Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 91
References
ACF (Administration for Children and Families). 2006. Head Start performance measures center.
Family and Child Experiences Survey (FACES 2000). Technical report. HHS-105-96-1912.
Washington, DC: U.S. Department of Health and Human Services.
Austin, L. J. E., M. Whitebook, M. Connors, and R. Darrah. 2011. Staff preparation, reward,
and support: Are quality rating and improvement systems addressing all of the key ingredients
necessary for change? Berkeley, CA: Center for the Study of Child Care Employment,
University of California, Berkeley.
Badanes, L., M. Mendoza, and S. Watamura. 2011 (unpublished). Differential susceptibility
to stress reactivity at child care for behaviorally inhibited children. Paper presented at the
2011 Society for Research in Child Development biennial meeting, Montréal, Québec,
Canada. University of Denver.
Barbarin, O. A., J. Downer, E. Odom, and D. Head. 2010. Home-school differences in beliefs,
support, and control during public pre-kindergarten and their link to children’s kinder-
garten readiness. Early Childhood Research Quarterly 25(3):358-372.
Barnett, W. S. 2011. Preparing highly effective pre-K teachers. Paper presented at The Early
Childhood Care and Education Workforce: A Workshop, Washington, DC, February
28 and March 1.
Barnett, W. S., D. J. Yarosz, J. Thomas, K. Jung, and D. Blanco. 2007. Two-way and mono -
lingual English immersion in preschool education: An experimental comparison. Early
Childhood Research Quarterly 22(3):277-293.
Bellm, D., and M. Whitebook. 2006. Roots of decline: How government policy has de-educated
teachers of young children. Berkeley, CA: Center for the Study of Child Care Employment.
Blau, D. M. 1992. The child care labor market. Journal of Human Resources 27(1):9-39.
Blau, D. M. 1993. The supply of child care labor. Journal of Labor Economics 11(2):324-347.
Blau, D. M. 1997. The production of quality in child care centers. Journal of Human Resources
32(2):354-387.
Blau, D. M. 2000. The production of quality in child-care centers: Another look. Applied
Developmental Science 4(3):136-148.
Blau, D. M. 2001. The child care problem: An economic analysis. New York: Russell Sage.
91
OCR for page 92
92 THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE
Blau, D. M. 2011. The economics of early childhood care and education: Implications for the child
care workforce. Paper presented at The Early Childhood Care and Education Workforce:
A Workshop, Washington, DC, February 28 and March 1.
Blau, D. M., and A. P. Hagy. 1998. The demand for quality in child care. Journal of Political
Economy 106(1):104-146.
Blau, D. M., and H. N. Mocan. 2002. The supply of quality in child care centers. Review of
Economics and Statistics 84(3):483-496.
Brandon, R. N. 2010. Early care and education workforce logic model developed for the national
study of early care and education. Chicago, IL: National Opinion Research Center, Uni-
versity of Chicago.
Brandon, R. N. 2011. Counting and characterizing the ECCE workforce. Paper presented at The
Early Childhood Care and Education Workforce: A Workshop, Washington, DC, Febru-
ary 28 and March 1.
Brandon, R. N., and I. Martinez-Beck. 2006. Estimating the size and characteristics of the
U.S. early care and education workforce. In Critical issues in early childhood professional
development and training, edited by M. Zaslow and I. Martinez-Beck. Baltimore, MD:
Paul H. Brookes Publishing Co., Inc.
Brandon, R. N., T. J. Stutman, and M. Maroto. 2011. The economic value of the U.S. early child-
hood sector. In Weiss, E. and R. Brandon, 2011, Economic analysis: The early childhood sector.
Washington, DC: Partnership for America’s Economic Success.
Burchinal, M. R., and D. Cryer. 2003. Diversity, child care quality, and developmental out -
comes. Early Childhood Research Quarterly 18:401-426.
Burchinal, M. R., J. E. Roberts, J. R. Riggins, S. A. Zeisel, E. Neebe, and D. Bryant. 2000. Re -
lating quality of center-based child care to early cognitive and language development
longitudinally. Child Development 71(2):339-357.
Buysse, V., P. J. Winton, and B. Rous. 2009. Reaching consensus on a definition of professional
development for the early childhood field. Topics in Early Childhood Special Education
28(4):235-243.
Camilli, G., S. Vargas, S. Ryan, and W. S. Barnett. 2010. Meta-analysis of the effects of early
education interventions on cognitive and social development. Teachers College Record
112(3):579-620.
