Network Studies

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.

Contributing Institutions

National Center for Children and Poverty and the Center on Culture, Race, & Equity at Bank Street College of Education

Researchers

Faith Lamb Parker, Ph.D., Senior Research Scientist, Center on Culture, Race, & Equity, Bank Street College of Education

Sheila Smith, Ph.D., Director, Early Childhood at the National Center for Children in Poverty 

Veronica Benevides, Ed.D., Center on Culture, Race, & Equity, Bank Street College of Education

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

Contributing Institutions

Borough of Manhattan Community College

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

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.

Contributing Institutions

City College of New York

Teachers College, Columbia University

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)

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 New York City's PreK for All programs.

Contributing Institutions

Fordham University, Graduate School of Education

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

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.

Contributing Institutions

National Institution of Early Education Research  (NIEER) at Rutgers University

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 

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.

Contributing Institutions

Hunter College at the City University of New York, School of Education 

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

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.

Contributing Institutions

Institute for Human Development and Social Change, NYU Steinhardt School of Culture, Education, and Human Development

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

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

Contributing Institutions

National Center for Children and Families, Teachers College, Columbia University

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

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

Contributing Institutions

Borough of Manhattan Community College

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

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

Contributing Institutions

National Center for Children and Families, Teachers College, Columbia University

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

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.

Contributing Institutions

Brooklyn College School of Education 

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 

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.

Contributing Institutions

Bank Street College of Education

Researchers

Mark Nagasawa, Ph.D., Director, Straus Center for Young Children & Families

Alexandra Figueras-Daniel, Ph.D., Associate Director, Straus Center for Young Children & Families

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.

Contributing Institutions

Institute for Human Development and Social Change, NYU Steinhardt School of Culture, Education, and Human Development

Researchers

Rachel Abenavoli, PhD, (PI), Research Assistant Professor of Applied Psychology

Pamela Morris, PhD, Professor of Applied Psychology

Elise Cappella, PhD, Professor of Applied Psychology and Vice Dean for Research

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.

Contributing Institutions

New York Academy of Medicine

Researchers

Zoelene Hill, PhD, Research Scientist

Shaneah Taylor, MPH, Senior Program Officer

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.

Contributing Institutions

Bank Street College of Education

University of Kansas

University of Texas at Austin

Researchers

Sarika S. Gupta, Ph.D., Senior Researcher, Straus Center for Young Children and Families (PI)

Gregory Cheatham, Ph.D., Associate Professor, Special Education, School of Education and Human Sciences

Natasha Strassfeld, J.D., Ph.D., Assistant Professor of Equity and Diversity in Special Education in the Department of Special Education

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.

Contributing Institutions

NYU Langone Health, Center for Early Childhood Health and Development

Researchers

Vanessa Rodriguez, Ed.D. Assistant Professor (PI)

Kathleen Gouley, Ph.D. Assistant Professor (Co-PI)

 

 

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.

Contributing Institutions

NYU Langone: Center for Early Childhood Health and Development 

NYU Steinhardt: Metro Center

Researchers

Dr. Vanessa Rodriguez, Co-Principal Investigator

Dr. Spring Dawson-McClure, Co-Principal Investigator

Dr. Fabienne Doucet, Co-Investigator

Dr. Gabriela Barajas-Gonzalez, Co-Investigator

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