The Child Care and Development Fund (CCDF) provides federal money to States and Territories to provide assistance to low-income families receiving or in transition from temporary public assistance, to obtain quality child care so they can work, attend training, or receive education. Within the broad federal parameters, states and territories set the detailed policies. Those details determine whether a particular family will or will not be eligible for subsidies, how much the family will have to pay for the care, how families apply for and retain subsidies, the maximum amounts that child care providers will be reimbursed, and the administrative procedures that providers must follow. Thus, while CCDF is a single program from the perspective of federal law, it is in practice a different program in every state and territory.
The CCDF Policies Database project is a comprehensive, up-to-date database of inter-related sources of CCDF policy information that support the needs of a variety of audiences through (1) Analytic Data Files and (2) a Book of Tables. These are made available to researchers, administrators, and policymakers with the goal of addressing important questions concerning the effects of alternative child care subsidy policies and practices on the children and families served, specifically parental employment and self-sufficiency, the availability and quality of care, and children's development.
The Urban Institute is looking for highly capable and committed researchers to join the team that develops and disseminates the CCDF Policies Database. That database--funded by HHS/ACF and available through Research Connections--is the go-to source for detailed information on the state-by-state operation of federally-funded child care subsidy programs. The project is looking for a mid-level Research Associate to become a full-time permanent staff member. This person will spend about half-time on this project--developing in-depth knowledge of policies, communicating with state staff, and disseminating the information--and half-time on other Urban Institute research projects, which might include work with microsimulation modeling, quantitative analysis of survey data, or qualitative research. The project also needs Research Interns to work this summer for a minimum of 10 weeks, reviewing state policy documents and updating the database coding. The people hired for both the full-time job and the summer jobs will need to start no later than the end of May.
The National Institute for Early Education Research (NIEER) conducts research and analysis on early childhood education policy and provides independent, research-based information and technical assistance designed to inform state and national policy. NIEER is a unit of the Graduate School of Education, Rutgers University, in New Brunswick, NJ. NIEER is seeking a Research Professor/Co-Director to assume major leadership responsibilities for the development and management of research, development of assessments including assessments of practice, and the provision of professional development and technical assistance relating to systems design and large-scale implementation of early learning initiatives. Doctoral degree in early childhood education, child development, developmental psychology or related field is required.
The Inter-university Consortium for Political and Social Research (ICPSR) is offering funds to support training in statistics, quantitative methods, research design, and data analysis. ICPSR Summer Program Scholarships are open to advanced graduate students (unless stated otherwise) in the specified disciplines, fields, or areas of research. All ICPSR Summer Program scholarships cover registration fees for one or both four-week sessions in the 2017 ICPSR Summer Program. The application deadline for all 2017 ICPSR Summer Program scholarships is March 31, 2017.
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The Nebraska Academy for Early Childhood Research (NAECR) and the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) at the University of Nebraska-Lincoln, in partnership with the Buffett Early Childhood Institute, are pleased to offer a two-year post-doctoral research fellowship beginning on or around June 1, 2017. The fellowship is part of the Institute for Educational Sciences-funded Early Learning Network, a collective group of research and assessment teams located at six universities and research centers across the country. The purpose of the fellowship is to prepare early childhood education researchers to collaborate in and conduct high-quality, rigorous research that advances the knowledge base in ways that inform early childhood policy and practice. Qualified applicants will have obtained a doctoral degree in psychology, educational psychology, special education, or a related field by approximately May 31, 2017.
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The University of North Carolina at Chapel Hill seeks a nationally prominent scholar and visionary leader to be the director of the Frank Porter Graham Child Development Institute (FPG). FPG is an interdisciplinary institute dedicated to improving the lives of young children and youth through the study of their families, childcare, and schools. The Director has responsibilities for promoting and overseeing research, professional development, technical assistance, implementation science, and grant-development activities. A Doctoral degree in Child Development, Early Intervention, Psychology, Special Education or related discipline is required. Screening and review of applications will begin February 6, 2017 and will be ongoing until the position is filled. The position will be available as early as July 1, 2017.
