2003
(Research Brief Vol. 1 No. 1). Newton, MA: Education Development Center, Center for Children and Families.

A summary of findings from the qualitative analysis of state and local early care and education partnerships.

Fact Sheets & Briefs


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Early childhood education in Hong Kong and its challenges
Chan, Lorna Kim Sang, 2003
Early Child Development and Care, 173(1), 7-17

A compendium of the present preschool practices in Hong Kong and highlights of reforms proposed by the Hong Kong Education Commission

Reports & Papers


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How policy implementation affected nursery education in Scotland between 1975 and 1996: A review of the careers of nursery head teachers
Adams, Catherine, 2003
European Early Childhood Education Research Journal, 11(1), 27-38

A study on the implications, for a sample of 20 nursery head teachers, of the nursery education provisions implemented in Scotland between 1975 and 1996

Reports & Papers


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Implementation of the integrated early childhood policy in Senegal
Rayna, Sylvie, 2003
(Early Childhood and Family Policy Series No. 2). Paris: United Nations Educational, Scientific and Cultural Organization.

A study of the development of early childhood policy in Senegal based on documentary research, interviews with French and Senegalese decisionmakers, and site visits

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Integrating early care and education
Kagan, Sharon Lynn, 2003
Educational Leadership, 60(7), 58-63

An examination of the challenges and need of creating a comprehensive infrastructure and systems approach to early child care and education

Other


Lessons learned about effective policies and practices for out-of-school time programming
Partee, Glenda L., 2003
Washington, DC: American Youth Policy Forum.

A review of Out-of-School child care program, administrative and funding models, as well as challenges and benefits to Out-of-School education program implementation

Other


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Multilateral organizations and early child care and education policies for developing countries
Rosemberg, Fulvia, 2003
Gender & Society, 17(2), 250-266

A study the impact of pressure by multilateral organizations on contemporary Brazilian early child care and education policies

Reports & Papers


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Preschool: The most important grade
Barnett, W. Steven, 2003
Educational Leadership, 60(7), 54-57

An examination of the long-term benefits of early education and the options for integrating the existing patchwork of United States public and private pre-kindergarten programs into a uniform system

Other


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Starting strong: The persistent division between care and education
Bennett, John, 2003
Journal of Early Childhood Research, 1(1), 21-48

An overview of the early childhood care and education reviews of the OECD countries, including discussions of the challenges to governments in terms of bringing care and education together and the cost-benefits of public investments in early care and education

Reports & Papers


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Statement by Wade F. Horn
Horn, Wade F., 2003
In Head Start: Working towards improved results for children: Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce, House of Representatives. 108th Cong., 1st Sess.

A discussion of the reauthorization of Head Start and coordination of preschool programs to better meet the needs of children and their families

Other


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State strategies to support early care and education partnerships
Schilder, Diane, 2003
(Research Brief Vol. 1 No. 3). Newton, MA: Education Development Center, Center for Children and Families.

A summary of the actions states take to support early care and education partnerships.

Fact Sheets & Briefs


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The transfer of child care worker and compensation policy across states: The T.E.A.C.H. Early Childhood Model
Kerlin, Janelle, 2003
Washington, DC: Urban Institute.

A report on the process by which a child care worker compensation and education program was transferred from one state to another

Reports & Papers


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The transfer of child care worker and compensation policy across states: The T.E.A.C.H. Early Childhood Model [Executive summary]
Kerlin, Janelle, 2003
Washington, DC: Urban Institute.

An executive summary of a report on the process by which a child care worker compensation and education program was transferred from one state to another

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Whole school reform and preschool education: The role of preschool education in policy decisions regarding the improvement of disadvantaged school systems
Walker, Elaine, 2003
Journal of Children & Poverty, 9(1), 71-88

A study of New Jersey’s efforts to establish high quality preschool and early childhood programs as part of the overall restructuring of its educational system

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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