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Authored December 2019
Authors

Tiedan Huang, Chun Zhang, & Caitlin Coe

Institutions Fordham University
Type Presentation

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.

Authored December 2019
Authors

Sharon Ryan and Zijia Li

Institutions National Institute for Early Education Research
Type Presentation

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of Time Use Study of Coaches in New York City’s UPK Program.

Authored December 2019
Authors

Sharon Ryan and Zijia Li

Institutions National Institute for Early Education Research
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Time Use Study of Coaches in New York City’s UPK Program.

Authored December 2019
Authors

Jennifer M. Gilken, Jennifer M. Longley, & Jillian Crosby

Institutions Borough of Manhattan Community College
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews background information and insights from the study of Infant-Toddler Course Content and the Teacher Education Pipeline in Undergraduate Early Childhood Programs.

Authored December 2019
Authors

Lacey E. Peters, Sherryl Browne Graves, Eva Liang, & Sanae Akaba

Institutions Hunter College at the City University of New York
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews background information and insights from the study of Case Studies on Authentic Assessment: Perspectives on Fidelity, Utility, and Applications to Practice.

Authored December 2019
Authors

Lacey E. Peters & Sherryl Browne Graves

Institutions Hunter College at the City University of New York
Type Presentation

This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews background information and insights from the study of Re-envisioning Professional Learning to Account for and Include Teachers’ Brilliance.

 

Authored December 2019
Authors

Travis Cramer, Elise Cappella, & LaRue Allen

Institutions Institute of Human Development and Social Change
Type Presentation

This handout was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.

Authored December 2019
Authors

Travis Cramer, Elise Cappella, LaRue Allen, Kelsey Keays, Joana Moraes & Avery McKenna

Institutions Institute of Human Development and Social Change
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.

Authored December 2019
Authors

Jeanne L. Reid, Sharon Lynn Kagan, Samantha A. Melvin, Bridget F. Healey, & Jeanne Brooks-Gunn

Institutions National Center for Children and Families
Type Presentation

This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study: Building a Unified System for Universal Pre-K in NYC: The Implementation of Pre-K for All by Setting and Auspice.

Authored December 2019
Authors

Jeanne L. Reid, Sharon Lynn Kagan, Samantha A. Melvin, Bridget F. Healey, & Jeanne Brooks-Gunn

Institutions National Center for Children and Families
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study: Building a Unified System for Universal Pre-K in NYC: The Implementation of Pre-K for All by Setting and Auspice.

Authored December 2019
Authors

Jeanne L. Reid, Samantha A. Melvin, Sharon Lynn Kagan, & Jeanne Brooks-Gunn

Institutions National Center for Children and Families
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews background information and insights from the study of Enhancing the Quality of Infant and Toddler Care in New York City: Variation Across Formal Care Settings.

Authored February 2016
Authors

Westat, Metis Associates, & Branch Associates

Institutions Westat
Type Other

The New York City Department of Education, in conjunction with the New York City Center for Economic Opportunity, collaborated with Westat, Metis Associates, and Branch Associates, with additional support from New York University's Institute for Human Development and Social Change to conduct a study of the initial year of the New York City Pre-K for All program. This report also includes a summary of the findings from that study.  Additionally, accomplishments and improvements made in the second year of the program are discussed.  These improvements address some findings that arose from the study.

Authored February 2018
Authors

Westat, Metis Associates, & Branch Associates 

Institutions Westat
Type Other

The New York City Department of Education, in conjunction with the Mayor's Office for Economic Opportunity, collaborated with Westat, Metis Associates, and Branch Associates to conduct a study of the progress made by the New York City Pre-K for All program in its second year of implementation. This report is the second one conducted by Westat. It includes a summary of the findings from the current study.  Additionally, a memo discussing the accomplishments and improvements made in the third year of the program (2016-2017) is included.  

