ED455950 PS029712
Title: Preparing the Workforce. NCEDL Spotlights Series, No.
33.
Author Affiliation: National Center for Early Development &
Learning, Chapel Hill, NC. (BBB35605)
Pages: 3
Publication Date: May 2001
Notes: Based on "Preparing the Workforce: Early Childhood Teacher
Preparation at 2- and 4-Year Institutions of Higher Learning"
by Diane Early and Pamela Winton.
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University
of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185.
Tel: 919-966-0867; Web site: http://www.ncedl.org.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina
This report summarizes findings of a national survey of institutions
of higher education (IHEs) with early childhood programs. The study,
conducted by the National Council for Early Development and Learning,
surveyed a nationally representative group of chairs/directors of
early childhood teacher preparation programs of two- and four-year
colleges and universities. The 438 IHEs participating in the survey
were in 47 states plus Washington D.C., Puerto Rico, and the U.S.
Virgin Islands. Major findings indicate that early childhood teacher
education programs are in need of support. Overall, programs will
not have adequate faculty to meet the projected workforce needs.
The highest rated challenge of early childhood teacher education
programs is difficulty attracting and retaining ethnically and linguistically
diverse faculty. Early childhood teacher education programs have
a smaller number of faculty serving a larger number of students
than other programs in the same IHEs. Early childhood teacher education
programs tend to have a greater percentage of part-time faculty
members than do the institutions in which they reside. Gaps are
evident in the programs with regard to their stated missions of
preparing students to work with children with disabilities or with
infants and toddlers, and the requirements of the program. Access
to bachelor's degree programs upon completion of an associate's
degree continues to be a problem because of articulation challenges.
Other major challenges cited by IHEs include students' competing
work or family-related responsibilities, and attracting and keeping
students due to poor working conditions and wages in the field of
early childhood. (KB)
Descriptors: *Articulation (Education); Associate Degrees; Bachelors
Degrees; *College Faculty; Colleges; *Early Childhood Education;
*Higher Education; *Teacher Education; *Teacher Education Programs
ED454958 PS029579
Title: Who's Caring for the Kids? The Status of the Early Childhood
Workforce in Illinois.
Author(s): Krajec, Valerie Dawkins; Bloom, Paula Jorde; Talan, Teri;
Clark, Douglas
Author Affiliation: National-Louis Univ., Wheeling, IL. Center for
Early Childhood Leadership. (BBB35320)
Pages: 96
Publication Date: June 2001
Notes: A joint project by the Center for Early Childhood Leadership
and the Illinois Network of Child Care Resource and Referral Agencies.
Sponsoring Agency: McCormick Tribune Foundation, Chicago, IL. (BBB28636)
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative
(142)
Geographic Source: U.S.; Illinois
Noting that there is a lack of consistent and accurate information
about the teachers, administrators, and support staff who work in
early childhood settings in Illinois, this study documented the
early childhood workforce serving in infant/toddler, preschool,
and school-age programs in the state. The study also determined
the impact of the current career development system on practitioners,
the programs they serve, and the public at large. Data sources included
state agencies' statistics, other state and national reports, and
surveys on compensation and turnover, preferred nomenclature for
professional roles and program types, and pre-kindergarten teachers'
career decisions. Survey participants included 4,125 early childhood
teachers and administrators and 557 pre-kindergarten teachers. Among
the major findings of the study are the following: (1) there are
wide disparities in qualifications and compensation for comparable
work in different early childhood settings; (2) director qualifications
are related to program quality; (3) accreditation has a positive
impact on overall program quality; (4) Illinois lacks a coherent
system of initial preparation, ongoing professional development,
and career counseling for early childhood teaching, administrative,
and support staff; and (5) many caregivers operate outside the established
early childhood regulatory system and thus do not have access to
technical assistance or professional training. Based on findings,
specific recommendations were devised for designing and implementing
a comprehensive statewide career development system. (Appendices
contain a glossary of relevant terms and data collection instruments.
Contains 80 endnotes.) (KB)
Descriptors: Administrator Qualifications; *Administrators; Career
Development; *Career Ladders; *Child Caregivers; *Day Care; Day
Care Centers; *Early Childhood Education; Educational Quality; Family
Day Care; Preschool Teachers; Teacher Qualifications
Identifiers: Day Care Quality; *Illinois; Project Head Start
ED451943 PS029406
Title: How Do We Prepare Future Early Childhood Teachers for
Developmentally and Culturally Appropriate Practice (DCAP) among
Seven Different States in U.S.?
Author(s): Hyun, Eunsook
Pages: 44
Publication Date: April 2001
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (Seattle, WA, April 10-14, 2001). Written with
Rosario Morales, Georgianna Durate, Saundra DiPento, Jocelynn Smrekar,
Celeste Matthews, and Jill Ardley.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Florida
In 1995, a nationwide collaborative research-net was formed to articulate
practically an early childhood education (ECE) teacher preparation
curriculum framework based on developmentally and culturally appropriate
practices (DCAP). This paper presents and discusses findings of
the 5-year study involving teacher educators from California, Florida,
Georgia, Minnesota, Pennsylvania, Oklahoma, and Texas. Based on
the theoretical frameworks of social phenomenology and hermeneutics,
shared key ideological constructs were drawn from several sources,
including developmentally appropriate practice, anti-bias education,
critical pedagogy, and multiple/multiethnic perspective taking.
