Resource Library

Examinaton of the ways in which Pre-K for All instructional leaders, such as education directors in early childhood centers and assistant principals in public schools, support teaching staff and foster high-quality instruction in Pre-K for All classrooms.

Analysis of the recruitment, retention, mentoring, and professional development efforts that support ECE male educators to optimize instructional classroom practices.

Identification of teaching practices, classroom environments, family involvement practices, and organizational structures and policies that are responsive to and sustaining for children and families from culturally and linguistically diverse (non-dominant) backgrounds.

Examination of teaching staff characteristics, professional development, and instructional practices and supports provided in classrooms serving varying concentrations (by number and language spoken) of Emergent Multilingual Learners (EMLs) in New York City's PreK for All programs.

The identification of the professionals within the current coaching and professional development workforce system who are working within PreK for All programs. We examine how these support professionals use their time and explore how they perceive their roles as influencers of early care and education practice.

Investigation of the ways in which teaching staff find and use formative child assessment tools tied to specific curricula to support their pedagogical decision-making in daily practice and curricula implementation.

Study of the distribution of teachers with different levels of qualifications across UPK classrooms and examine ways that administrators and teachers understand and use data about classroom quality to inform professional development and classroom practice.

Develop and create publications and presentations that synthesize information across Network Studies. We also share publicly available research that can help inform early childhood policy and practice in New York City.

Comparison of teacher characteristics, professional development supports, instructional approaches, and program structures across UPK settings, governance structures, and communities.

To investigate what is working and what is not working for the City's home-based providers who are part of the EarlyLearn system.

Exploration of undergraduate ECE programs to identify depth of infant/toddler course content and fieldwork and examine effectiveness of the infant/toddler teacher pipeline.

Examination of the implementation of policies to promote quality in programs for infants and toddlers in New York City.

Exploration of Infant-Toddler educators’ knowledge, beliefs, practices and experiences with Early Intervention to understand of how caregivers in infant-toddler settings view variation in children’s development, engage families, and perceive barriers to access in early intervention (EI) services.  

Randomized control trial of the Exceptional Coaching for Early Language and Literacy (ExCELL) program.

This study seeks deeper understandings of what New York City’s ECE workforce has experienced during the COVID-19 pandemic, with the aim of informing decision-making about the city’s future ECE system. In the video below, Dr. Nagasawa discusses findings primarily from his initial study (May 2020) and preliminary findings from the current study. 

Examination of NYC early childhood educators’ experiences of supports and professional learning (PL) while navigating new challenges and modes of teaching and learning during the COVID-19 pandemic.

This study gathers the perspectives of Head Start staff, Head Start parents/caregivers, and social workers from the NYC Division of Early Childhood Education on how to best implement the Head Start Parent, Family and Community Engagement (PFCE) Framework; and works with teams of parents/caregivers at three Head Start sites as they design engagement strategies for their site.

Examination of the role of program ecologies in supporting early childhood professionals’ 1) equitable referrals to preschool special education, and 2) their use of high-quality inclusive practices.

Lift up the experiences, skills, and knowledge of ECE female teachers of color and explore the relationship between teacher social and emotional learning (SEL) and teachers' capacity to empower families, especially those from historically disinvested communities.

Lifting up lived experiences of educators across the color line, the proposed project aims to explore pre-K educators’ understanding of racism, and examine how educators’ experiences and professional supports influence their implementation of anti-racist and culturally relevant policy and practices.