|
COPYRIGHT 2002 ERIC Clearinghouse on Elementary and Early Childhood Education
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...
Read the full article for free courtesy of your local library.
|
Bookmark this article
Print this article
Link to this article
Email this article
Digg It!
Add to del.icio.us
RSS