Seven ECE faculty from seven states actively participated in the
research-net activity. Each had infused the DCAP teacher education
curriculum components into field-based courses and were electronically
connected to prospective teachers to share experiences. Data were
composed of interview transcripts, field notes, instructional materials,
e-mail messages, Internet WebBoard discussion, and presentation
papers. Qualitative data analysis techniques were used. Findings
indicated that each site had a unique DCAP-based approach in responding
to the nature of the community they serve. The paper outlines the
themes emerging from analysis: (1) autobiographical approach and
reflective activity as keys to teacher preparation; (2) field integration
and transforming oneself as a life-long learner; (3) social pro-activism;
(4) new self image as co-learner; (5) effectiveness of DCAP-based
teacher education curriculum; (6) emerging self- critical questions;
and (7) obstacles and dilemma to implementing DCAP-based teacher
preparation. The paper's four appendices describe how four universities
prepare their early childhood teachers to work with young children
and families from various ethnic/racial/cultural backgrounds. (Contains
57 references plus additional references in appendices.) (KB)
Descriptors: *Culturally Relevant Education; *Developmentally Appropriate
Practices; Early Childhood Education; Higher Education; Models;
*Preschool Teachers; *Teacher Education; Teacher Education Programs;
Teacher Educators
ED453969 PS029558
Title: Head Start FACES: Longitudinal Findings on Program Performance.
Third Progress Report.
Author(s): Zill, Nicholas; Resnick, Gary; Kim, Kwang; McKey, Ruth
Hubbell; Clark, Cheryl; Pai-Samant, Shefali; Connell, David; Vaden-Kiernan,
Michael; O'Brien, Robert; D'Elio, Mary Ann
Author Affiliation: Ellsworth Associates, Mclean, VA. (BBB35778);
Abt Associates, Inc., Washington, DC. (BBB20929); CDM Group, Inc.
(BBB32571); Westat Research, Inc., Rockville, MD. (LYR95205)
Pages: 192
Publication Date: January 2001
Sponsoring Agency: Administration on Children, Youth, and Families
(DHHS), Washington, DC. Child Care Bureau. (BBB33982)
Contract No: HHS-105-96-1930HHS-105-96-1912
Available from: EDRS Price MF01/PC08 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Virginia
The Head Start Family and Child Experiences Survey (FACES) is an
ongoing, national, longitudinal study of the cognitive, social,
emotional, and physical development of Head Start children; the
characteristics, well-being, and accomplishments of families; the
observed quality of Head Start classrooms; and the characteristics
and opinions of Head Start teachers and other staff. The FACES study
involves a nationally stratified random sample of 3,200 children
and families in 40 Head Start programs, who were studied at program
entry in Fall 1997, assessed at the completion of 1 or 2 years in
Head Start, and followed up in kindergarten and first grade. This
report is the third to detail findings of the study in progress.
Findings are presented in four areas related to program performance
objectives: (1) enhancement of children's development and school
readiness; (2) strengthening of families as their children's primary
nurturers; (3) provision of high quality educational, health, and
nutritional services; and (4) relation of classroom quality to child
outcomes. Findings indicate that children completing Head Start
showed significant gains in vocabulary and writing skills relative
to national norms established for children of all income levels.
Although children who initially scored in the bottom quartile in
vocabulary, writing, and math skills had higher gains than other
children, they still scored substantially below national norms at
the end of Head Start. Parents cited Head Start as an important
source of support in rearing their children. Quality in classrooms
continues to be good across three points of measurement. Most teachers
had good teaching qualifications. Quality of classrooms has been
linked with child outcomes. Appended is information on data collection
instruments, including child assessment, parent interviews, classroom
observation, and staff questionnaires, and instruments used in the
validation sub-study. (Contains 45 references.) (Author/KB)
Descriptors: Child Development; Cognitive Development; *Early Intervention;
Educational Practices; Emotional Development; Family (Sociological
Unit); Longitudinal Studies; *Outcomes of Education; Physical Development;
*Preschool Children; *Preschool Education; Preschool Teachers; *Program
Effectiveness; Program Evaluation; Social Development; Teacher Attitudes;
Well Being
Identifiers: Head Start Family and Child Experiences Survey; Head
Start Program Performance Standards; *Project Head Start
EJ631414 PS531806
Title: Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving.
