Teaching & Learning
As states build systems to support the social emotional growth of young children, this new report from the NEA provides a review and gap analysis focused on the role of the arts in the development of young children.
This report describes RTT-ELC States using the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children and other projects States have designed to support social and emotional competence in infants and young children. This information will be useful to other States as they look for strategies to support school readiness and long-term academic success of young children, particularly children with high needs.
The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute's National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
From Crawling to Walking: Ranking States on Birth- 3rd Grade Policies that Support Strong Readers, ranks states on 65 indicators in seven policy areas. The report found that most states are not taking a comprehensive approach when it comes to developing children’s literacy skills. Accompanying the research are interactive maps of state progress displayed via New America’s data visualization and policy analysis tool, Atlas.
The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO) worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade. A result of this ongoing collaboration is this paper "Sharpening the Focus," which encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance o
When used together, the Early Childhood Work Environment Survey and the Program Administration Scale provide a comprehensive picture of quality related to a program's organizational climate and leadership and management practices. This crosswalk is designed to demonstrate how the tools complement one another.
Assessing Quality in Family & Provider-Teacher Relationships: Using the FPTRQ Measures in Conjunction with Strengthening Families™ & the Head Start Parent, Family & Community Engagement Frameworks & Self-Assessments
This research-to-practice brief is intended to help policymakers, program managers, and practitioners learn how the newly released Family and Provider/Teacher Relationship Quality (FPTRQ) measures can be used to complement or supplement two approaches, Strengthening Families™ and the Head Start Parent, Family and Community Engagement (PFCE) frameworks, and their related self-assessments, that have been frequently used by Early Care and Education (ECE) stakeholders to support their work with families and to assess their programs, providers and teachers in these efforts.
Understanding & Measuring Providers’ Teachers’ Cultural Sensitivity with Families - Lesson Learned & Measurement Recommendations
This brief describes the process of measuring cultural sensitivity in the Family and Provider/Teacher Relationship Quality project. Researchers measuring cultural sensitivity in other fields may also find the information contained within this brief useful.
This resource reviews which states accommodate children with special needs in their quality rating and improvement system (QRIS), and highlights states with exceptional inclusionary practices.