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Badanes, L., M. Mendoza, and S. Watamura. 2011 (unpublished).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 kindergarten 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 monolingual 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.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



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 91
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 91
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 91
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 91
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 91
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 91
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 91