Author(s): Gable, Sara; Hansen, Joanna
Source: Early Child Development and Care, v166 p39-52 Feb 2001
Publication Date: 2001
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)
Used focus group discussions to determine child care providers' opinions about the content of training necessary for providing quality care and providers' beliefs about the level of training and education required for child care workers. Examined findings in terms of providers' perceptions of professional worth and the design of educational and professional development initiatives. (TJQ)
Descriptors: Caregiver Attitudes; *Caregiver Training; *Child Caregivers; Day Care; Early Childhood Education; Experience; *Preschool Teachers; Prior Learning; Professional Development; Program Effectiveness; Teacher Attitudes; *Teacher Education; Teacher Effectiveness; *Teacher Qualifications
Identifiers: *Caregiver Qualifications
EJ631412 PS531804
Title: Quality Evaluation and Quality Enhancement in Preschool:
A Model of Competence Development.
Author(s): Sheridan, Sonja
Source: Early Child Development and Care, v166 p7-27 Feb
2001
Publication Date: 2001
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)
Examined whether preschool quality could be enhanced through competence
development in teaching staff simultaneous to organizational changes
and financial cutbacks. Tested a model for competence development
with an intervention group that took part in a competence development
program. Found that the development work led to a higher quality
in eight of nine preschools. (TJQ)
Descriptors: Change Strategies; Financial Support; Models; Organizational
Change; Preschool Education; *Preschool Teachers; Professional Development;
Program Evaluation; *Program Improvement; *Teacher Competencies;
*Teacher Effectiveness; *Teacher Improvement; Teacher Qualifications
Identifiers: Early Childhood Environment Rating Scale; Reflection
Process; Reflective Awareness; *Reflective Practice
ED455953 PS029718
Title: Characteristics of Early Childhood Teachers and Structural
Elements of Early Care and Education in the United States.
Author(s): Saluja, Gitanjali; Early, Diane M.; Clifford, Richard
M.
Pages: 28
Publication Date: 2001
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina
This study assessed demographic information on early childhood programs
and teachers of 3- and 4-year-olds. Questionnaires were sent to
a random sample of early childhood programs across the United States.
Data were collected on teacher characteristics and structural features
(enrollment, class size, hours of operation, and ratio of teachers
to students) of early childhood programs. Participating were 1,902
teachers. Responses indicated that the vast majority of these teachers
were women and that 78 percent of the teachers were white. Approximately
50 percent had earned a college degree, although educational attainment
varied among program types. For-profit centers outnumbered other
types of centers (29 percent of centers), although the number of
early childhood programs in public schools was increasing rapidly
(16 percent). Twenty-two percent of centers were affiliated with
a religious organization, 25 percent were independent non-profit
or other public agency, and 8 percent were Head Start programs.
The majority of centers were open for the full day. Racial/ethnic
composition in the average classroom was 66 percent white, 15 percent
African American, 9 percent Hispanic, 5 percent mixed race, 4 percent
Asian American, 1 percent Native American, and 1 percent other.
About 60 percent of classrooms had a predominant racial/ethnic group,
with Head Start programs most likely to be predominantly African
American and church/synagogue-based programs especially likely to
be predominantly white. The average classroom had 16.4 children
and 2.0 paid staff. (Contains 19 references.) (KB)
Descriptors: *Child Caregivers; Class Size; Comparative Analysis;
*Day Care; Demography; Early Childhood Education; Educational Attainment;
Enrollment; *Preschool Teachers; Questionnaires; *Teacher Characteristics;
Teacher Qualifications; Teacher Student Ratio
Identifiers: Caregiver Child Ratio; Caregiver Qualifications; *Program
Characteristics
ED447935 PS029039
Title: Effects of Child and Teacher Characteristics on Children's
Observed Engagement.
Author(s): Ridley, Stephanie Maher; de Kruif, Renee E. L.; McWilliam,
R. A.
Pages: 14
Publication Date: August 2000
Notes: Paper presented at the Annual Convention of the American
Psychological Association (108th, Washington, DC, August 2000).
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: R307F70099
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Research
(143); Speeches/meeting papers (150)
Geographic Source: U.S.; North Carolina
Noting that there is little information available about how child
and teacher characteristics are related to child engagement behaviors,
this study examined the effects of child characteristics on observed
engagement in early childhood settings, and the interaction effects
of child characteristics and teacher interaction behaviors on observed
engagement. Participating in the study were 71 children and 40 lead
teachers selected from 40 classrooms at 17 child care centers. Approximately
half were female; half were racial or ethnic minorities. All the
teachers were female. Of interest for this study were parent ratings
of child engagement in two areas (competence and persistence) and
personality and competence in three areas (attention, behavior modulation,
and verbal/emotional expressiveness). Teachers were rated for their
quality of redirective, elaborative, and nonelaborative interactive
behaviors and the quality of their affect. Children's engagement
level (sophisticated, differentiated, focused attention, unsophisticated,
nonengagement) was based on observations during 15-minute observation
sessions. The findings of the study suggest that nonelaboratives
such as praising or introducing should not be used excessively with
attentive and active children. Some engagement levels (sophisticated,
differentiated, nonengagement) are susceptible to treatment-by-aptitude
effects, others are not (differentiated, unsophisticated). Some
teacher interaction behaviors are equally effective (affect) or
ineffective (redirectives) regardless of child characteristics.
Active and emotionally expressive children are likely to spend time
in sophisticated engagement, regardless of teacher interaction.
