A Proposal for Achieving High Returns on Early Childhood Development

Recommends establishing large-scale ECD programs for at-risk children as public investment in economic development. Discusses existing programs' benefits, and proposes a market-oriented approach to funding and managing endowed scholarship funds

Iowa Community Empowerment Newsletter, June 2007, Vol.8, no.3

Monthly newsletter for the Iowa Department of Public Healt

The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer

[Excerpt] The primary source of federal aid to K-12 education is the Elementary and Secondary Education Act (ESEA), particularly its Title I, Part A program of Education for the Disadvantaged. The ESEA was initially enacted in 1965 (P.L. 89- 10), and was most recently amended and reauthorized by the No Child Left Behind Act of 2001 (NCLBA, P.L. 107-110). Virtually all ESEA programs are authorized through FY2008. During the current 110th Congress, congressional hearings are being conducted in anticipation of subsequent consideration of legislation to amend and extend the ESEA

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Guidelines for Selecting Professional Development for Early Childhood Teachers

Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children’s learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals

A Blueprint for Early Care and Education Quality Improvement Initiatives: Final Report

As Quality Rating and Improvement Systems (QRIS) continue to launch and mature across states, questions emerge from stakeholders about how to design and implement effective quality improvement (QI) initiatives that accompany a QRIS. Funders, policymakers and program developers with limited resources are looking to invest in activities that will be most successful in supporting early care and education (ECE) program quality improvement and ultimately improving outcomes for young children. The purpose of this report is to address questions about effective QI initiatives by proposing a blueprint of quality improvement practices and design considerations generated from a synthesis of the existing research literature and input from national experts in ECE quality improvement

Joyce Foundation - 2004 Annual Report

Contains president's message, program information, project summaries, grantee profiles, grants list, financial statements, and list of board members and staff

Pre-K Counts in Pennsylvania for Youngsters' Early School Success: Authentic Outcomes for an Innovative Prevention and Promotion Initiative

Examines the research base for the efficacy of early childhood education. Evaluates Pennsylvania's Pre-K Counts programs, including participants' characteristics, impact and quality of programs and partnerships, lessons learned, and recommendations

Childhood mental health: promotion, prevention and early intervention

Good mental health is essential for children\u27s learning, social development, self-esteem and resilience to stress throughout the life-course. Over half a million Australian children have significant mental health problems. This Policy Brief outlines ways that services can better support families to prevent mental health problems from developing in the first place. In this brief we describe childhood mental health problems under the umbrella of externalising problems, i.e. aggression, oppositional defiance, attention deficit hyperactivity disorder and internalising problems, i.e. anxiety, depression. Why is this issue important? Children\u27s mental health problems have high human and financial costs for families and society, in both the short and long term (Barlow & Stewart-Brown, 2000; Bor et al, 2004; Sanders et al, 2000; Stewart-Brown, 1998). Such costs include social problems and school learning difficulties, along with clinical treatment and remedial education services. Childhood mental health problems often continue into adolescence and then adulthood, adding further costs related to areas such as school dropout, substance abuse, poor vocational outcomes, family violence and suicide, along with sick leave, unemployment and crime. Adult mental health problems then affect the next generation of children. For example, children whose parents have depression and anxiety are six times more likely to develop these problems themselves (Beardslee & Wheelock, 1994; Biedel & Turner, 1997). The Council of Australian Government (COAG) (2006) has identified mental health as a priority area. &nbsp

Leadership Matters: Governors' Pre-K Proposals Fiscal Year 2006

Twenty budget-savvy governors recently recommended increased investment in a cost-effective strategy that saves taxpayers money, boosts state economies, and prepares our youngest citizens for future success. That strategy is high-quality, voluntary pre-kindergarten.This report evaluates all 50 U.S. governors and the mayor of the District of Columbia in terms of their budgetary proposals and State of the State remarks in support of voluntary pre-k for all