Teacher Policy Research Center.
Not exact matches
* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's
Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal
Research Scientist, American Institutes for
Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California
Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public
Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director,
Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change
The effect of the Triborough Amendment is significant: Edmund J. McMahon, senior fellow at the Empire
Center for New York State
Policy, a conservative
research group, has estimated that longevity - based pay increases for
teachers, guaranteed by the amendment even after contracts expire, add $ 300 million to school budgets annually.
Although 43 states are employing strategies that encourage elementary
teachers to teach higher - order thinking skills, few have developed comprehensive
policies for reforming the curriculum to include such skills in the early grades, a study by a federally sponsored
research center shows.
A new toolkit from Harvard University's
Center for Education
Policy Research provides resources to help educators leverage video observations in school communities to improve
teacher practice and student learning.
Professor Thomas Kane and the team at the
Center for Education
Policy Research are experts at working closely with districts and harnessing big data to identify effective
policies and practices in
teacher preparation,
teacher evaluation, and learning technologies.
Education Researcher Stresses Importance of
Teacher Quality at HGSE (Harvard Crimson) Mention of the
Center for Education
Policy Research's recent PIER Fellowship event.
With the Best Foot Forward project, the
Center for Education
Policy Research at Harvard is testing what it hopes is a better way to conduct classroom observations, making the process more valuable for
teachers and administrators.
The Best Foot Forward project, run by the
Center for Education
Policy Research at Harvard University, is currently studying the impact of having
teachers videotape their own lessons and upload them for their own development and for evaluation.
The study, issued last month by the Louisiana Education
Policy Research Center at Louisiana State University, paints a picture of frustration and low morale among new
teachers in the state's 64 parish school systems.
Charged by the U.S. Department of Education with combing the existing
research on
teacher preparation and subjecting it to scientific standards used in other fields, scholars with the
Center for the Study of Teaching and
Policy at the University of Washington (Wilson, Floden, and Ferrini - Mundy 2001) eliminated all but 57 studies written in the past 20 years.
Yet the latest in a series indicators of school district effectiveness by Harvard University's Strategic Data Project at its
Center for Education
Policy Research show many districts do not know how to place and retain these
teachers to help them succeed.
Here's a plan to put a hopeful message in a bottle for the summer of 2015: America Achieves and the
Center for Education
Policy Research (CEPR) would work with the America Achieves to design a
teacher survey asking about the Common Core implementation identified treatments and other strategies (e.g., instructional coaching using digital video captured by coached
teachers, a specific textbook or curriculum, supplemental programs for students, etc.) their school is using, and a principal survey asking about similar topics.
The National
Center for
Teacher Effectiveness is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C090023 to the
Center for Education
Policy Research at Harvard University.
Cambridge, MA (October 5, 2015)-- On October 5, researchers at the
Center for Education
Policy Research at Harvard University will release findings from the Best Foot Forward project, an initiative testing whether video technology can help address the challenges faced by
teachers and school leaders in implementing classroom observations that are part of
teacher evaluation systems.
Jalene is a member of the Greater Boston Principal Residency Network, and is a Teaching
Policy Fellow at the Rennie
Center for Educational
Research and
Policy, through which she has sought to explore alternate means of assessing students and evaluating
teachers at district and state - wide levels.
Paul Reville, director of the Rennie
Center for Education
Research &
Policy at MassINC, a nonpartisan think tank in Boston, reviewed many of the written responses from those who failed and bemoaned the high number of the commonwealth's
teachers «who were college graduates and yet couldn't string a sentence together.»
The Bluegrass State has an experienced corps of
teachers who have higher education levels than the national average, according to the March 8 report by the Kentucky Long - Term
Policy Research Center, a state - financed group.
For example, one study on the impact of program - family partnerships for Early Head Start showed program families were more likely to support their children's development and literacy skills than families not in the program.Mathematica
Policy Research, Inc., and
Center for Children and Families at
Teachers College, Columbia University, Building Their Futures: How Early Head Start Programs Are Enhancing the Lives of Infants and Toddlers in Low - Income Families, 2001.
Previously she was Co-Director of SRI International's
Center for Education
Policy where she led
research studies on the preparation and induction of new
teachers,
teacher professional development and
teacher leadership, and systems reform efforts.
For example, the Stanford
Center on Opportunity
Policy in Education reported in 2009 that while
research shows that 40 - 100 hours of training in a given area of professional practice is needed to produce solid results,
teachers in the United States typically have about eight hours of training on a particular topic.
They also come at a time when new
policy developments are shaping the future of the field once known as vocational training, including a series of reports from the U.S. Department of Education, the Council of Chief State School Officers, the American Institutes of
Research's
Center on Great
Teachers and Leaders, Achieve and others that underscore the critical importance of
teacher quality within CTE.
