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.
President Obama signed the Child Care and Development Block Grant (CCDBG) Act of 2014 into law on November 19, 2014, reauthorizing the federal child care program for the first time since 1996. The law has important implications for child care policy across the United States, in areas including provider health and safety requirements, consumer education, subsidy redetermination, quality improvement, and tribal child care. The full statute and a plain language summary are available on the Office of Child Care website, along with continually-updated resources on the reauthorization. This list's resources, which can be found in the Research Connections collection, are related to or support the implementation of the reauthorized Child Care and Development Block Grant. They have been grouped in the following categories: official guidance from the U.S. Office of Child Care; Child Care and Development Fund state plans; state policy and administrative data; and state policy options and technical assistance resources, which have been further categorized by policy topics.
Recently added to the Research Connections collection, a webinar funded by the U.S. Administration for Children and Families, Office of Planning, Research and Evaluation and produced by NORC provides an overview of arrangement-level information in the National Survey of Early Care and Education, including data on geography, cost, type of care, and schedule, and how to match arrangements across providers or children within a household. With multiple arrangements collected for each child and data collected for all children under age 13 in the household, the data are also available to provide how many arrangements each child uses, how many children in a household share an arrangement, or how many different providers a household uses. A PowerPoint Presentation accompanying the webinar provides an overview of key arrangement attributes from the National Survey of Early Care and Education Household Survey.