Campbell, F. A., and C. T. Ramey. 1995. Cognitive and school outcomes for high risk African
American students at middle adolescence: Positive effects of early intervention. Ameri-
can Educational Research Journal 32(4):743-772.
Campbell, N. D., J. C. Appelbaum, K. Martinson, and E. Martin. 2000. Be all that we can be:
Lessons from the military for improving our nation’s child care system. Washington, DC:
National Women’s Law Center.
Clements, D. H., and J. Sarama. 2007. Effects of a preschool mathematics curriculum: Sum -
mative research on the building blocks project. Journal for Research in Mathematics
Education 38(2):136-163.
Dickinson, D. K., and L. Caswell. 2007. Building support for language and early literacy
in preschool classrooms through in-service professional development: Effects of the
Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly
22(2):243-260.
Dower, C., E. H. O’Neil, and H. J. Hough. 2001. Profiling the professions: A model for evaluat-
ing emerging health professions. San Francisco, CA: Center for the Health Professions,
University of California, San Francisco.
Durán, L. K., C. J. Roseth, and P. Hoffman. 2010. An experimental study comparing English-
only and transitional bilingual education on Spanish-speaking preschoolers’ early
literacy development. Early Childhood Research Quarterly 25(2):207-217.
OCR for page 93
93
REFERENCES
Early, D. M., K. L. Maxwell, M. Burchinal, S. Alva, R. H. Bender, D. Bryant, K. Cai, R. M.
Clifford, C. Ebanks, J. A. Griffin, G. T. Henry, C. Howes, J. Iriondo-Perez, H.-J. Jeon, A. J.
Mashburn, E. Peisner-Feinberg, R. C. Pianta, N. Vandergrift, and N. Zill. 2007. Teachers’
education, classroom quality, and young children’s academic skills: Results from seven
studies of preschool programs. Child Development 78(2):558-580.
Farver, J. A. M., C. J. Lonigan, and S. Eppe. 2009. Effective early literacy skill development
for young Spanish-speaking English language learners: An experimental study of two
methods. Child Development 80(3):703-719.
Federal Interagency Forum on Child and Family Statistics. 2011. America’s children: Key
national indicators of well-being, 2011. Washington, DC: U.S. Government Printing Of-
fice. http://www.childstats.gov/pdf/ac2011/ac_11.pdf (accessed February 16, 2012).
Fowler, S., P. J. Bloom, T. N. Talan, S. Beneke, and R. Kelton. 2008. Who’s caring for the kids?
The status of the early childhood workforce in Illinois—2008. Wheeling, IL: McCormick
Tribune Center for Early Childhood Leadership, National-Louis University.
Frede, E. 2011. Key workforce issues around diversity. Paper presented at The Early Child-
hood Care and Education Workforce: A Workshop, Washington, DC, February 28
and March 1.
Frede, E., K. Jung, W. S. Barnett, and A. Figueras. 2009. The apples blossom: Abbott Preschool
Program Longitudinal Effects Study (APPLES), preliminary results through 2nd grade. New
Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
Freedson, M. 2010. Educating preschool teachers to support English language learners. In
Young English language learners: Current research and emerging directions for practice and
policy, edited by E. E. García and E. C. Frede. New York: Teachers College Press. Pp.
165-183.
Fukkink, R. G., and A. Lont. 2007. Does training matter? A meta-analysis and review of
caregiver training studies. Early Childhood Research Quarterly 22(3):294-311.
García, E., and E. Frede. 2010. Young English language learners: Current research and emerging
directions for practice and policy. New York: Teacher College Press.
Gebhard, B., S. Ochshorn, and L. Jones. 2010. Toward a bright future for our youngest children:
Building a strong infant-toddler workforce. Washington, DC: Zero to Three Policy Center.
Gilliam, W. S., and C. M. Marchesseault. 2005. From capitols to classrooms. Policies to practice:
State-funded prekindergarten at the classroom level. Part 1: Who’s teaching our youngest stu-
dents? New Haven, CT: Yale Child Study Center.
Goe, L., and J. Coggshall. 2007. The teacher preparation-teacher practices-student outcomes rela-
tionship in special education: Missing links and new connections. Washington, DC: National
Comprehensive Center for Teacher Quality.
Goffin, S. G. 2009. Field-wide leadership: Insights from five fields of practice. Washington, DC:
Goffin Strategy Group.
Gormley, W. T., Jr. 2007. Early childhood care and education: Lessons and puzzles. Journal
of Policy Analysis and Management 26(3):633-671.
