Edited by Senior Fellow Ron Haskins and W. Steven Barnett of Rutgers University, Investing in Young Children: New Directions in Federal Preschool and
Early Childhood Policy focuses on Early Head Start, Head Start, and home visiting programs.
Not exact matches
Coursework
focuses on the development of strong infant and
early childhood mental health leaders who envision how they might change practice and
policy in the larger national and international arena.
«Studies on
early childhood education programs have historically
focused on child outcomes,» said study lead author Terri Sabol, an assistant professor of human development and social
policy at Northwestern's School of Education and Social P
policy at Northwestern's School of Education and Social
PolicyPolicy.
Although, as a life - course developmental psychologist, she was particularly interested in the president's emphasis on the first five years of a child's life, as a designer and evaluator of
early childhood programs, Brooks - Gunn is now curious about how his
focus will affect future
policy.
Sandra's knowledge in bullying behaviour in schools is extensive, due to her teaching career and the fact that she has been involved in the development of a number or initiatives
focused on reducing bullying in Australia, including the Department of Education and
Early Childhood Development's Review of Antibullying
Policy and Practice.
There are several
policies (proposed, underway, or in place) by the Obama administration that broaden the
focus on reading and academic development, increasing attention to knowledge building and language growth, from
early childhood through adolescence — and those expansive
policies may be especially beneficial for EL learners.
To this end, our current work plan is
focused on three core objectives: (1) To build a dynamic «Frontiers of Innovation» community composed of scientists, scholars, policymakers,
policy analysts, practitioners, and other creative individuals who are motivated to engage in the kind of transformational thinking that is needed to break down disciplinary barriers and catalyze significant change in
early childhood policy and practice.
Along the way, there have been key
policy changes to improve equity including an emphasis on
early childhood development and child health, a
focus on
early interventions for special education and strict teacher professionalism.
Thoughtful and effective
policies for developing a professional workforce will have to include a mix of incentives for pre-K teachers that may be different from those designed for teachers in K — 12; provide training that is
focused on classroom practices and the specific challenges of teaching young children; and improve the alignment of
early childhood education with K — 12.
Areas of
Focus: federal education
policy, state education
policy,
early -
childhood education, special education
Areas of
Focus:
early -
childhood education,
early learning
policy, education research, federal
policy, special education
She is co-editor of The Handbook of Research on Educational Finance and
Policy (Routledge, first edition, 2008 and second edition 2015), and the author of many articles on U.S. education policy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood pro
Policy (Routledge, first edition, 2008 and second edition 2015), and the author of many articles on U.S. education
policy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood pro
policy, with a
focus on school accountability, teacher labor markets, charter schools, and
early childhood programs.
Hart's recent work has
focused on school choice programs, school accountability
policies,
early childhood education
policies, and effects on students of exposure to demographically similar teachers.
Rather than declaring victory, some in the
early childhood community have responded to this growing consensus with an increased
focus on using innovation to drive more effective
policies and programs.
New Video Explains How Adults Can Lessen «Toxic Stress» In Kids Commonhealth, WBUR, June 25, 2013 «This
policy direction strikes a chord with President Obama, whose most recent State of the Union address
focused in part on
early childhood education and its importance in setting the stage for a successful adult life.
This brief
focuses on three key topics for
early learning in ESSA: setting clear goals and
policy priorities for
early learning, integrating
early learning into school improvement, and supporting
early childhood educator development.
The webinar
focuses on the Center's goals for the next two years; how CEELO will be supporting state
early childhood goals in upcoming month; highlights signature projects building leadership and organizational capacity, birth to third grade data and
policy, and financing and sustaining high - quality
early learning programs; and, hallmarks state leaders from AZ, IL, KY, and NE discussing with their work with CEELO.
IEL's educational leadership work
focuses on growing leaders in the spectrum of education, education
policy, and other related fields, with some specific
focus on principal and
early childhood education leadership.
It
focuses on three key topics for
early learning in ESSA: setting clear goals and
policy priorities for
early learning, integrating
early learning into school improvement, and supporting
early childhood educator development.
ACF provides this statement on
Early Childhood Career Pathways as part of our focus on elevating the early childhood workforce in policy and prac
Early Childhood Career Pathways as part of our focus on elevating the early childhood workforce in policy and
Childhood Career Pathways as part of our
focus on elevating the
early childhood workforce in policy and prac
early childhood workforce in policy and
childhood workforce in
policy and practice.
