All Resources Resources (cont'd)

In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students.

This is a collection of PreK-3rd’s key resources broken down by: The Case for PreK-3rd; Financing PreK-3rd; Implementing PreK-3rd; Leadership by Educators; Teacher Preparation/Professional Development; Educating Dual-Language Learner (DLL) Students; Federal Policy; State Policy; School District Policy; Research Basis for PreK-3rd; and, Assessment and Evaluation.

This Annual Report features an excerpt from an article by education writer Gene Maeroff, that focuses on universal Prekindergarten (UPK). Maeroff discusses the importance of UPK as part of an essential educational experience for all children.

Arthur Reynolds, Katherine Magnuson, and Suh-Ruu Ou synthesize evidence on the contribution of PK-3 programs and practices to children’s school success.

Learn what effective PreK-3 teaching looks like and how New Jersey and Oklahoma are building a highly qualified PK-3 teaching force.

Dan Bellm and Marcy Whitebook document how federal policy on child care and early education led to a decline in wages and education among staff in early childhood programs.

The Foundation for Child Development’s Advancing PreK-3rd Series No. 5 Michael Sadowski outlines what experts identify as core knowledge for the ten areas of high-quality PK-3 teaching: Knowledge of Child Development; Methods for Teaching Diverse Children; Use of Multiple Forms of Assessment; Organization of Learning Environments; Curriculum Design That Helps Children Make Connections; Strategic Use of Resources and Technologies; Parent and Family Outreach; Professional Collaboration and Development; Reflection for Enhanced Teaching; and Vertical Alignment.