Læst 18 gange
eric.ed.gov har udgivet:
The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York’s young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council’s Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group’s charge. To gain a clearer picture of early childhood-related offerings throughout the state’s higher education system, and to explore some specific issues related to the state’s teacher preparation system, the ECAC with its partner members, New York Early Childhood Professional Development Institute and the New York State Association for the Education of Young Children engaged the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, to conduct the Early Childhood Higher Education Inventory (Kipnis, Ryan, Austin, Whitebook, & Sakai, 2012). The Inventory is designed to describe variations in program content, age-group focus, student field-based learning, and faculty characteristics in early childhood degree programs offered within a state. In addition, a series of questions developed for the Inventory focuses specifically on the issues of early mathematics and family engagement, with particular attention to program content and faculty attitudes. While the link between young children’s math competency and later school success has been demonstrated in recent research, there is concern among some math experts that institutions of higher education are not adequately preparing teachers of young children to assess or facilitate children’s mathematical understanding and skills (Ryan, Whitebook, & Cassidy, 2014). CSCCE collaborated with Child Trends, Inc. on sample development, data collection and analysis, and report development. The Inventory was implemented in New York State during the 2014-2015 academic year. This Technical Report presents detailed findings collected by implementing the Inventory’s mapping, program, and faculty modules (Kipnis et al., 2012). Appendixes provide supplemental tables. [This report was produced with the assistance of Child Trends. For related reports, see ED574303 and ED574301.]