Network Studies
Contributing Institutions
National Center for Children and Poverty and the Center on Culture, Race, & Equity at Bank Street College of Education
Description
Examinaton of what center and public school instructional leaders do to support teaching staff and foster high-quality instruction in UPK classrooms.
Researchers
Faith Lamb Parker, Ph.D., Senior Research Scientist, IPR; Center on Culture, Race, & Equity, Bank Street College of Education
Sheila Smith, Ph.D., Director, Early Childhood National Center for Children in Poverty
Veronica Benevides, Ed.D., Center on Culture, Race, & Equity, Bank Street College of Education
Contributing Institutions
Borough of Manhattan Community College
Description
Analysis of the recruitment, retention, mentoring, and professional development efforts that support ECE male educators to optimize instructional classroom practices.
Researchers
Jean Yves Plaisir, Ed.D., Associate Professor, Teacher Education
Kirsten Cole, Ph.D., Associate Professor, Teacher Education
Mindi Reich-Shapiro, Ph.D., Assistant Professor, Teacher Education
Contributing Institutions
City College of New York
Teachers College, Columbia University
Description
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.
Researchers
Beverly Falk, Ed.D., Professor/Director, Graduate Programs in Early Childhood Education; Affiliate Faculty, CUNY Graduate Center; School of Education
Mariana Souto-Manning, Ph.D., Associate Professor, Department of Curriculum & Teaching; Director, Quality Universally Inclusive Early Responsive Education (QUIERE)
Contributing Institutions
Fordham University
Description
Examination of teaching staff characteristics, professional development, and instructional practices and supports provided in classrooms serving varying concentrations (by number and language spoken) of dual language learners in UPK.
Researchers
Tiedan Huang, Ed.D., Visiting Assistant Professor, Educational Leadership, Administration, and Policy Program, Graduate School of Education
Virginia Roach, Ed.D., Dean, Graduate School of Education
Chun Zhang, Ph.D., Professor, Curriculum and Teaching Program, Graduate School of Education
Contributing Institutions
National Institution of Early Education Research at Rutgers University
Description
The identification of the professionals within the current coaching/PDI workforce system who are working within UPK programs; examine how these support professionals use their time; and explore how they perceive their roles as influencers of early care and education practice.
Researchers
Sharon Ryan, Ed.D., Senior Research Fellow, NIEER; Professor of Early Childhood Education in the Department of Learning and Teaching at Rutgers University.
Steve Barnett, Ph.D., Board of Governors Professor, and Senior Co-director and Founder, NIEER at Rutgers University
Authentic Assessment in UPK: Case Studies on Utility, Fidelity, and Applications to Practice Project
Contributing Institutions
Hunter College at the City University of New York
Description
Investigation of the ways in which teaching staff involved in curricula planning find and use formative child assessment tools tied to specific curricula to support their pedagogical decision-making in daily practice and curricula implementation.
Researchers
Sherryl Browne Graves, Ph.D., Professor of Psychological Foundations; Acting Senior Associate Dean, School of Education
Lacey Peters, Ph.D., Assistant Professor, Early Childhood Education Department of Curriculum and Teaching
Contributing Institutions
Institute for Human Development and Social Change, NYU Steinhardt College of Education
Description
Study 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.
Researchers
LaRue Allen, Ph.D., Raymond and Rosalee Weiss Professor of Applied Psychology, Chair, Department of Applied Psychology; Director, Child and Family Policy Center
Elise Cappella, Ph.D., Associate Professor of Applied Psychology; Interim Deputy Director, Institute of Human Development and Social Change; Co-Director, IES Predoctoral Interdisciplinary Research Training Fellowship
Pamela Morris, Ph.D., Professor of Applied Psychology; Vice Dean for Research and Faculty Affairs; NYU's Steinhardt School of Culture, Education, and Human Development
Cybele Raver, Ph.D., Senior Vice Provost for Academic Analytics and Graduate Academic Affairs, Professor of Applied Psychology
Contributing Institutions
National Center for Children and Families, Teachers College, Columbia University
Description
Comparison of teacher characteristics, professional development supports, instructional approaches, and program structures across UPK settings, governance structures, and communities.
Researchers
Jeanne Brooks-Gunn, Ph.D., Co-Director, National Center for Children and Families; Virginia and Leonard Marx Professor of Child Development at Teachers College and the College of Physicians and Surgeons at Columbia University.
Lynn Kagan, Ed.D., Co-Director, National Center for Children and Families; Virginia and Leonard Marx Professor of Early Childhood and Family Policy; Director, Office Policy and Research; Professor of Early Childhood Policy; Associate Dean of Policy
Jeanne Reid, Ed.D., Research Scientist, National Center for Children and Families
Contributing Institutions
Borough of Manhattan Community College
Description
Exploration of undergraduate ECE programs to identify depth of infant/toddler course content and fieldwork and examine effectiveness of the infant/toddler teacher pipeline.
Researchers
Jennifer Gilken, Ph.D., Assistant Professor of Early Childhood Education, Early Childhood Education Program Coordinator, Borough of Manhattan Community College
Jennifer Longley, Ed.D., Assistant Professor of Early Childhood Education, Borough of Manhattan Community College
Jillian Crosby, M.S.Ed., Instructor of Early Childhood Education, Borough of Manhattan Community College
Contributing Institutions
National Center for Children and Families, Teachers College, Columbia University
Description
Examination of the implementation of policies to promote quality in programs for infants and toddlers in New York City.
Researchers
Jeanne L. Reid, Ed.D.; Research Scientist, National Center for Children and Families, Teachers College, Columbia University
Sharon Lynn Kagan, Ed.D.; Virginia and Leonard Marx Professor and Co-Director, National Center for Children and Families, Teachers College, Columbia University
Samantha Melvin, M.A.; National Center for Children and Families, Teachers College, Columbia University
Jeanne Brooks-Gunn, Ph.D.; Virginia and Leonard Marx Professor and Co-Director, National Center for Children and Families, Teachers College, Columbia University
Contributing Institutions
Brooklyn College School of Education
Description
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.
Researchers
Karen E. McFadden, PhD, Assistant Professor, Early Childhood Education and Art Education Department, School of Education
Jacqueline D. Shannon, PhD., Associate Professor and Chair, Early Childhood Education and Art Education Department, School of Education