Gunnar, M. R. 2008. Social regulation of stress in early child development. In Blackwell hand-
book of early childhood development, edited by K. McCartney and D. Phillips. Malden, MA:
Blackwell Publishing Ltd. Pp. 106-125.
Gunnar, M. R., E. Kryzer, M. J. Van Ryzin, and D. A. Phillips. 2011. The import of the cortisol
rise in child care differs as a function of behavioral inhibition. Developmental Psychology
47(3):792-803.
Hamre, B. K., and R. C. Pianta. 2005. Can instructional and emotional support in the first-
grade classroom make a difference for children at risk of school failure? Child Develop-
ment 76(5):949-967.
Hanushek, E. A. 2011. The economic value of higher teacher quality. Economics of Education
Review 30(3):466-479.
OCR for page 94
94 THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE
Hanushek, E. A., and S. G. Rivkin. 2007. Pay, working conditions, and teacher quality. The
Future of Children 17(1):69-86.
Heath, S. B. 1989. Oral and literate traditions among black Americans living in poverty.
American Psychologist 44(2):367-373.
Helburn, S. 1995. Cost, quality, and child outcomes in child care centers: Technical report. Denver,
CO: Department of Economics, Center for Research in Economic and Social Policy,
University of Colorado at Denver.
Herzenberg, S., M. Price, and D. Bradley. 2005. Losing ground in early childhood education:
Declining workforce qualifications in an expanding industry, 1979-2004. Washington, DC:
Economic Policy Institute.
Hock, H., and D. Furtado. 2009. Female work and fertility in the United States: Effects of low-
skilled immigrant labor, working paper 2009-10. Storrs, CT: University of Connecticut.
Hyson, M., H. B. Tomlinson, and C. A. S. Morris. 2008. Quality improvement in early child-
hood teacher education: Faculty perspectives and recommendations for the future.
Early Childhood Research & Practice 11(1). http://ecrp.uiuc.edu/v11n1/hyson.html (ac-
cessed August 19, 2011).
Hyson, M., D. Horm, and P. Winton. In press. Higher education for early childhood edu-
cators and outcomes for young children: Pathways toward greater effectiveness. In
Handbook of early intervention, edited by R. Pianta, L. Justice, S. Barnett and S. Sheridan.
New York: Guilford Press.
IOM (Institute of Medicine). 1999. To err is human: Building a safer health system. Washington,
DC: National Academy Press.
Iruka, I. U., and P. R. Carver. 2006. Initial results from the 2005 NHES Early Childhood
Program Participation Survey (NCES 2006-075). U.S. Department of Education.
Washington, DC: National Center for Education Statistics. http://nces.ed.gov/
pubs2006/2006075.pdf (accessed February 16, 2012).
Kagan, S. L., K. Kauerz, and K. Tarrant. 2008. The early care and education teaching workforce at
the fulcrum: An agenda for reform. New York: Teachers College Press.
Karoly, L. A. 2011a. Toward standardization of benefit-cost analyses of early childhood interventions.
Santa Monica, CA: RAND Corporation.
Karoly, L. A. 2011b. Using benefit-cost analysis to inform early childhood care and education policy .
Paper presented at The Early Childhood Care and Education Workforce: A Workshop,
Washington, DC, February 28 and March 1.
Karoly, L. A., M. R. Kilburn, and J. S. Cannon. 2005. Early childhood interventions: Proven
results, future promise. Santa Monica, CA: RAND Corporation.
Kelley, P., and G. Camilli. 2007. The impact of teacher education on outcomes in center-based early
childhood education programs: A meta-analysis. New Brunswick, NJ: National Institute for
Early Education Research, Rutgers University.
Kersten, K., E. Frey, and A. Hähnert. 2009. ELIAS: Early Language and Intercultural Acquisi-
tion Studies. Magdeburg, Germany: EU Education, Audiovisual and Culture Executive
Agency.
Kilburn, M. R., and L. A. Karoly. 2008. The economics of early childhood policy: What the dismal
science has to say about investing in children. Santa Monica, CA: RAND Corporation.
Lambert, R. G., A. Sibley, and R. Lawrence. 2010. Choosing content. In Preparing teachers for
the early childhood classroom: Proven models and key principles, edited by S. B. Neuman and
M. L. Kamil. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Lonigan, C., and G. J. Whitehurst. 1998. Relative efficacy of parent and teacher involvement
in a shared-reading intervention for preschool children from low-income backgrounds.
