Current U.S. policies call for a child care teacher workforce which can support program quality a... more Current U.S. policies call for a child care teacher workforce which can support program quality and enhance infants’, toddlers’, and preschoolers’ learning and development. Given minimal state pre-hire requirements, this context has implications for the workforce’s in-service training. Yet, there is limited research on who participates in training, the focus of what is offered, and variations in participation rates across topics. Also needed is a better understanding of the role online training might play in meeting the workforce’s in-service needs. To address these interrelated issues, I present descriptive analyses of a convenience sample of aggregate data from a U.S.-wide online child care training provider. Enrollees’ ages and education levels reflect the larger child care workforce. The majority of offered training is at the beginner level and 1-hour in duration. Since 2010 enrollees completed an average of 10-12 online training hours annually. Roughly one-third of completed training was related to planning a safe, healthy learning environment. These findings suggest the need for more rigorous research on child care workforce participation in training, particularly related to the extent to which online training can respond to policies aimed at enhancing workforce capacity to support program quality and young children’s learning and development.
Dual language learners, or DLLs, may have greater school readiness needs due to the key role Engl... more Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children’s capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency.This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
The current early care and education (ECE) policy context is bringing increased attention to the ... more The current early care and education (ECE) policy context is bringing increased attention to the training completed by the child care workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals’ data, aggregate registry data have the potential to shed light on the workforce’s training needs. However, to date, registries have not been tapped in this way, and there is limited research on the data collected across registries and the extent to which they are standardized. In this report, I share the results of research on the training focus variables used across these databases and on the extent to which such variables are comparable.Also explored is when registries began recording these data and whether enrollment is voluntary, incentivized, or mandatory.The results of the study suggest that aggregate registry data have the potential to address questions related to the focus of the training in which the ECE workforce participates. However, additional research on ECE workforce registries is needed to confirm their usefulness as a source of data on child care training as well as the accessibility of these data.
This report examines the variety of state PreK classroom observation policies on program decision... more This report examines the variety of state PreK classroom observation policies on program decisions that are informed by observation score data, the protocols being used, and how often such data are collected from classrooms. Also examined are the particular validity and reliability challenges that are inherent in relying on classroom observation score data for a variety of low- and high-stakes decisions.
The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature f... more The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature focusing on whether state-funded preschool education negatively impacts child care. Yet, although the study is a step in the right direction, it does not provide the data needed to answer the question at hand or inform state preschool and child care policy. Furthermore, while there is merit to research that begins with the premise that publicly funded preschool initiatives may contribute to instability in the child care market, the present commentary offers an alternative perspective on such an outcome. More specifically, the commentary argues that such initiatives may be the best thing that ever happened to children, their families, and those who work in the field. The commentary concludes with a recommendation for additional studies that combine concern for an adequate supply of child care with robust data and an overall focus on improving children's outcomes.
Practice or Policy: Continuity of care (COC) has many benefits for young children's development b... more Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little formal training. Although the supports and policies available to military child development centers may not be possible to implement at present in much of the civilian sector, this study suggests that their potential benefit for infant/toddler teachers' learning and practice may be worthy of further inquiry. Research Findings: This study shares the results of an exploratory study of the benefits of COC, professional community, and the larger policy context for staff working in a military child development center serving children aged 0 to 2. COC-related professional development also seems to enhance professional community, which along with the policy context is viewed as an essential aspect of improving teacher learning and practice in the K–12 literature.
Journal of Early Childhood Teacher Education, 2004
... What do teachers need? Practitioners' perspectives on early childhood professional d... more ... What do teachers need? Practitioners' perspectives on early childhood professional development Debra J. Ackerman* ... Robert, the second teacher, received a BA in Elementary Education and a Master's degree in Infancy and Early Childhood. ...
National Institute for Early Education Research Rutgers, The State University of New Jersey 120 A... more National Institute for Early Education Research Rutgers, The State University of New Jersey 120 Albany Street, Suite 500 New Brunswick NJ 08901 (732) 932-4350 www.nieer.org ... Financial support for the study reported here was provided by the Foundation for Child ...
... Because 97% of those working in the field are women2 (Saluja, Early, & Clifford, 2002), I... more ... Because 97% of those working in the field are women2 (Saluja, Early, & Clifford, 2002), I use a feminist critical policy analysis lens ... their teachers (Abbott-Shim, Lambert, & McCarty, 2000; de Kruif, McWilliams, & Ridley, 2000; Frede, 1995, 1998; Howes & Ritchie, 2002; Howes & ...
