Resource Library


Authored August 2022

Mark Nagasawa

Institutions Bank Street College of Education
Type Working Paper

This is the summary report for the second year of the Listening to Teachers Study which asks how early childhood educators in New York City (NYC) have been faring through the ongoing COVID-19 pandemic. The exploratory, mixed methods study’s purpose has been to seek deeper understandings of what NYC’s early care and education (ECE) workforce has experienced during the Pandemic to inform decision-making about the city's future ECE systems by raising issues for reflection and action-oriented discussion.

Authored June 2022

Myra Rosenbaum

Institutions Center for New York City Affairs
Type Policy Brief

This report summarizes recent developments in Early care and Education (ECE) in New York City. Some issues discussed include the increase in funding, disruptions caused by the Covid-19 pandemic, and new City ECE initiatives. Additionally, it makes suggestions for future changes needed to strengthen the City's ECE system.

Authored October 2022

Rachel Abenavoli, Jessica Siegel, Natalia Rojas, Pamela Morris-Perez, Elise Cappella

Institutions New York University/Steinhardt
Type Working Paper

This report summarizes findings from research by New York University Steinhardt School of Culture, Education, and Human Development in partnership with the NYC Public Schools’ Division of Early Childhood Education (DECE). The study examins professional learning (PL) experiences of New York City (NYC) early childhood educators during the COVID-19 pandemic (2020-2021). Through surveys and one-on-one interviews, the research team gathered broad and deep information about “outside-in” and “inside-out” PL experiences. “Outside-in” PL includes learning provided by external sources (e.g., group-based training series, individualized coaching), while “inside-out” PL describes support among colleagues (e.g., teacher-teacher interactions). 

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