Authored N/A
Authors

Carol Scheffner Hammer, Kelly Escobar, Barbara A. Wasik, Annemarie H. Hindman, Mary Alice Bond

Institutions Teachers College, Columbia University
Type Presentation

This poster was presented at the 2020 Conference on Research Innovations in Early Intervention in San Diego, California. The poster describes the components of the ExCELL Professional Development model, and presents promising pilot data from the first year (2018-2019).

Authored March 2020
Authors

Jennifer M. Gilken, Jennifer M. Longley, & Jillian Crosby

Institutions Borough of Manhattan Community College
Type Presentation

This presentation was given at the New York City Early Childhood Research Network meeting on March 4, 2020.  The presentation previews key findings and preliminary recommendations from the study examining the Infant-Toddler course content and the teacher education pipeline in New York State.   

 

Authored July 2020
Authors

Jeanne L. Reid, Samantha A. Melvin, Sharon Lynn Kagan, & Jeanne Brooks-Gunn

 

Institutions National Center for Children and Families
Type Working Paper

This study compares the characteristics of New York City’s EarlyLearn programs for infants and toddlers that are located in centers and family child care (FCC) settings with a focus on their experience of EarlyLearn quality-enhancement efforts in the current policy landscape. The study also examines the views of directors and teachers in these settings on how best to promote the quality of programs for infants and toddlers.

Authored November 2020
Authors

Beverly Falk & Mariana Souto-Manning

Institutions City College of New York
Type Other

 

This research by the City College of New York and Teachers College, Columbia University, brings together the study of child development, the science of early learning, culturally responsive/relevant pedagogy, and multilingual development. The researchers conducted a study of nine prekindergarten classrooms over a year.  These classrooms represented three different socioeconomic communities in New York City. Their findings illustrate how putting the seven articulated principles into practice promotes high-quality early learning.

Authored April 2020
Authors

Jennifer M. Gilken, Jennifer M. Longley, & Jillian Crosby

Institutions Borough of Manhattan Community College
Type Working Paper

This final report explores how New York State's undergraduate early childhood education (ECE) preservice teacher programs prepare ECE educators to work with infants-toddlers by: 1) examining the scope of course content and fieldwork opportunities focused on infants- toddlers provided, and 2) analyzing the teacher education pipeline, career pathways and professional development opportunities afforded to infant-toddler educators. This study reveals a shortage of infant-toddler teachers in New York and the barriers to training early educators in the unique skill set required for working with children from birth-to-three. Chief among these are the lack of specialized college curriculum and coursework, faculty expertise, practical experience in building needed skills, and the difficulty transitioning credits from two-year colleges to four-year programs that lead to early childhood teacher certifications (birth to grade 2).

Authored March 2021
Authors

Elise Cappella, Travis Cramer, C. Cybele Raver, LaRue Allen & Pamela Morris

Institutions Institute of Human Development and Social Change
Type Working Paper

This final report provides a comprehensive look at early childhood educators' professional development in PreK for All programs. The mixed methods study explores three aims.  The first aim investigates how teachers with different levels of teacher qualifications are distributed across UPK classrooms. The second aim examines the social networks that educators and other staff rely on to acquire and activate professional learning. The third aim delves deeper into social networks to examine the ways that administrators and teachers understand and use data about classroom quality to inform professional development and classroom practice. The findings suggest that teachers value training that use active learning principles and opportunities to plan how to implement professional development in classrooms.  Additionally, the report provides information on the formal and informal channels used by teachers for knowledge dissemination.  

Authored December 2020
Authors

Karen E. McFadden, Jacqueline D. Shannon, & Jahnavi DeSousa

Institutions Brooklyn College School of Education
Type Working Paper

Examining Perceptions of Early Intervention Services in Infant-Toddler Care Settings Across Diverse Urban Neighborhoods finds that New York City’s early childhood programs would benefit from additional supports to integrate early intervention services into the everyday classroom routines and children’s experiences, something that is federally mandated and proven to improve child outcomes.

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