Current U.S. policies call for a child care teacher workforce which can support program quality a... more Current U.S. policies call for a child care teacher workforce which can support program quality and enhance infants’, toddlers’, and preschoolers’ learning and development. Given minimal state pre-hire requirements, this context has implications for the workforce’s in-service training. Yet, there is limited research on who participates in training, the focus of what is offered, and variations in participation rates across topics. Also needed is a better understanding of the role online training might play in meeting the workforce’s in-service needs. To address these interrelated issues, I present descriptive analyses of a convenience sample of aggregate data from a U.S.-wide online child care training provider. Enrollees’ ages and education levels reflect the larger child care workforce. The majority of offered training is at the beginner level and 1-hour in duration. Since 2010 enrollees completed an average of 10-12 online training hours annually. Roughly one-third of completed training was related to planning a safe, healthy learning environment. These findings suggest the need for more rigorous research on child care workforce participation in training, particularly related to the extent to which online training can respond to policies aimed at enhancing workforce capacity to support program quality and young children’s learning and development.
Dual language learners, or DLLs, may have greater school readiness needs due to the key role Engl... more Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children’s capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency.This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
The current early care and education (ECE) policy context is bringing increased attention to the ... more The current early care and education (ECE) policy context is bringing increased attention to the training completed by the child care workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals’ data, aggregate registry data have the potential to shed light on the workforce’s training needs. However, to date, registries have not been tapped in this way, and there is limited research on the data collected across registries and the extent to which they are standardized. In this report, I share the results of research on the training focus variables used across these databases and on the extent to which such variables are comparable.Also explored is when registries began recording these data and whether enrollment is voluntary, incentivized, or mandatory.The results of the study suggest that aggregate registry data have the potential to address questions related to the focus of the training in which the ECE workforce participates. However, additional research on ECE workforce registries is needed to confirm their usefulness as a source of data on child care training as well as the accessibility of these data.
This report examines the variety of state PreK classroom observation policies on program decision... more This report examines the variety of state PreK classroom observation policies on program decisions that are informed by observation score data, the protocols being used, and how often such data are collected from classrooms. Also examined are the particular validity and reliability challenges that are inherent in relying on classroom observation score data for a variety of low- and high-stakes decisions.
The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature f... more The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature focusing on whether state-funded preschool education negatively impacts child care. Yet, although the study is a step in the right direction, it does not provide the data needed to answer the question at hand or inform state preschool and child care policy. Furthermore, while there is merit to research that begins with the premise that publicly funded preschool initiatives may contribute to instability in the child care market, the present commentary offers an alternative perspective on such an outcome. More specifically, the commentary argues that such initiatives may be the best thing that ever happened to children, their families, and those who work in the field. The commentary concludes with a recommendation for additional studies that combine concern for an adequate supply of child care with robust data and an overall focus on improving children's outcomes.
Practice or Policy: Continuity of care (COC) has many benefits for young children's development b... more Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little formal training. Although the supports and policies available to military child development centers may not be possible to implement at present in much of the civilian sector, this study suggests that their potential benefit for infant/toddler teachers' learning and practice may be worthy of further inquiry. Research Findings: This study shares the results of an exploratory study of the benefits of COC, professional community, and the larger policy context for staff working in a military child development center serving children aged 0 to 2. COC-related professional development also seems to enhance professional community, which along with the policy context is viewed as an essential aspect of improving teacher learning and practice in the K–12 literature.
Journal of Early Childhood Teacher Education, 2004
... What do teachers need? Practitioners' perspectives on early childhood professional d... more ... What do teachers need? Practitioners' perspectives on early childhood professional development Debra J. Ackerman* ... Robert, the second teacher, received a BA in Elementary Education and a Master's degree in Infancy and Early Childhood. ...
National Institute for Early Education Research Rutgers, The State University of New Jersey 120 A... more National Institute for Early Education Research Rutgers, The State University of New Jersey 120 Albany Street, Suite 500 New Brunswick NJ 08901 (732) 932-4350 www.nieer.org ... Financial support for the study reported here was provided by the Foundation for Child ...