(Contains 12 references.) (KB)
Descriptors: Attention; Child Behavior; Competence; Persistence;
Personality; *Preschool Children; Preschool Education; *Preschool
Teachers; *Student Characteristics; *Teacher Characteristics; *Teacher
Student Relationship
Identifiers: *Student Engagement
ED444713 PS028792
Title: The 1999 National Survey of Child Development Associates
(CDAs).
Author(s): Bredekamp, Sue; Bailey, Caryn T.; Sadler, Allen
Author Affiliation: Council for Professional Recognition, Washington,
DC. (BBB36045)
Pages: 9
Publication Date: June 29, 2000
Notes: Paper presented at the Head Start National Research Conference
(5th, Washington, DC, June 28-July 1, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; District of Columbia
The Child Development Associate (CDA) National Credentialing Program
is a national system to improve the professional competence of early
childhood teaching staff. This report presents the findings of the
1999 national survey to assess the impact of credentialing on individuals'
careers and professional development. A sample of 4,993 CDAs was
randomly selected from those credentialed in five selected years
(1998, 1997, 1996, 1993, 1989), yielding three groups for comparison:
(1) recently credentialed; (2) mid-level; and (3) veteran. The response
rate was approximately 20 percent. The major findings indicate that
half the respondents received the CDA between 26 and 40 years of
age. Respondents were more diverse with regard to race/ethnicity
than the U.S. population as a whole. Thirty percent had been Head
Start parents. Over 40 percent had some college education at time
of credentialing, with all groups tending to attain degrees after
credentialing. There was an increase in the percentage who were
teachers or held supervisory positions between the time of credentialing
and the survey. Increases in salary over time were reported by all
groups. Most respondents reported receiving training through coursework,
pre- or inservice training, and continuing education units. Over
60 percent reported not having to pay for any portion of their CDA
training, with the percentage receiving financial support decreasing
over the past 10 years. Changes directly linked to credentialing
were most often increased salary or promotions. Seventy-seven percent
of veterans were still in early childhood education, compared to
81 percent of mid-level group, and 90 percent of new CDAs. (KB)
Descriptors: *Child Caregivers; Comparative Analysis; *Credentials;
*Early Childhood Education; National Surveys; *Preschool Teachers;
Professional Development; Staff Development; Teacher Qualifications
Identifiers: *CDA; *Child Development Associate; Project Head Start
ED447920 PS029014
Title: Center Caregivers and Family Child Care Providers Are
Different: Training Profiles and Preferences.
Author(s): Dunn, Loraine; Tabor, Susan
Pages: 8
Publication Date: April 2000
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (New Orleans, LA, April 24-28, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Oklahoma
This study sought to determine if family child care providers and
center caregivers: (1) seek training for different reasons; (2)
hold varying opinions regarding the best source of training according
to content area; (3) demonstrate differences in training content
obtained; and (4) use different training sources for a variety of
training topics. Data were gathered from a mailed survey of licensed
family child care and day care center providers in a Midwestern
state. Findings indicated differences between family providers and
center caregivers. Family providers value and depend more upon resource
and referral agencies than do center caregivers; conferences, inservice
training, and college courses were consistently preferred by center
caregivers. Also center caregivers were more likely to have received
training in a variety of content areas than were family providers.
(Includes 4 data tables. Contains 12 references.) (EV)
Descriptors: *Caregiver Attitudes; *Child Caregivers; Comparative
Analysis; Day Care; *Day Care Centers; Early Childhood Education;
*Family Day Care; Motivation; Professional Development; *Training
Identifiers: Caregiver Qualifications; *Caregiver Training
ED450881 PS029214
Title: Relationship between Teachers' Use of Reflection and Other
Selected Variables and Preschool Teachers' Engagement in Developmentally
Appropriate Practice.
Author(s): Hao, Yi
Pages: 17
Publication Date: 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Helping teachers move toward more developmentally appropriate practice
in classrooms for young children is a major goal of the early childhood
educational profession. However, little is known about factors likely
to result in more developmentally appropriate practice (DAP). This
study examined the relationship between preschool teachers' engagement
in developmentally appropriate practice and teachers' education/academic
background, content of their early childhood teacher training, supervised
practical experiences, years of employment in child care/education,
and perceptions of reflective practices and the most predictive
combination of the above variables in meeting NAEYC standards. The
sample consisted of 64 teachers of 3-, 4-, and 5-year-olds from
20 licensed child care centers in western New York. The data included
teacher scores on the Teacher Information Report and Reflective
Teaching Instrument and the scores of teachers' classroom practices
as measured by the NAEYC Classroom Observation Scale. Correlation
of all identified variables listed above with the dependent variable
of DAP were tested using the Pearson-Product moment correlation
coefficient. Forward multiple regression procedures were used to
determine which of the variables and which combination of those
identified predictors contributed most extensively to DAP scores.
