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The Relationship between Administrator Qualifications and Family Engagement

As researchers and policymakers learn more about the factors that influence teaching and learning in early childhood settings, the importance of family engagement is emerging as an essential element. National, state, and local family involvement projects are engaging thousands of practitioners, parents, and leaders in family involvement networks, professional development initiatives, training and technical assistance […]

Alternative Pathways to Quality in Family Child Care Quality Rating and Improvement Systems

Numerous states include family child care in their quality rating and improvement systems (QRIS) and many of these utilize alternative pathways to provide evidence of quality at specific QRIS levels. However, research examining the variation in QRIS models for family child care and the validity of alternative pathways as aligned measures of quality is limited.

Indicators of Quality and Child Outcomes in Family Child Care

While there has been considerable research on the indicators of quality in center-based early childhood programs, there is scant research on the correlates of quality in family child care. A recent study was conducted to increase our understanding of the relationship between indicators of quality and child outcomes in the context of family child care.1 […]

The Changing Landscape of Early Childhood Education Leadership Development

As expectations for early childhood education (ECE) increase, there is a corresponding need for effective leadership in classrooms, programs, and the organizations that form the field’s infrastructure. A recent study examined how the ECE field is addressing its need for leadership by focusing attention on the leadership development programs designed to meet the needs of […]

Accreditation as an Alternative Pathway to Quality in QRIS

Of the 24 statewide quality rating and improvement systems (QRIS), 21 include linkages to national program accreditation and 15 include accreditation status as an alternative pathway to quality at a specific level of a statewide QRIS. While there is general agreement that program accreditation status is a valid measure of overall quality, little attention has been paid to the relationship between accreditation status and the threshold scores […]

Support One, Impact Hundreds: Evaluation of a Facilitated Cohort Model of Online Director Training

As the gatekeepers to quality, early childhood directors set the standards and expectations for staff performance, family engagement, and community outreach. Research has consistently shown that the effectiveness of program administrators is directly related to their own level of formal education and specialized training in leadership and management. Unfortunately, few program directors have had specialized training in educational leadership and business management prior to assuming their administrative […]

Home-Based Child Care—Characteristics Associated with Different Levels of Quality

While the majority of research on the quality of early care and education focuses on center-based settings, more than half of young children in care spend time in home-based settings. The most vulnerable children, those from low-income, single-parent, and limited education families, are even more likely to use home-based care. This Research Note summarizes a study funded […]

Child Care Center Directors’ Experiences with QRIS

Implementing a quality rating and improvement system (QRIS) is an increasingly popular strategy to expand the access of families, especially the most vulnerable, to high-quality child care programs. Currently there are 22 statewide QRIS and several states have QRIS implemented at the county level. Recently QRIS was a major component of the Race-to-the-Top Early Learning Challenge competition. It […]

Speaking Up and Speaking Out: The Director as Advocate for the Early Childhood Workforce

As a field we have several decades of accumulated research about the early childhood workforce. A reoccurring theme across studies is that early childhood practitioners are not compensated as well as workers with similar qualifications in other occupations. Meager benefits, poor working conditions, low professional standards, and limited support for professional development are some of the additional challenges […]

Mentoring Directors as a Strategy to Improve Quality in Early Childhood Programs

Mentoring and coaching are well established professional development strategies. These relationship-based strategies are often used  in conjunction with traditional instructional practices. Most research in this area, however, has focused on the use of mentoring or coaching with teachers to improve teaching practices. This evaluation study conducted for the Ontario Government was designed to determine the extent to […]

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