... Because 97% of those working in the field are women2 (Saluja, Early, & Clifford, 2002), I... more ... Because 97% of those working in the field are women2 (Saluja, Early, & Clifford, 2002), I use a feminist critical policy analysis lens ... their teachers (Abbott-Shim, Lambert, & McCarty, 2000; de Kruif, McWilliams, & Ridley, 2000; Frede, 1995, 1998; Howes & Ritchie, 2002; Howes & ...
California is home to more than 500,000 4-year-old children. Proposition 82 has been designed to ... more California is home to more than 500,000 4-year-old children. Proposition 82 has been designed to offer those children a publicly funded high-quality preschool education. In brief, Proposition 82 will offer voluntary, high-quality preschool education to all 4-year-olds whose parents wish to enroll them. The initiative seeks to ensure that there is minimal disruption of existing early childhood programs and that parents have choices of programs in various settings including the private sector. It ensures program proximity so that no child has to travel farther to attend preschool than to reach a kindergarten program. During the first four years it would give priority to children living in school districts with the lowest academic performance. We conservatively estimate that over the long-run Proposition 82 would return $2.78 for every dollar California invests in the program. Our analysis of Proposition 82 finds that it is well planned and will bring higher standards, accountability, ...
The proposed federal Early Learning Challenge Fund (ELCF) aims to improve the quality of early ca... more The proposed federal Early Learning Challenge Fund (ELCF) aims to improve the quality of early care and education programs by promoting the integration of more stringent program and early learning standards than are typically found in child care centers. ELCF grantees also must outline their plans for professional development and technical assistance to support these efforts. With the aim of informing potential ELCF grantees, this article reports the results of a statewide survey of 391 child care center directors focusing on the source of their preschool learning expectations and program standards. The majority of surveyed directors report that the state’s child care licensing standards are used. Additional directors report that the state’s prekindergarten program standards or early learning standards serve as their current source. However, other responses indicate that the terms “program standards” and “learning standards” themselves may not even be part of the current child care ...
High-quality early care and education (ECE) relies on teacher training. However, state policies r... more High-quality early care and education (ECE) relies on teacher training. However, state policies require that the ECE workforce attain only minimal preservice credentials, and the field needs more information about inservice professional development models that might effectively train teachers, no matter what their prior experience or education level. With the aim of addressing this policy context, this paper reports on the professional development provided to caregivers in the U.S. military's child development centers. The military model utilizes both a "one-size-fits-all" and constructivist approach and comprises four distinct phases. Each phase is provided or coordinated by an on-site Training and Curriculum Specialist and takes place within a broader context of support. By describing the components contributing to the military model, this paper highlights the many interrelated inputs that may be essential aspects of an ECE teacher professional development system, th...
... by 2004 has been quite a challenge, however, and has placed these women as the title of the... more ... by 2004 has been quite a challenge, however, and has placed these women as the title of the study suggests very much between a rock and a ... Thus the issue of not enough time influenced all these women's choices regarding which college and degree program to enroll in ...
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development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children’s
capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency.This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals’ data,
aggregate registry data have the potential to shed light on the workforce’s training needs. However, to date, registries have not been
tapped in this way, and there is limited research on the data collected across registries and the extent to which they are standardized. In
this report, I share the results of research on the training focus variables used across these databases and on the extent to which such
variables are comparable.Also explored is when registries began recording these data and whether enrollment is voluntary, incentivized,
or mandatory.The results of the study suggest that aggregate registry data have the potential to address questions related to the focus of
the training in which the ECE workforce participates. However, additional research on ECE workforce registries is needed to confirm
their usefulness as a source of data on child care training as well as the accessibility of these data.
development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children’s
capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency.This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals’ data,
aggregate registry data have the potential to shed light on the workforce’s training needs. However, to date, registries have not been
tapped in this way, and there is limited research on the data collected across registries and the extent to which they are standardized. In
this report, I share the results of research on the training focus variables used across these databases and on the extent to which such
variables are comparable.Also explored is when registries began recording these data and whether enrollment is voluntary, incentivized,
or mandatory.The results of the study suggest that aggregate registry data have the potential to address questions related to the focus of
the training in which the ECE workforce participates. However, additional research on ECE workforce registries is needed to confirm
their usefulness as a source of data on child care training as well as the accessibility of these data.