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Analysis of Race to the Top: Early Learning Challenge application section on "sustaining effects into the early elementary grades"
Ounce of Prevention Fund (Chicago, Ill.), June, 2012
Chicago: Ounce of Prevention Fund.

An examination of proposals to promote continuity and coordination of early learning with the early elementary grades in 18 state Race to the Top Early-Learning Challenge applications

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Back to basics: Essential components of an American early care and education system
Kagan, Sharon Lynn, 2001
Albany, NY: Winning Beginning NY.

An exploration of the elements required to create a quality system of early childhood education and care services in the United States

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Blurring the boundaries: Local collaborations among Head Start, preschool, and child care programs
Sandfort, Jodi R., 2001
Policy & Practice of Public Human Services, 59(1), 18-23

A discussion of trends in the partnerships between local Head Start, child care and other early childhood education and care programs, with strategies for using public policy to facilitate the creation of local partnerships

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Building the foundation for bright futures: Final report of the NGA task force on school readiness
National Governors' Association, 2005
Washington, DC: National Governors' Association.

A discussion of the actions that governors and states can take to support families, schools, and communities in their efforts to ensure that all children start school ready to reach their full potential

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Building the foundation for bright futures: A governor's guide to school readiness
National Governors' Association. Center for Best Practices, 2005
Washington, DC: National Governors' Association, Center for Best Practices.

A discussion of the definition of school readiness and the issues and steps involved in making and implementing state school readiness policies

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Building high quality early support systems for children and families: A guide for state policy
National Opportunity to Learn Campaign, May, 2014
Boston: National Opportunity to Learn Campaign.

This policy guide is designed to provide state policymakers with a blueprint for developing better-coordinated early childhood support systems. Policymakers can build on the concrete action steps set out in this document and adapt the highlighted strategies to meet their own states' needs. This guide should help lawmakers take a fresh look at the delivery of early childhood supports in their own states and ask questions about how states can best promote and sustain early education systems. (author abstract)

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Building ready states: A governor's guide to supporting a comprehensive, high-quality early childhood state system
Demma, Rachel, October, 2010
Washington, DC: National Governors' Association, Center for Best Practices.

This guide provides governors and other state policymakers with strategies for building a comprehensive, high-quality early childhood system. Features of such a system are discussed, and six state actions are proposed: (1) coordinate early childhood governance; (2) build an integrated professional development system; (3) implement a quality rating and improvement system; (4) develop a coordinated, longitudinal data system; (5) align comprehensive early learning guidelines and standards; and (6) integrate funding sources to support system development.

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Building a strong and equal partnership between childcare and early childhood education in Canada
Friendly, Martha, June, 2008
International Journal of Child Care and Education Policy, 2(1), 39-52

An overview of the legislation and the pilot implementation of integrated full-day early learning for 4- and 5-year-olds in 2007 in Ontario, Canada and related challenges that include the merging of public kindergarten with market-driven child care, financing, maintaining stability in paid child care for younger children, staffing issues, and the management of the integration

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Building & supporting an aligned system: A vision for transforming education across the pre-k-grade three years
National Association of Elementary School Principals Foundation, 2011
Alexandria, VA: National Association of Elementary School Principals Foundation.

A discussion of policies and practices to align early childhood and elementary education in a high-quality prekindergarten through third grade system

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CCDF and 21CCLC state efforts to facilitate coordination for afterschool programs
Afterschool Investments Project, 2004
Washington, DC: Finance Project.

A comparison of the Twenty-first Century Community Learning Centers and the Child Care and Development Fund (CCDF), with a discussion of ways to combine these funds to support afterschool programs.

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Challenges and opportunities in after-school programs: Lessons for policymakers and funders
Grossman, Jean Baldwin, 2001
Philadelphia: Public/Private Ventures.

An exploration of the incorporation of after-school programs into public buildings, based on an evaluation of the Extended-Service Schools (ESS) Adaptation Initiative of 60 programs in 17 cities across the United States

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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

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Child care and community economic development: Critical roles for legal services
Upp, Stephanie, 2000
Clearinghouse Review, 34(1-2), 3-19

An exploration of the potential role of legal services providers in ameliorating the child care crisis for low-income families, and its potential benefit to the community

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Child care assistance under welfare reform: Early responses by the states
Long, Sharon K., 1998
(Occasional Paper No. 15). Washington, DC: Urban Institute.

