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Current Filters: New in last year [remove]; Publisher:University of California, Berkeley. Center for the Study of Child Care Employment [remove];

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Assessing the quality of New Jersey's professional preparation and professional development system for the early learning workforce
Kipnis, Fran, April, 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

An examination of New Jersey's early learning professional preparation and development system, including the content and features of professional development and higher education degree offerings, the training and trainer approval system, and professional development organization staff perceptions of their place in the professional preparation and development system, based on a survey of higher education programs and faculty and a survey of professional development organizations

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Executive summary 2013: From aspiration to attainment: Practices that support educational success: Los Angeles Universal Preschool's Child Development Workforce Initiative
Whitebook, Marcy, 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

Los Angeles Universal Preschool (LAUP) Child Development Workforce Initiative (CDWFI) project, funded by First 5 LA, seeks to create a pipeline of degreed early childhood education (ECE) practitioners by providing services aimed at fostering academic success among child development and ECE students enrolled in associate (A.A.) degree programs. Across the CDWFI projects, located in seven community colleges in Los Angeles County, support services intended to promote A.A. degree completion and/or transfer to a Bachelor's (B.A.) degree program include enhanced advisement (e.g., for developing an educational plan), academic assistance (e.g., tutoring), financial assistance (e.g., scholarships and stipends), mentoring, career counseling, and networking opportunities. In order to direct resources toward effective services, it is important to understand which supports are most helpful to various groups of students. This study, conducted by the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, seeks to understand what distinguishes students who are successful at earning degrees or transferring to four-year institutions from those who are stalled in their progress or who dis-enroll from school. The study also explores the perceived effectiveness of supports that different student groups have accessed through their CDWFI projects and community colleges. (author abstract)

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Final report 2013: From aspiration to attainment: Practices that support educational success: Los Angeles Universal Preschool's Child Development Workforce Initiative
Whitebook, Marcy, 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

Los Angeles Universal Preschool (LAUP) Child Development Workforce Initiative (CDWFI) project, funded by First 5 LA, seeks to create a pipeline of degreed early childhood education (ECE) practitioners by providing services aimed at fostering academic success among child development and ECE students enrolled in associate (A.A.) degree programs. Across the CDWFI projects, located in seven community colleges in Los Angeles County, support services intended to promote A.A. degree completion and/or transfer to a Bachelor's (B.A.) degree program include enhanced advisement (e.g., for developing an educational plan), academic assistance (e.g., tutoring), financial assistance (e.g., scholarships and stipends), mentoring, career counseling, and networking opportunities. In order to direct resources toward effective services, it is important to understand which supports are most helpful to various groups of students. This study, conducted by the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, seeks to understand what distinguishes students who are successful at earning degrees or transferring to four-year institutions from those who are stalled in their progress or who dis-enroll from school. The study also explores the perceived effectiveness of supports that different student groups have accessed through their CDWFI projects and community colleges. (author abstract)

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Mapping current professional preparation and professional development opportunities for New Jersey's early learning workforce: Final report
Kipnis, Fran, August, 2012
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A study of the New Jersey system of early learning professional preparation and development, including characteristics of organizations providing services, as well as of credentials and certificates offered, based on a survey of 22 professional development organizations

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The state of early childhood higher education in New Hampshire: The New Hampshire Early Childhood Higher Education Inventory
Kipnis, Fran, July, 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A study of the program content, age group focus, student field-based learning, and faculty characteristics in early childhood education and special education degree programs in New Hampshire's higher education system, based on a survey of programs and faculty

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The state of early childhood higher education in New Jersey: The New Jersey Early Childhood Higher Education Inventory
Kipnis, Fran, May, 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A study of the program content, age group focus, student field-based learning, and faculty characteristics in early childhood education and special education degree programs in New Jersey's higher education system, based on a survey of programs and faculty

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The state of early childhood higher education in Rhode Island: The Rhode Island Early Childhood Higher Education Inventory
Austin, Lea J. E., 2013
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A study of the program content, age group focus, student field-based learning, and faculty characteristics in early childhood education and special education degree programs in Rhode Island's higher education system, based on a survey of programs and faculty

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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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