In Roadmap for
Early Childhood and K — 12 Data Linkages, DQC and the Early Childhood Data Collaborative (ECDC) recommend focusing on seven key areas to inform policy discussions and decisions; chart the progress of children, programs, and the state; strengthen and support the early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every
Early Childhood and K — 12 Data Linkages, DQC and the Early Childhood Data Collaborative (ECDC) recommend focusing on seven key areas to inform policy discussions and decisions; chart the progress of children, programs, and the state; strengthen and support the early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions e
Childhood and K — 12 Data Linkages, DQC and the
Early Childhood Data Collaborative (ECDC) recommend focusing on seven key areas to inform policy discussions and decisions; chart the progress of children, programs, and the state; strengthen and support the early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every
Early Childhood Data Collaborative (ECDC) recommend focusing on seven key areas to inform policy discussions and decisions; chart the progress of children, programs, and the state; strengthen and support the early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions e
Childhood Data Collaborative (ECDC) recommend
focusing on seven key areas to inform
policy discussions and decisions; chart the progress of children, programs, and the state; strengthen and support the
early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every
early childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions e
childhood workforce; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every day.
A short overview of the research on the growing dual - language learner population and its implications for
policy and practice, with a
focus on language and literacy development,
early childhood classroom practices, and alignment between
early childhood and the later grades — from the Frank Porter Graham Child Development Institute
Sharpening the
Focus: State
Policy to Promote Effective Teaching that Improves Learning: The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO) have been working together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd
Policy to Promote Effective Teaching that Improves Learning: The BUILD Initiative and the Center for Enhancing
Early Learning Outcomes (CEELO) have been working together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd g
Early Learning Outcomes (CEELO) have been working together with state leaders and national experts to strengthen
policy that promotes effective early childhood teaching, birth through 3rd
policy that promotes effective
early childhood teaching, birth through 3rd g
early childhood teaching, birth through 3rd grade.
Abby turned to education
policy while pursuing her Master's in Public Policy at UCLA, with research focusing on the relationship between early childhood experiences and later educational out
policy while pursuing her Master's in Public
Policy at UCLA, with research focusing on the relationship between early childhood experiences and later educational out
Policy at UCLA, with research
focusing on the relationship between
early childhood experiences and later educational outcomes.
Throughout her career in
policy evaluation and implementation, her interests have
focused on
early childhood education, intergenerational literacy, school reform, and arts, culture and media program design and evaluation.
Active Learning in Higher Education Adult Education Quarterly American Educational Research Journal Arts and Humanities in Higher Education Assessment for Effective Intervention Autism Canadian Journal of School Psychology Communication Disorders Quarterly Community College Review Education and Urban Society Education, Citizenship and Social Justice Educational
Policy Educational Administration Quarterly Educational and Psychological Measurement Educational Evaluation and
Policy Analysis Educational Management Administration & Leadership Educational Researcher European Physical Education Review
Focus on Autism and Other Developmental Disabilities Gifted Child Quarterly Improving Schools International Journal of Music Education Intervention in School and Clinic Journal of Cases in Educational Leadership Journal of Disability
Policy Studies Journal of Educational and Behavioral Statistics Journal of Emotional and Behavioral Disorders Journal of Hispanic Higher Education Journal of Learning Disabilities Journal of Positive Behavior Interventions Journal of
Early Childhood Literacy Journal of
Early Childhood Research Journal of Psychoeducational Assessment Journal of Research in International Education Journal of Studies in International Education Journal of Teacher Education Journal of Transformative Education Management in Education NASSP Bulletin Psychology of Music Rehabilitation Counseling Bulletin Remedial and Special Education Research Studies in Music Education Review of Educational Research Review of Research in Education School Psychology International The Journal of Special Education Theory and Research in Education Topics in
Early Childhood Education Urban Education Word of Mouth
The review
focuses on three key priorities for
early learning in ESSA: 1) Setting clear goals and
policy priorities for
early learning; 2) Integrating
early learning into school improvement; and, 3) Supporting
early childhood educator development.
The following
policy recommendations
focus on advancing the
early childhood profession as one of the key supports in expanding access to
early years and child care programs in Ontario while also enhancing quality.
This priority area will
focus on research which generates new knowledge on depression, anxiety and suicide prevention across the range of settings appropriate for different stages of life, including families,
early childhood settings, schools, tertiary education institutions, workplaces and the Internet and including economic analyses of these activities; and transferring this knowledge into practice,
policy and behaviour change.
The
Childhoods in Changing Contexts Research Group focuses on early childhood education and care workforce; evaluation of early childhood programs, policies and initiatives; cultural and multilingual contexts and childhoods; and young children's rights and cit
Childhoods in Changing Contexts Research Group
focuses on
early childhood education and care workforce; evaluation of
early childhood programs,
policies and initiatives; cultural and multilingual contexts and
childhoods; and young children's rights and cit
childhoods; and young children's rights and citizenships.