Early Childhood Research Quarterly 13(2):263-290.
Malerba, C. A. 2005 (unpublished). The determinants of children’s and adults’ behavioral processes
in home and center based child care. University of Texas at Austin.
OCR for page 95
95
REFERENCES
Martin, J. N., and N. A. Fox. 2008. Temperament. In Blackwell handbook of early childhood de-
velopment, edited by K. McCartney and D. Phillips. Malden, MA: Blackwell Publishing
Ltd. Pp. 126-146.
Maxwell, K. L., C. C. Feild, and R. M. Clifford. 2006. Defining and measuring professional
development in early childhood research. In Critical issues in early childhood professional
development, edited by M. J. Zaslow and I. Martinez-Beck. Baltimore, MD: Paul H.
Brookes Publishing Co., Inc. Pp. 21-48.
NAEYC (National Association for the Education of Young Children). 2009. NAEYC standards
for early childhood professional preparation programs. Washington, DC: NAEYC.
NCATE (National Council for Accreditation of Teacher Education). 2010. Transforming teacher
education through clinical practice: A national strategy to prepare effective teachers. Washing-
ton, DC: NCATE.
NICHD (National Institute for Child Health and Human Development). 1999. Child out-
comes when child care center classes meet recommended standards for quality. NICHD
Early Child Care Research Network. American Journal of Public Health 89(7):1072-1077.
NICHD. 2002. Early child care and children’s development prior to school entry: Results
from the NICHD Study of Early Child Care. American Educational Research Journal
39(1):133-164.
NPDCI (National Professional Development Center on Inclusion). 2008. What do we mean by
professional development in the early childhood field? Chapel Hill, NC: University of North
Carolina at Chapel Hill, FPG Child Development Institute, Author.
NRC (National Research Council). 1990. Who cares for America’s children?: Child care policy for
the 1990s. Washington, DC: National Academy Press.
NRC. 2001. Eager to learn: Educating our preschoolers. Washington, DC: National Academy
Press.
NRC and IOM (National Research Council and Institute of Medicine). 2000. From neurons
to neighborhoods: The science of early childhood development. Washington, DC: National
Academy Press.
NRC and IOM. 2009. Strengthening benefit-cost analysis for early childhood interventions: Work-
shop summary. Washington, DC: The National Academies Press.
NSCDC (National Scientific Council on the Developing Child). 2005. Excessive stress disrupts
the architecture of the developing brain: Working paper #3. Cambridge, MA: Center on the
Developing Child, Harvard University.
OECD (Organisation for Economic Co-operation and Development). 2006. Starting strong
II: early childhood education and care. OECD Publishing. doi: 10.1787/9789264035461-en.
OMB (Office of Management and Budget). 2007. North American Industry Classification Sys-
tem: United States. Washington, DC: U.S. Government Printing Office.
OMB. 2010. Standard occupational classification manual, 2010. Washington, DC: U.S. Govern-
ment Printing Office.
Peisner-Feinberg, E. S., M. R. Burchinal, R. M. Clifford, M. L. Culkin, C. Howes, S. L. Kagan,
and N. Yazejian. 2001. The relation of preschool child-care quality to children’s cogni-
tive and social developmental trajectories through second grade. Child Development
72(5):1534-1553.
Phillips, D. A., N. A. Fox, and M. R. Gunnar. 2011. Same place, different experiences:
Bringing individual differences to research in child care. Child Development Perspectives
5(1):44-49.
Pianta, R. C., and M. W. Stuhlman. 2004. Teacher-child relationships and children’s success
in the first years of school. School Psychology Review 33(3):444-458.
Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2005 (unpublished). Classroom assessment scor-
ing system (class). University of Virginia.
OCR for page 96
96 THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE
Pianta, R. C., A. J. Mashburn, J. T. Downer, B. K. Hamre, and L. Justice. 2008. Effects of
web-mediated professional development resources on teacher-child interactions in pre-
kindergarten classrooms. Early Childhood Research Quarterly 23(4):431-451.
Pianta, R. C., W. S. Barnett, M. Burchinal, and K. R. Thornburg. 2009. The effects of preschool
education. Psychological Science in the Public Interest 10(2):49-88.
Powell, D. R., K. E. Diamond, M. R. Burchinal, and M. J. Koehler. 2010. Effects of an early
literacy professional development intervention on Head Start teachers and children.
Journal of Educational Psychology 102(2):299-312.
