Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey's "Abbott" Districts to Improve Their Qualifications. Creating a Qualified Preschool Teaching Workforce Part I

Autor/inn/en	Ryan, Sharon; Ackerman, Debra J.
Institution	National Institute for Early Education Research
Titel	Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey's "Abbott" Districts to Improve Their Qualifications. Creating a Qualified Preschool Teaching Workforce Part I
Quelle	(2004), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Teachers; Teacher Qualifications; Teacher Education Programs; Preservice Teacher Education; Preschool Education; Faculty Development; Labor Force Development; Court Litigation; Educational Policy; School Districts; Teacher Certification; Outcomes of Education; New Jersey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; Arbeitskräftebestand; Rechtsstreit; Politics of education; Bildungspolitik; School district; Schulbezirk; Lernleistung; Schulerfolg
Abstract	Research evidence demonstrates that a high-quality early education can ameliorate the effects of disadvantage and produce positive outcomes not only for children and their families, but society as well (Barnett, 1998; Vandell & Wolfe, 2000). One of the most consistent indicators of quality is the presence of qualified teachers who have attained a bachelor's degree and some additional specialized content in child development or early childhood education (Barnett, 2003; Whitebook, 2003). Teachers with this kind of training tend to work with their students in developmentally appropriate ways that help children to build on their emerging understandings and skills (Helburn, 1995; Howes, Whitebook, & Phillips, 1992; Kontos & Wilcox-Herzog, 1997). Moreover, qualified teachers provide directions that follow on from what children are already engaged in, or introduce uninvolved children to new activities, so that children spend less time in repetitive or low-level activities (de Kruif, McWilliam, & Ridley, 2000). Consequently, children who are educated by qualified teachers have been found to be more sociable, exhibit a more developed use of language, and perform at a higher level on cognitive tasks (Bowman, Donovan, & Burns, 2001; Dwyer, Chait, & McKee, 2000; Howes, 1997). Creating a qualified preschool teaching workforce that can produce the child outcomes associated with high-quality programs therefore requires states to not only encourage existing staff that teach three- and four-year olds to increase their qualifications, but to also create a system of professional preparation that can both support non-traditional learners and develop their professional expertise. The report documents the findings of a study of New Jersey's efforts to develop a cadre of qualified preschool teachers and these teachers' experiences in newly created Preschool-Grade 3 (P-3) teacher preparation programs. The focus of this report is on teachers' efforts to get qualified by an externally imposed time frame. (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: https://nieer.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01