Resource Library


Start Date September 2016 End Date December 2018

Examinaton of what center and public school instructional leaders do to support teaching staff and foster high-quality instruction in UPK classrooms.

Start Date January 2016 End Date February 2019

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

Start Date October 2017 End Date December 2019

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.

Start Date January 2017 End Date February 2020

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.

Start Date September 2016 End Date December 2019

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.

Start Date January 2017 End Date September 2019

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.

Start Date September 2016 End Date November 2019

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.

Start Date July 2016 End Date June 2020

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.

Start Date September 2016 End Date September 2018

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

Start Date January 2016 End Date January 2016

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

Start Date October 2018 End Date March 2020

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

Start Date November 2018 End Date March 2020

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

Start Date March 2019 End Date March 2020

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.

Start Date January 2019 End Date January 2022

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

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