Findings indicated that teachers' use of reflection, amount of supervised
experiences, and content of early childhood teacher training were
significantly related to DAP ratings. Among the three predictor
variables, teachers' use of reflective teaching was the strongest
predictor of DAP. The combination of teachers' use of reflection
with the amount of supervised experience maximized the prediction
of greater DAP. (Contains 28 references.) (Author/KB)
Descriptors: Child Caregivers; *Developmentally Appropriate Practices;
Predictor Variables; *Preschool Education; *Preschool Teachers;
*Reflective Teaching; Teacher Qualifications
EJ611831 PS530783
Title: Teachers' Beliefs: The "Whys" behind the "How
Tos" in Child Care Classrooms.
Author(s): Cassidy, Deborah J.; Lawrence, Jennifer M.
Source: Journal of Research in Childhood Education, v14 n2 p193-204
Spr-Sum 2000
Publication Date: 2000
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)
Examined 12 child caregivers' ability to articulate their beliefs
concerning teacher practice, and personal and professional influences
related to those beliefs. Found that 33 percent of teachers' rationales
focused on children's socio-emotional development, 10 percent on
cognitive development, and 6 percent on language development. Teachers
with 4-year degrees provided twice as many cognitively-focused rationales
as teachers with less education. (Author/KB)
Descriptors: *Beliefs; *Caregiver Attitudes; Caregiver Child Relationship;
*Child Caregivers; Comparative Analysis; *Day Care; Early Childhood
Education; *Influences; Interviews; Preschool Teachers; Teacher
Attitudes; Teacher Qualifications; Teacher Student Relationship
EJ610271 PS530716
Title: The "Degree" of Instructor Education and Child
Outcomes in Junior Kindergarten: A Comparison of Certificated Teachers
and Early Childhood Educators.
Author(s): Coplan, Robert J.; Wichmann, Cherami; Lagace-Seguin,
Daniel G.; Rachlis, Lorne M.; McVey, Marianna K.
Source: Journal of Research in Childhood Education, v14 n1
p78-90 Fall-Win 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)
Explored differences in the social and cognitive development of
4-year-olds in junior kindergarten taught by differentially educated
instructors. Found that children taught by early childhood educators
with 2-year college degrees in early childhood education and those
taught by teachers with a university teaching certificate did not
differ in social and cognitive skills. Findings pose conceptual
and policy implications. (Author/KB)
Descriptors: *Cognitive Development; Comparative Analysis; Computation;
*Interpersonal Competence; *Preschool Children; Preschool Education;
*Preschool Teachers; Teacher Background; *Teacher Certification;
*Teacher Qualifications; Vocabulary Skills
EJ610260 PS530570
Title: Characteristics of Teachers Who Talk the DAP Talk and Walk the DAP Walk.
Author(s): McMullen, Mary Benson
Source: Journal of Research in Childhood Education, v13 n2 p216-230 Spr-Sum 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)
Investigated the characteristics of early childhood education teachers who both state a belief in developmentally appropriate practices and engage in these practices in their classrooms. Found that beliefs were strongly correlated with practice, and were related to high personal teaching efficacy and internal locus of control, academic background, and experience in preschool education. (JPB)
Descriptors: *Developmentally Appropriate Practices; Early Childhood Education; *Preschool Teachers; *Primary Education; Teacher Attitudes; *Teacher Characteristics; Teacher Education
EJ610250 PS530560
Title: Pathways to Quality in Head Start, Public School, and
Private Nonprofit Early Childhood Programs.
Author(s): Epstein, Ann S.
Source: Journal of Research in Childhood Education, v13 n2
p101-19 Spr-Sum 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)
Examined differences in teacher qualifications, inservice training,
program quality, and children's development in Head Start, public
school, and private nonprofit early childhood classrooms. More formal
education for public school teachers was offset by better inservice
training for Head Start teachers, as programs achieved equal levels
of quality. (JPB)
Descriptors: *Child Development Centers; Early Childhood Education;
Educational Quality; *Inservice Teacher Education; *Preschool Teachers;
*Program Effectiveness; Public School Teachers; *Teacher Education
Identifiers: Project Head Start
ED441605 PS028621
Title: Early Childhood Teacher Education Licensure Patterns and
Curriculum Guidelines: A State by State Analysis.
Author(s): McCarthy, Jan; Cruz, Josue; Ratcliff, Nancy
Author Affiliation: Council for Professional Recognition, Washington,
DC. (BBB36045)
Pages: 68
Publication Date: 1999
Notes: Some color figures may not reproduce adequately.
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: Council for Professional Recognition, 2460 16th Street,
NW, Washington, DC 20009-3575. Tel: 800-424-4310 (Toll Free); Tel:
202-265-9090; Fax: 202-265-9161; Web site: http://www.cdacouncil.org.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative
(142)
Geographic Source: U.S.; District of Columbia
One of the strongest predictors of quality programming for young
children is teacher preparation. This report presents two studies:
the first examining state early childhood teacher education requirements;
and the second examining state curriculum guidelines for early childhood
education. Section 1 of the report details the method and findings
of Study 1, for which data were collected from 50 states and the
District of Columbia regarding their early childhood teacher education
licensure. Twelve licensure patterns are identified, based on the
age ranges of the children that a teacher candidate is prepared
to teach. States' regulatory specifications are examined by content
area, outcomes, competencies, performance standards, and program
standards. Issues and policy implications are also discussed. Section
1 concludes by asserting that although a few states have a well-defined
knowledge base, performance expectations, and performance assessment
for early childhood teachers, one-fifth of states do not have early
childhood teacher education requirements that extend to children
younger than 5 years. Seven appendices include descriptions of initiatives
of the National Council for Accreditation of Teacher Education.
