By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Executive Summary

Autor/inn/en	Whitebook, Marcy; Austin, Lea J.E.; Ryan, Sharon; Kipnis, Fran; Almaraz, Mirella; Sakai, Laura
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Executive Summary
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Teacher Education Programs; Educational Quality; Early Childhood Education; Young Children; Program Effectiveness; Educational Change; Educational Practices; Program Content; Research Methodology; Evidence; Required Courses; Outcomes of Education; Teacher Effectiveness; Context Effect; Educational Policy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungsreform; Bildungspraxis; Programmgestaltung; Research method; Forschungsmethode; Evidenz; Pflichtkurs; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik
Abstract	Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant attention to the "quality" of education for teachers in child care or preschool settings (Carey & Mead, 2011). For the latter group, the question of which higher education degree (if any) is an appropriate standard--rather than the quality of teacher preparation--has dominated the policy discussion of teacher effectiveness (Barnett, 2003; Bueno, Darling-Hammond, & Gonzales, 2010; Burchinal, Hyson, & Zaslow, 2008; Early et al., 2008; Fuller, Livas, & Bridges, 2006; Whitebook, 2003; Whitebook & Ryan, 2011). This report draws upon a case study (Yin, 2009) of two early childhood B.A. completion cohort programs in order to illuminate the limitations of current ways of conceptualizing and studying early childhood teacher education. Focusing on four dimensions--program content, clinical experiences, faculty characteristics, and institutional context--the authors examine challenges encountered and lessons learned in seeking to understand differences in educational experiences among students attending these two programs. The authors then offer a series of recommendations for more nuanced ways of describing and evaluating the quality of higher education programs for early care and education practitioners. [For the full report, "By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Report," see ED543247.] (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: http://www.irle.berkeley.edu/cscce/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10