Early Childhood
Teacher Education
Policies:
Research Review and State Trends reviews key findings from a recent policy report by the Center on Enhancing Early Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising pr
Research Review and State Trends reviews key findings from a recent
policy report by the
Center on Enhancing Early Learning Outcomes which reviews published
research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising pr
research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practices.
That is the question that researchers from Harvard's
Center for Education
Policy Research set out to determine, summarizing their findings in The Best Foot Forward Project: Substituting
Teacher - Collected Video for In - Person Classroom Observations.
To inform those efforts, the
Center for Education
Policy Research (CEPR) at Harvard University surveyed a representative sample of
teachers in five states (Delaware, Maryland, Massachusetts, New Mexico, and Nevada) as they prepared their students to take the new Common Core - aligned assessments in the spring of 2015.
Respectfully, Action United Alliance of Californians for Community Empowerment Alliance for Multilingual Multicultural Education American Association of Colleges for
Teacher Education American Association of State Colleges and Universities American Federation of
Teachers ASPIRA Association Association of University Centers on Disabilities Autistic Self Advocacy Network Bay Area Parent Leadership Action Network California Association for Bilingual Education California Latino School Boards Association Californians for Justice Californians Together Campaign for Fiscal Equity Campaign for Quality Education
Center for the Future of Teaching and Learning
Center for Teaching Quality Citizens for Effective Schools Coalition for Educational Justice Council for Exceptional Children Council of Parent Attorneys and Advocates Disability Rights Education and Defense Fund Easter Seals ELC, Education Law
Center FairTest, The National
Center for Fair & Open Testing Higher Education Consortium for Special Education Justice Matters Latino Elected and Appointed Officials National Taskforce on Education Lawyers» Committee for Civil Rights Under Law Learning Disabilities Association of America Los Angeles Educational Partnership Movement Strategy
Center NAACP National Alliance of Black School Educators National
Center for Learning Disabilities National Council for Educating Black Children National Council of
Teachers of English National Disability Rights Network National Down Syndrome Congress National Down Syndrome Society National Education Association National Latino / a Education
Research and
Policy Project National League of United Latin American Citizens Parent - U-Turn Parents for Unity Philadelphia Education Fund Public Advocates Inc..
CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action
Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and
Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education
Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum
Center for Educational
Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education
Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College &
Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education
Research Journal Communication Disorders Quarterly Communication Education Communication
Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of
Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education
Research Contemporary Issues in Technology and
Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity
Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences
Last year, the
Center for Education
Policy Research at Harvard University surveyed a representative sample of approximately 1,500
teachers across five states (Delaware, Maryland, Massachusetts, Nevada, and New Mexico) to learn about the instructional changes they had made in preparation for the new assessments from the Partnership for Assessment of Readiness for College and Careers and the Smarter Balanced Assessment Consortium.
Corinne Herlihy is the project director for the National
Center for
Teacher Effectiveness at the
Center for Education
Policy Research at Harvard University.
Prior to her current role, Cara conducted
research and evaluation at Urban Teachers as a Strategic Data Fellow through the Center for Education Policy R
research and evaluation at Urban
Teachers as a Strategic Data Fellow through the
Center for Education
Policy ResearchResearch.
At IU, he has served as a graduate
research assistant at the
Center for Evaluation & Education
Policy and has taught social foundations of education in the
teacher education program.
This special issue brief from the
Center for Great
Teachers & Leaders at the American Institutes of
Research is a first step in addressing these
policy gaps by offering state education leaders an overview of the current
policy landscape, its implications for CTE
teacher effectiveness, and next steps for creating aligned and coherent human capital management
policies.
Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for
Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational
Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of
Teachers (AFT) American Institutes for
Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU)
Center on Law and Social
Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University,
Center for
Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National
Center for Learning Disabilities (NCLD) National
Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent
Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest
Research Group (US PIRG) Washington Partners, LLC WestEd
And in other
teacher leadership news, the Education
Policy Center at the American Institutes for
Research has unveiled a new blog devoted to the issue.
Since 2001, Crowe has worked on projects related to
teacher quality policy for the State Higher Education Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partn
teacher quality
policy for the State Higher Education Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on
teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partn
teacher preparation projects, and on
research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Part
research on the cost of
teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partn
teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on
teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partn
teacher quality; has been a member of the Advisory Council for the Texas
Center for
Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Part
Research, Evaluation and Advancement of
Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partn
Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio
Teacher Quality Partn
Teacher Quality Partnership.