Section 2 of the report gives an overview of state guidelines for
the development and delivery of early childhood curricula. Presented
in question-answer format, section 2 provides state-by-state information
on how guidelines are written and organized, age/grade level requirements,
application of guidelines to children in special education and gifted
programs, inclusion of various subject areas, theoretical orientation
for guideline development, links to developmentally appropriate
practice, references to integrated curriculum, and inclusion of
assessment information. Issues and policy implications are discussed.
Two appendices include state guideline titles. (KB)
Descriptors: Elementary Education; Knowledge Base for Teaching;
*Preschool Curriculum; Preschool Education; *Preschool Teachers;
*State Regulation; State Standards; *Teacher Certification; *Teacher
Education; *Teacher Education Curriculum; Teacher Qualifications
Identifiers: National Council for Accreditation of Teacher Educ
EJ593642 PS529549
Title: Concepts of Science in the Early Years: Teachers' Perceptions
towards a "Transformational Field."
Author(s): Tsitouridou, Melpomeni.
Source: European Early Childhood Education Research Journal, v7
n1 p83-93 1999
Publication Date: 1999
ISSN: 1350-293X
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2000
Explored teachers' and student teachers' views of the framework
of educational training in the area of science in early-childhood
education. Found that scientific training was necessary to support
the preschool curriculum; teachers have different tendencies in
regard to scientific knowledge; and the cohesion between content
knowledge and pedagogical processes is flexible and encourages flexibility
in teacher perceptions. (LBT)
Descriptors: Early Childhood Education; Higher Education; Knowledge
Base for Teaching; Preschool Curriculum; Preschool Teachers; *Science
Education; *Student Attitudes; Student Teachers; *Teacher Attitudes;
*Teacher Education
Identifiers: Science Skills
ED423987 PS026938
Title: Teacher Beliefs and Classroom Structure as Influences
on Head Start Classroom Quality.
Author(s): Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances
Pages: 11
Publication Date: July 1998
Notes: Paper presented at the National Head Start Research Conference
(4th, Washington, DC, July 19-12, 1998).
Sponsoring Agency: Administration for Children, Youth, and Families
(DHHS), Washington, DC. (BBB19384)
Contract No: 90YD0016/02
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Georgia
This study investigated the characteristics and beliefs of Head
Start teachers and teacher aides and the classroom structural dimensions
that are associated with Head Start classroom quality. The quality
of classroom teaching practices was assessed using the Assessment
Profile for Early Childhood Programs: Research Version. Teachers
completed the Teacher Beliefs Scale and Instructional Activities
Scale. The results provide strong support for previous research
demonstrating that teacher's education and the classroom structure
(including child to adult ratio and class size) are related to classroom
quality for Head Start. The lack of relationship in the expected
direction between teacher beliefs and educational level or years
experience suggests that other factors have more influence over
the beliefs of Head Start staff with regard to developmentally appropriate
practices. Findings suggest that staff development training, management
climate, local traditions of quality, and the informal influences
that staff have on each other may be stronger determinants of teacher
beliefs than formal education and experience. (JPB)
Descriptors: At Risk Persons; Classroom Environment; Educational
Assessment; *Educational Quality; Preschool Education; *Preschool
Teachers; Teacher Aides; *Teacher Attitudes; Teacher Background;
*Teacher Characteristics; Teacher Education; *Teacher Effectiveness;
Teacher Evaluation
Identifiers: *Project Head Start
ED421211 PS026624
Title: Which Counts More for Excellence in Childcare Staff: Years
in Service, Education Level or ECE Coursework?
Author(s): Honig, Alice Sterling; Hirallal, Andrea
Pages: 39
Publication Date: June 1998
Notes: Paper presented at the Annual Quality Infant/Toddler Caregiving
Workshop (22nd, Syracuse, NY, June 15-19, 1998).
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; New York
A sample of 81 caregivers in 24 urban centers was observed in interactions
with preschool children ages 3 to 5. Observation centered on the
domains of positive and negative socioemotional inputs, language
facilitation, concept promotion, and caregiving and cleaning up
(of children and of environment). The teachers provided responses
to questions about their number of years of formal schooling, years
in child care, years at the same center, own parenting status, and
how many ECE/CD (early childhood education and child development)
courses and workshops they had ever taken. Hierarchical stepwise
regressions and ANOVAs showed the importance of ECE/CD training.
