All Stronger Workforce Resources (cont'd)
- Classroom Quality and Time Allocation in Tulsa’s Early Childhood Programs
Phillips, Gormley, and Lowenstein compare and contrast characteristics of Tulsa UPK classrooms to a sample of state-funded PK classrooms in seven states in Classroom Quality and Time Allocation in Tulsa’s Early Childhood Programs.
June 7, 2010 • Read MoreTeacher Education and PreK Outcomes: Are We Asking the Right Questions?This commentary by the Foundation for Child Development’s previous staff, published in Early Childhood Research Quarterly, challenges recent research that finds no relationship between PK teacher qualifications (degree, major, or certification) and child outcomes.
June 4, 2010 • Read MoreReady or Not: Leadership Choices in Early Care and EducationIn their new book, Stacie G. Goffin and Valora Wahsington argue that, after more than a century of evolution, early care and education in the U.S. is in transition.
June 4, 2010 • Read MoreTaking Stock: Assessing and Improving Early Childhood Learning and Program QualityThe final report of the National Early Childhood Accountability Task Force, Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality, recommends developing a comprehensive assessment system to improve child outcomes.
June 4, 2010 • Read MoreProviding Tools Towards Quality: The Status of P-3 Teacher Preparation Programs in New JerseyProviding Tools Towards Quality: The Status of P-3 Teacher Preparation Programs in New Jersey, assesses whether PreK-3rd teacher preparation programs are preparing prospective teachers to teach the continuum from Prekindergarten to Grade Three, reviews how new PreK-3rd programs are aligned with other certification programs in universities, and examines how the overlap of the PreK-3rd and K-5 certificates has impacted other university programs.
June 4, 2010 • Read MoreNeither Art Nor Accident: New Research Helps Define and Develop Quality PreK and Elementary TeachingIn a recent Harvard Education Letter interview, Robert Pianta, Dean of the Curry School of Education at the University of Virginia, discusses the value of the Classroom Assessing Scoring system, a classroom observation instrument known as CLASS. CLASS can be an important part of professional development efforts to create high quality learning experiences for children in PreK-3rd programs by providing a common metric for documenting what goes on in classrooms from grade to grade.
June 4, 2010 • Read MoreEffective Teacher-Student Interactions: Measuring and Improving Classroom PracticeThe creators of the Classroom Assessment Scoring System (CLASS) recently released a Policy Brief, Effective Teacher-Student Interactions.
June 1, 2010 • Read MoreDevelopmentally Appropriate Practice in the Age of TestingIn the May/June 2009 issue of the Harvard Education Letter, David McKay Wilson identifies key principles for PreK-3rd in Developmentally Appropriate Practice in the Age of Testing.
June 1, 2010 • Read MoreSign up for The Learning Curve
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