The workshop will provide opportunity to discuss how your context currently supports and promotes positive
early childhood mental health through
policy and practice, what your individual and collective strengths are and develop strategies for identifying key areas of
focus.
The Department of Children and Youth Affairs
focuses on harmonising
policy issues that affect children in areas such as
early childhood care and education, youth justice, child welfare and protection, children and young people's participation, research on children and young people, youth work and cross-cutting initiatives for children.
She is a member of the Globalisation research group, where her research is
focussed on international
policy and practice in
early childhood education, educational leadership and the professional preparation of
early childhood educators.
«Regular visits by caring, experienced professionals and trained peers can help parents turn their good intentions into good, solid parenting and coping skills,» said Karen Howard, vice president of
early childhood policy at First
Focus and co-convener of the Home Visiting Coalition.
Within this same context, the health dimension of
early childhood policy has
focused largely on the traditional components of primary pediatric care, such as immunizations,
early identification of sensory impairments and developmental delays, and the prompt diagnosis and treatment of medical problems.
engage in systems design,
policy advocacy, visibility, and research
focused on children's social / emotional health and relationships with adults in pre - and in - service educator training programs, and local and state
early childhood systems and
policies.
His work
focuses on elevating the need for high - quality, affordable
early childhood programs and identifying
policy solutions that improve program quality and increase access and public investment.
His work
focuses on elevating the need for high - quality, affordable
early childhood education programs and identifying
policy solutions that improve program quality, increase access, and support additional public investment in young children.
Moderate - income families are typically ineligible for these publicly funded programs, but at the same time, such families struggle to afford the high cost of care in the private sector.19 This leaves parents facing a series of difficult choices, including prioritizing child care expenses over other household necessities; settling for low - quality child care that fits their budget; patching together multiple informal care options; or leaving the workforce altogether.20 To ensure that all children can realize the gains that come from attending high - quality
early childhood programs,
policy solutions need to
focus on improving program supports and creating funding strategies that will increase access to high - quality programs for children from all backgrounds.
The
Early Childhood Workforce Initiative
focuses on the country system and
policy level to support and empower those who work with families and children under age 8 (e.g. home visitors, preschool staff, community health workers), as well as those who supervise and mentor practitioners (e.g. supervisors, mentors and coaches, trainers).
Janice Gruendel has 35 years of applied social science experience crafting state and local
policy and practice guidance
focused on
early childhood through the young adulthood years.
Previously, Jenna was the
Early Childhood Education
Policy Intern at Latino
Policy Forum where she participated in local, state and national ECE advocate workgroups
focusing on state accountability and EL components of ESSA, Preschool suspensions and expulsions, Illinois Children's Cabinet project, and ECE Workforce Development.
Her work at the Centers is
focused on child development (birth to age 8), child care
policy,
early childhood care and education, and school readiness.
Her research has
focused on evidence - based
policy, social - emotional development in
early childhood, parenting, prevention and intervention programs for children at - risk, and implementation research.
Her work
focuses on examining the relationship between
early childhood programs and
policies and child outcomes.
ZERO TO THREE Infant and
Early Childhood Mental Health Policy Convening Report, ZERO TO THREE, 2017 — ZERO TO THREE brought ten states together for a meeting in October 2016 around the topic of infant and early childhood mental health, with a specific focus on strategies to improve assessment, diagnosis and treat
Early Childhood Mental Health Policy Convening Report, ZERO TO THREE, 2017 — ZERO TO THREE brought ten states together for a meeting in October 2016 around the topic of infant and early childhood mental health, with a specific focus on strategies to improve assessment, diagnosis and t
Childhood Mental Health
Policy Convening Report, ZERO TO THREE, 2017 — ZERO TO THREE brought ten states together for a meeting in October 2016 around the topic of infant and
early childhood mental health, with a specific focus on strategies to improve assessment, diagnosis and treat
early childhood mental health, with a specific focus on strategies to improve assessment, diagnosis and t
childhood mental health, with a specific
focus on strategies to improve assessment, diagnosis and treatment.
ZERO TO THREE has a comprehensive infant - toddler
policy self - assessment toolkit, as well as tools
focused on: quality rating and improvement systems, home visiting at the state and community levels, child welfare
policy, and infant -
early childhood mental health.
Greeney's research
focuses on
early childhood outcomes and applied methods for social
policy analysis.
The BUILD Initiative (BUILD) and Child and Family
Policy Center (CFPC) have worked together since 1992 on
early childhood systems building and evaluation, with a particular
focus upon developing culturally and linguistically responsive and inclusive
early childhood systems.
We also offer recommendations for advancing a federal
policy agenda that is specifically
focused on enhancing the quality of
early childhood experiences.