Richardson, G., and E. Marx. 1989. A welcome for every child—how France achieves quality in
child care: Practical ideas for the United States. The report of the child care study panel of the
French-American Foundation. New York: French-American Foundation.
Rothbart, M. K., M. I. Posner, and J. Kieras. 2006. Temperament, attention, and the develop-
ment of self-regulation. In Blackwell handbook of early childhood development, edited by
K. McCartney and D. Phillips. Malden, MA: Blackwell Publishing Ltd. Pp. 338-357.
Ruopp, R., and N. Irwin. 1979. Children at the center: Summary findings and their implications.
Cambridge, MA: Abt Books.
Schweinhart, L. J., H. V. Barnes, and D. P. Weikart. 1993. Significant benefits: The High/Scope
Perry Preschool Study through age 27. Monograph. Ypsilanti, MI: High/Scope Educational
Research Foundation.
Silvern, S. B. 1988. Continuity/discontinuity between home and early childhood education
environments. The Elementary School Journal 89(2):147-159.
Sommers, D. 2011. Federal statistical system. Paper presented at The Early Childhood Care
and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Suárez-Orozco, C., and M. M. Suárez-Orozco. 2001. Children of immigration. Boston, MA:
Harvard University Press.
Wasik, B. A. 2010. What teachers can do to promote preschoolers’ vocabulary development:
Strategies from an effective language and literacy professional development coaching
model. The Reading Teacher 63(8):621-633.
Wei, R. C., L. Darling-Hammond, A. Andree, N. Richardson, and S. Orphanos. 2009. Profes-
sional learning in the learning profession: A status report on teacher development in the U.S.
and abroad. Technical report. Oxford, OH: National Staff Development Council.
West, J. 2011. Learning from NCES and K–12 data systems. Paper presented at The Early Child-
hood Care and Education Workforce: A Workshop, Washington, DC, February 28 and
March 1.
Whitebook, M. 2003. Early education quality: Higher teacher qualifications for better learning
environments—a review of the literature. Berkeley, CA: Center for the Study of Child Care
Employment, University of California, Berkeley.
Whitebook, M., and S. Ryan. 2011. Degrees in context: Asking the right questions about preparing
skilled and effective teachers of young children. New Brunswick, NJ: National Institute for
Early Education Research, Rutgers University.
Whitebook, M., C. Howes, and D. Phillips. 1990. Who cares? Child care teachers and the quality
of care in America. Final report: National Child Care Staffing Study. Oakland, CA: Child
Care Employee Project.
Whitebook, M., L. Sakai, E. Gerber, and C. Howes. 2001. Then & now: Changes in child care
staffing, 1994-2000. Technical report. Washington, DC: Center for the Child Care Work-
force.
Whitebook, M., D. Phillips, J. Jo, N. Crowell, S. Brooks, and E. Gerber. 2003. Change and stabil-
ity among publicly subsidized license-exempt child care providers. Berkeley, CA: Center for
the Study of Child Care Employment, University of California, Berkeley.
OCR for page 97
97
REFERENCES
Whitebook, M., D. Phillips, D. Bellm, N. Crowell, M. Almaraz, and J. Y. Jo. 2004. Two years
in early care and education: A community portrait of quality and workforce stability, Alameda
County, California. Berkeley, CA: Center for the Study of Child Care Employment, Uni-
versity of California, Berkeley.
Whitebook, M., L. Sakai, F. Kipnis, Y. Lee, D. Bellm, M. Almaraz, and P. Tran. 2006. California
early care and education workforce study: Licensed child care centers and family child care
providers statewide highlights, July 2006. Berkeley, CA & San Francisco, CA: Center for
the Study of Child Care Employment, University of California, Berkeley, and California
Child Care Resource and Referral Network.
Whitebook, M., L. Sakai, and F. Kipnis. 2010. Beyond homes and centers: The workforce in three
California early childhood infrastructure organizations. Berkeley, CA: Center for the Study
of Child Care Employment, University of California, Berkeley.
Whitebook, M., L. Sakai, F. Kipnis, M. Almarez, E. Suarez, and D. Bellm. 2011. Learning
together: A study of six B.A. completion programs in early care and education—Year 1 report.
Berkeley, CA: Center for the Study of Child Care Employment, University of California,
Berkeley.
Winton, P. J., J. A. McCollumn, and C. Catlett. 2008. Practical approaches to early childhood
professional development: Evidence, strategies, and resources. Washington, DC: Zero to
Three Policy Center.
OCR for page 98