An exploration of the child care assistance system in place just before the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA) and states’ use of the increased freedom of the Child Care and Development Fund (CCDF) to develop new systems of assistance

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Child care: Facing the hard choices
Kahn, Alfred J., 1987
Dover, MA: Auburn House Publishing Company

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Child care policy
Frank Porter Graham Child Development Center, 1997
Early Developments, 1(3)

An exploration of child care policy at the national, state, and local levels, focusing on the role of Early Childhood Research Policy Briefs, produced by the National Center for Early Development & Learning (NCEDL), and the ways policymakers and administrators function as NCEDL advisors

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Child care: Use of standards to ensure high quality care
United States. General Accounting Office. Health, Education, and Human Services Division, 1998
(GAO/HEHS-98-223R). Washington, DC: U.S. General Accounting Office.

A study of the relationship between child care standards and quality child care, identifying key standards that ensure high quality child care and examining the extent to which states incorporate these standards into their own standards

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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

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Collaboration processes: Inside the black box
Thomson, Ann Marie, December 2006
Public Administration Review, 66, 20-32

A framework to assist public adminstratiors in their collaboration with partners

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Collaborative models of service integration
Morgan, Gwen, 1995
Child Welfare, 74(6), 1329-1342

A discussion of collaborative integration strategies among clients, programs, policy makers and providers for child care policy aimed at children from birth to age five

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Confronting the child care eligibility maze: Simplifying and aligning with other work supports
Adams, Gina, December, 2013
Washington, DC: Urban Institute.

An examination of efforts and approaches to the simplification of the child care subsidy eligibility process and its alignment with other work support policies

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Cross system collaboration: A fresh look at working together: Increasing access to quality early learning: State examples
United States. Office of Child Care, August, 2011
Washington, DC: U.S. Office of Child Care.

The Office of Child Care (OCC) requested this report to capture the spirit and themes that emerged from this meeting and participant discussions. Based on information shared at the meeting and further research by the author, emerging topics being discussed by States and communities seeking to build collaborative services include: 1. Aligning quality across programs using the highest standards and putting funding together creatively to minimize complexities for parents, providers, and teachers. 2. Ensuring that eligibility and payment rules allow for creative collaboration that improves quality and continuity. 3. Developing a continuum of comprehensive services taking into account the whole family and linked to where children are. 4. Expanding and building 0-5 expertise and ownership among stakeholders. 5. Working across sectors to continually improve the quality of both the collaboration and the services delivered. By no means are these ideas and examples shared in this report meant to be exhaustive; many other approaches exist in States and communities. The report concludes by describing some additional ideas meeting participants suggested for moving forward in collaboration and next steps in progress at the Federal level. (author abstract)

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Developing core national guidelines for measuring and tracking the healthy development of young children: Six opportunities
Bruner, Charles, May, 2010
Des Moines, IA: Child & Family Policy Center.

A discussion of six strategies for federal policymakers to adopt to support state and local efforts to collect information on children's health and development from birth to school age

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Developing ECEC services in regionalised administrations: Scotland's post-devolution experience
Cohen, Bronwen, August, 2013
International Journal of Early Childhood, 45(2), 207-220

Devolution within the United Kingdom (UK) forms part of increased regionalisation in the European Union (EU). The post-devolution history of early childhood education and care (ECEC) in Scotland illustrates problems arising from split responsibilities and nation-state policies that fail to take adequate account of devolved administrations. UK-led programmes and demand subsidies separated childcare policies from Scotland-led education services making it more difficult to build on Scottish models and experience. As a result, ECEC development has been less radical than some other Scottish policy areas, and less extensive than in England. The current Scottish government sees its vision of a Nordic-style universal ECEC system as only achievable through independence. It is suggested here that Scottish ECEC developments might have benefited from Scotland having more funding and policy levers, or from UK policies making greater allowances for divergent approaches to welfare policy. The article raises the possibility that a strong, common EU framework could assist in developing coherence across regionalized administrations. (author abstract)

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Developing models to integrate early childhood education and childcare in Korea
Rhee, Ock, June, 2008
International Journal of Child Care and Education Policy, 2(1), 53-66

A proposal of five prospective models for the integration of early childhood education and care systems in South Korea and a roadmap for implementation

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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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