States' Efforts in Improving the Qualifications of Early Care and Education Teachers. NIEER Working Papers.

Autor/in	Ackerman, Debra J.
Titel	States' Efforts in Improving the Qualifications of Early Care and Education Teachers. NIEER Working Papers.
Quelle	(2003), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Care; Child Care Quality; Child Caregivers; Early Childhood Education; Educational Quality; Preschool Teachers; Professional Development; State Programs; Teacher Improvement; Teacher Qualifications + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Regierungsprogramm; Lehrqualifikation
Abstract	A significant research base supports the positive benefits of quality early care and education (ECE) for later developmental and academic outcomes. Noting that many ECE settings are of mediocre quality and that quality of care is related to teacher/caregiver qualifications, this working paper examines states initiatives to improve the qualifications of ECE teachers. Information was gathered from published reports and websites of state and federal ECE initiatives. The following types of initiatives are described: (1) regulatory efforts to improve ECE teachers qualifications, including barriers to improving qualifications; (2) financial professional development efforts, including a description of the Early Childhood Educator Professional Development Program as part of the No Child Left Behind Act; (3) career lattices; (4) apprenticeship efforts funded through the federal Quality Child Care Initiative; and (5) other efforts, including state curricula for the CDA credential and varied state reimbursement rates depending on teachers educational qualifications. The paper concludes with a summary of specific practices that hold particular promise for helping to improve the credentials of ECE teachers, including fully financing ECE teacher education, overcoming language barriers to improving qualifications, helping nontraditional learners, improving articulation between community colleges and universities, and improving collaboration among institutions of higher education. (Contains 130 references.) (KB)
Anmerkungen	National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/research/Ackerman.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC