Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015. Highlights

Autor/inn/en	Kipnis, Fran; Sakai, Laura; Amanta, Felippa; Whitebook, Marcy; Austin, Lea J. E.; Montoya, Elena
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015. Highlights
Quelle	(2015), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Teacher Education Programs; Teacher Competencies; Alignment (Education); Student Teaching; Teacher Educators; Teacher Surveys; Administrator Surveys; Academic Degrees; Educational Change; Educational Objectives; Practicums; Faculty Development; Academic Support Services; Student Personnel Services; Barriers; Family Involvement; Mathematics Instruction; Kindergarten; Preschool Teachers; Transitional Programs; Indiana + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst; Teaching practice; Unterrichtspraxis; Teacher education; Lehrerausbildung; Lehrerbildung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Practicum; Praktikum; Praktika; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Today, the importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. In recent years, Indiana, like many states, has committed public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. Yet there remains a demand for thousands of new early childhood professionals to provide quality care and education to Indiana's most at-risk children. Critical to responding to this need is the establishment of a well-coordinated and comprehensive professional preparation and development system that can ready an incoming generation of professionals, while also strengthening the skills of the existing early education workforce. Institutions of higher education are key to meeting these evolving and increasing demands for improving developmental and learning outcomes for the state's young child population. This report highlights findings from the "Early Childhood Higher Education Inventory," and the extent to which Indiana ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [This report was commissioned by the Indiana Association for the Education of Young Children, Inc. For the full report, "Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015," see ED574294. For the technical report, "The State of Early Childhood Higher Education in Indiana. Technical Report," see ED574298.] (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	2020/1/01