When all positive teacher interactions tallied in the classroom
were combined, ECE/CD training accounted for over 62 percent of
the variance in teacher inputs. Results suggested that when interviewing
candidates for child care positions, directors need to verify a
candidate's prior ECE/CD training, along with providing supports
for staff to obtain ongoing ECE/CD coursework to ensure high quality
child care. (Contains 32 references.) (Author/EV)
Descriptors: *Caregiver Child Relationship; *Child Caregivers; Day
Care; Day Care Centers; Early Childhood Education; Interaction;
*Teacher Background; Teacher Characteristics; Teacher Student Relationship;
*Teaching Experience; *Training
Identifiers: *Caregiver Qualifications; Caregiver Training; *Day
Care Quality
ED417819 PS026379
Title: Early Childhood Caregivers' Perceptions of Child Care Availability and Quality: The Influence of Education, Training, and Experience.
Author(s): Buhrman, Audrey K.; Sell, Marie A.
Pages: 8
Publication Date: October 1997
Notes: Paper presented at the Annual Fall Convention of the Tennessee Association of School Psychologists (Chattanooga, TN, October, 1997).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Tennessee
This study examined early childhood caregivers' perceptions of the availability and quality of child care and examined the extent to which caregiver knowledge, training, experience, and motivation predicted judgments of quality and availability. Surveys were mailed to 292 licensed and registered family day care providers in Shelby County, Tennessee (with a 10 percent return rate) and 290 caregivers at 19 licensed day care centers randomly selected from all centers in Shelby County (with a 19 percent return). Results indicated that caregivers with more experiences related to child care and more child care training rated the quality of child care higher than those with less experience. Caregivers with more training perceived child care to be more available. Knowledge and motivation variables did not predict perceptions of quality or availability. Knowledge was positively correlated with training. Caregivers in home care settings were less motivated than those in day care settings to read relevant materials on their own and were less interested in receiving continuing education. (KB)
Descriptors: *Child Caregivers; *Day Care; Early Childhood Education; *Family Day Care; Motivation; Predictor Variables; Professional Development
Identifiers: Availability (Programs and Services); *Caregiver Attitudes; Caregiver Qualifications; Caregiver Training; Day Care Quality; Tennessee
ED406015 PS025233
Title: Children's Day Care Experiences: Differences by Age, Gender,
and Type of Program.
Author(s): Clawson, Mellisa A.
Pages: 20
Publication Date: April 1997
Notes: Paper presented at the Biennial Meeting of the Society for
Research in Child Development (62nd, Washington, DC, April 3-6,
1997). For a related paper, see PS 025 232.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; New York
This study examined how children's experience of regulatable quality
and teacher-child interaction differs between nonprofit and for-profit
day care settings. Gender and age differences in children's day
care experiences were also explored. Assessments of regulatable
quality and teacher-child interaction were conducted in three for-profit
and two nonprofit centers serving, respectively, 122 and 72 children
age 36 to 71 months. Data collection included classroom observations
and teacher interviews. Regulatable quality variables included teacher-child
ratio, class size, and teacher qualifications. Teacher-child interaction
was assessed with respect to rate, content, and affective tone.
Results indicated that: (1) older children experienced day care
environments of higher quality in terms of both regulatable features
and teacher-child interaction; (2) boys' environments were less
optimal than girls' with respect to teacher-child interaction; and
(3) nonprofit centers had higher levels of regulatable quality and
positive, meaningful teacher-child interactions compared to for-profit
centers. (Contains 24 references.) (Author/KDFB)
Descriptors: *Age Differences; Caregiver Child Relationship; Child
Caregivers; Class Size; Comparative Analysis; Day Care; *Day Care
Centers; Interviews; *Nonprofit Organizations; Observation; *Preschool
Children; Preschool Education; *Sex Differences; Teacher Qualifications;
Teacher Student Ratio; Teacher Student Relationship
Identifiers: *Day Care Quality
ED406014 PS025232
Title: Contributions of Regulatable Quality and Teacher-Child
Interaction to Children's Attachment Security with Day Care Teachers.
Author(s): Clawson, Mellisa A.
Pages: 18
Publication Date: April 1997
Notes: Paper presented at the Biennial Meeting of the Society for
Research in Child Development (62nd, Washington, DC, April 3-6,
1997). For a related paper, see PS 025 233.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; New York
This study examined regulatable quality and teacher-child interaction
and, their influences on the quality of the attachment relationship
developed by preschool children with their day care teachers. Observation
and interview procedures were completed in 12 classrooms serving
194 preschoolers. Regulatable quality variables included teacher-child
ratio, class size, and teacher qualifications. Teacher-child interaction
was assessed with respect to rate, content (traditional, socially-oriented,
or control/disciplinary style), and affective tone. Results indicated
that class size and teacher-child ratio were especially variable,
because classes were often combined for joint activities or were
divided into small groups. Negative teacher affect occurred infrequently,
but flat emotional tone was not uncommon. Controlling for child
age, it was found that class size was negatively related to teacher-child
ratio and teacher qualifications, and teacher-child ratio was positively
related to teacher qualifications. The rate of teacher-child interaction
was positively related to traditional and socially-oriented interactions.
Control interactions were related to negative and neutral teacher
affect, and negatively related to positive teacher affect. Class
size was negatively related to interaction rate and traditional-
and socially-oriented interactions. Teacher-child ratio was related
to interaction rate and traditional interaction. Children's attachment
security scores were negatively associated with neutral teacher
affect and control interaction. The composite variables of quality
and teacher-child interaction, formed from the results of a principle
components analysis, were used in multiple regression analyses.
Tentative support was found for paths between: (1) low quality teacher-child
interaction and children's insecurity in the teacher-child relationship;
and (2) regulatable quality and high quality teacher-child interaction.
(Contains 21 references.) (KDFB)
Descriptors: *Attachment Behavior; Caregiver Child Relationship;
Child Caregivers; Class Size; Day Care; *Day Care Centers; Factor
Analysis; Interviews; Observation; *Preschool Children; Preschool
Education; Regression (Statistics); Teacher Qualifications; Teacher
Student Ratio; *Teacher Student Relationship
Identifiers: *Day Care Quality; *Security of Attachment
EJ561596 PS527523
Title: The Prediction of Process Quality from Structural Features
of Child Care.
Author(s): Phillipsen, Leslie C.; Burchinal, Margaret R.; Howes,
Carollee; Cryer, Debby
Source: Early Childhood Research Quarterly, v12 n3 p281-303
1997
Publication Date: 1997
ISSN: 0885-2006
Document Type: Journal articles (080); Reports--Research (143)
This study examined the structure of child care classrooms and centers
to predict process quality. Costs and quality of early childhood
center-based care in four states with varying levels of regulation
were analyzed to identify characteristics of the teacher, classroom,
director, and center related to child care quality. Findings suggest
the need for stricter regulations and modified budgets. (TJQ)
Descriptors: Budgeting; *Day Care Centers; Early Childhood Education;
*Educational Quality; Program Evaluation; *State Regulation; Teacher
Influence; *Teacher Qualifications; Teacher Salaries; Teaching Experience
Identifiers: *Day Care Quality; Program Characteristics
EJ557298 JC507942
Title: The Professional Experiences and Continued Education of
Associate Degree Early Childhood Graduates in Ohio.
Author(s): Schulte, ReJean
Source: Michigan Community College Journal: Research & Practice,
v3 n2 p69-78 Fall 1997
Publication Date: 1997
ISSN: 1081-9428
Document Type: Journal articles (080); Reports--Research (143)
Discusses methodology and results of a study of Ohio graduates who
earned associate degrees in early childhood education between 1987-1995.
The study examines their professional experiences, continued education,
and status compared with the National Association for Education
of Young Children professional development model. (14 citations)
(YKH)
Descriptors: Alumni; Associate Degrees; Community Colleges; Comparative
Analysis; Continuing Education; *Early Childhood Education; Employment
Level; Graduate Surveys; Job Satisfaction; *Outcomes of Education;
Professional Development; Research Methodology; *Teacher Attitudes;
*Teacher Education; *Teaching (Occupation); Two Year Colleges; Vocational
Followup
Identifiers: National Association Educ of Young Children
EJ552779 PS527112
Title: Conditions of Caregiving, Provider Nurturance and Quality
Care.
Author(s): Austin, Ann M. Berghout; Lindauer, Shelley L. Knudsen;
Rodriguez, Ariel; Norton, Maria L.; Nelson, Farol A. Groutage
Source: Early Child Development and Care, v135 p21-33 Aug
1997
Publication Date: 1997
Notes: Special Issue on: "Contexts in Child Care."
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)
Examined relationships of child care provider education, presence
of children from economically strained homes, and program structure
to providers' self-perception, nurturance, and caregiving conditions
in 36 licensed family day care homes. Found that when provider self-perceptions
were high, but day care clients experienced economic strain, the
program structure involved fewer enrichment activities. (Author/KB)
Descriptors: At Risk Persons; *Caregiver Child Relationship; Child
Caregivers; *Day Care; Economic Status; Family Characteristics;
Family Day Care; *Infants; Socioeconomic Status; *Toddlers
Identifiers: *Caregiver Attitudes; Caregiver Behavior; Caregiver
Qualifications; *
Day Care Quality; Professional Identity
EJ552761 PS527094
Title: The Selection and Preparation of Early Childhood Teachers:
Perceptions of Employers and Teachers.
Author(s): Rodd, Jillian
Source: Early Child Development and Care, v130 p99-110 Mar
1997
Publication Date: 1997
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR1998
Studied perceptions of early childhood teachers and employers regarding
early childhood teacher education. Found that previous experience
with, attitudes toward, and understanding of children and entry
qualifications were weighted higher than age and gender for teacher
selection. Lectures, group discussion, direct experience with children,
and planning and implementing curricula were regarded as most effective
teaching methods and experiences. (Author/KB)
Descriptors: Administrator Attitudes; *Early Childhood Education;
Employer Attitudes; Higher Education; Preschool Education; *Teacher
Attitudes; Teacher Characteristics; *Teacher Education; *Teacher
Education Programs; Teacher Qualifications; Teaching (Occupation);
Teaching Methods