Speakers include Joe Harris, Director, College and Career Readiness and Success
Center at AIR; Jennifer Brown Lerner, Senior Director, American Youth
Policy Forum; Melinda Mechur Karp, Senior
Research Associate, Community College
Research Center,
Teachers College, Columbia University; Louisa Erickson, Program Administrator, Basic Skills, Washington State Board for Technical and Community College; Thomas Acampora, Field Manager,
Center for Social Organization of Schools at Johns Hopkins University.
It's a fine balance: «I think we can have the best of both worlds,» said Steven Hodas, of the
Center on Reinventing Public Education, a research and policy - advocacy center at the University of Washington, «which is somewhere between «everyone do what the superintendent says» and «every 3rd grade teacher is on he
Center on Reinventing Public Education, a
research and
policy - advocacy
center at the University of Washington, «which is somewhere between «everyone do what the superintendent says» and «every 3rd grade teacher is on he
center at the University of Washington, «which is somewhere between «everyone do what the superintendent says» and «every 3rd grade
teacher is on her own.
The University of Florida Lastinger
Center for Learning will provide professional development and support for
teachers in Broward and Palm Beach counties; the University of South Florida St. Petersburg will investigate innovative approaches to professional development; and the Consortium for
Policy Research in Education (CPRE) at the University of Pennsylvania, which will lead the SunBay evaluation efforts.
New
Teacher Center describes strong induction programs as those that include instructional mentoring for new
teachers by carefully selected, well - prepared mentors; formative assessment for
teachers and support systems to drive continuous improvement; professional learning communities for mentors and new
teachers; engaged principals; and supportive school environments and district
policies.9
Research suggests that regular contact between beginning
teachers and mentors over a period of at least two years can propel improved teaching and greater student learning.10
As Joshua Weishart, an associate professor of law and
policy at West Virginia University whose
research centers on education law, told me last month, coordinated
teacher demonstrations, such as picketing, are emerging as one of the dominant ways for a society to decide what public education will be.
State of the states: Evaluating teaching, leading, and learning; and American Institutes for
Research (AIR)
Center on Great
Teachers & Leaders Databases on State
Teacher and Principal Evaluation
Policies
Speakers include Jennifer Brown Lerner, Senior Director, American Youth
Policy Forum; Melinda Mechur Karp, Senior
Research Associate, Community College
Research Center,
Teachers College, Columbia University; Louisa Erickson, Program Administrator, Basic Skills, Washington State Board for Technical and Community College; Thomas Acampora, Field Manager,
Center for Social Organization of Schools at Johns Hopkins University; and Joe Harris, Director, College and Career Readiness and Success
Center at AIR.
Cortney Rowland, Senior Technical Assistance Consultant, American Institutes for
Research (AIR) and the
Center on Great
Teachers and Leaders (GTL
Center); Devon Horton, Deputy Superintendent, East St. Louis School District # 189, East St. Louis, IL; and Kelly Pollitt, Chief Strategist,
Policy and Alliances, NAESP
Thomas Toch — education
policy expert and
research fellow at Georgetown University, and founding director of the
Center on the Future of American Education — just released, as part of the
Center, a report titled: Grading the Graders: A Report on
Teacher Evaluation Reform in Public Education.
This resource from the
Center on Great
Teachers and Leaders highlights what
research says about social and emotional learning and then describes effective
policies to integrate social and emotional learning practice.
Allowing
teachers to submit videos in lieu of in - person classroom observations improved the experience for both
teachers and administrators, a recent report from the
Center for Education
Policy Research at Harvard University found.
Most of the report's information, collected this past summer, came from the
Center on Great
Teachers & Leaders at the American Institutes of
Research's Database on State
Teacher Evaluation
Policies.
There was a recent study [Best Foot Forward Study] from the
Center for Education
Policy Research at Harvard University that measured hundreds of K - 12
teachers to see if video improved classroom observation.
Mackinac's director of labor
policy is Vincent Vernuccio, who chairs a committee of the labor task force of the Bradley - supported American Legislative Exchange Council and previously has worked at the Bradley - supported Capital
Research Center and Bradley - supported Competitive Enterprise Institute... MCLF spent much of last year helping to defend the new right - to - work law, in
policy and legal arguments, as well as in the larger public discourse in the state and nationally... MCLF is working with the Bradley - supported National Right to Work Legal Defense Foundation on this and several other legal matters surrounding implementation of right to work in Michigan... On education, among other things, Mackinac is analyzing mroe [sic] than 200 collective - bargaining agreements (CBAs) in the state, covering some 75 % of the state's public - school students, to see if and if so, how, they are adhering to the
teacher - tenure and - evaluation
policy changes.
Last spring, the
Center on Enhancing Early Learning Outcomes (CEELO) released Early Childhood
Teacher Education
Policies:
Research Review and State Trends.