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The harmful impacts of trauma in early childhood can be severe and enduring. Neurological changes occur in children that experience trauma. These hinder their cognitive and socioemotional development (Perry & Conners-Burrow, 2016). Children who experience maltreatment or are exposed to violence are more likely "to experience poor developmental and academic outcomes, high rates of high school dropout, criminal involvement, incarceration, and various mental health issues including depression, psychiatric disorders, and substance dependency" (Dinehart, Katz, Manfred, & Ullery, 2013, p.284).
This Research-to-Policy Resource List identifies resources in the Research Connections collection published in the past 10 years that examine the role child care and early education can play in both preventing traumatic experiences and in supporting children who have experienced or are at risk of experiencing trauma. The resources on this list have been assigned to the following categories: research reviews, programs, interventions/curricula/trainings, systems, policies, and access.
States have begun to incorporate careers pathway programs into their workforce and professional development systems in order to strengthen and support the early childhood workforce. A career pathways approach offers career advancement through a progression of educational qualifications, training, and credentials that build on each other and are aligned with the needs of the industry. Additionally, the career pathways approach includes multiple entry and exit points to allow workforce members greater flexibility in acquiring skills and knowledge. While the terms career ladders, career lattices, and career pathways are often used interchangeably in the early care and education field, the Department of Labor's Career Pathways Toolkit differentiates between career ladders or lattices and career pathways defining career ladders or lattices as "a group of related jobs that may comprise a career. They often include a pictorial representation of job progression in a career as well as detailed descriptions of the jobs and the education and experiences that facilitate movement between jobs." Career pathways, in contrast, are more comprehensive and defined as "a combination of rigorous and high-quality education, training and other services..." (such as counseling and support services) that are aligned to support movement along a career ladder or lattice. Career pathways are specifically designed to meet the needs of diverse learners and non-traditional students.
This Research-to-Policy Resource List compiles publications from 2008 to the present on early childhood career pathways and career ladders or lattices. Resources are grouped under the following headings: 1) State workforce surveys, 2) Descriptions and considerations for developing early childhood career pathways, 3) State and city efforts to develop early childhood career pathways and career ladders or lattices, 4) Evaluations of early childhood career ladders or lattices.
Early Childhood Research Quarterly (ECRQ) is requesting papers for a special issue on access, utilization and impacts of early care and education (ECE) programs for Latino children and their families in the United States. The special issue grows out of work conducted by the National Center for Research on Hispanic Children and Families, funded by the Administration for Children and Families within the Department of Health and Human Services, along with other relevant work by early childhood research colleagues in the field. Papers featuring original quantitative, qualitative, and mixed methods research as well as review articles focused on these topics are highly encouraged. Furthermore, ECRQ seeks contributions that examine these issues within the context of current ECE policy and with an understanding of the linguistic and cultural diversity of Latino children in the United States. Papers will be accepted February 1st to June 1st, 2017.
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Research Connections is pleased to host meeting materials on behalf of the Office of Planning, Research and Evaluation for "The Way Forward II: Measurement for Human Service Programs in American Indian and Alaska Native Communities." Held on November 3 and 4, 2015, this meeting brought together over sixty researchers, federal staff, and grantees who work with American Indian and Alaska Native communities to discuss challenges and priorities for measurement development.
The meeting covered four broad topics, including: the role of tribal sovereignty and community participation in measure development; cultural adaptation and measurement of implementation fidelity; performance measurement for programs serving tribal communities; and measuring strengths and protective factors in American Indian and Alaska Native communities.
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Research Connections has updated its Federal Policies, Programs, and Technical Assistance page. The reorganized page provides descriptions and links to major federal departments, agencies, offices, centers, programs, and initiatives related to early care and education. Please check out Research Connections' website for the latest information on this page and on child care and early education.
School Readiness Consulting (SRC) is seeking an Evaluation Project Manager to manage research and data collection projects across School Readiness Consulting's (SRC) national evaluation portfolio. The team at School Readiness Consulting works collaboratively with their partners to make sure that all children, especially those in under resourced communities, experience an early childhood education that translates to success in school and in life. The Evaluation Project Manager has the primary responsibility for leading evaluation projects, including the conceptualization of projects, project planning and management, oversight of the project team including data collectors, and the overall responsibility of ensuring that each project is executed as planned. This position reports to the Evaluation Director, and also includes responsibilities for developing client relationships and contributing to proposals. A Master's degree in Education or a related field is required.