Literaturnachweis - Detailanzeige
| Autor/inn/en | Whitebook, Marcy; Bellm, Dan |
|---|---|
| Titel | Lessons from CARES and Other Early Care and Education Workforce Initiatives in California, 1999-2004: A Review of Evaluations Completed by Fall 2004 |
| Quelle | (2005), (39 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | School Readiness; Brain; Early Childhood Education; Program Design; Community Resources; Professional Development; Teacher Persistence; School Community Relationship; Compensation (Remuneration); California; United States |
| Abstract | In the United States, the early care and education (ECE) field has long faced many challenges in attracting and maintaining the skilled and stable workforce it needs. High staff turnover prevails in the field, often fueled by poor compensation as well as limited opportunities for professional development and recognition. At the same time, in an era of mounting concern about school readiness-- as well as new appreciation of how crucial the early years are for brain development, learning and lifelong success--those who work with young children are expected more and more to be knowledgeable, well-trained professionals. The professional development and reward model commonly known as "CARES"(Compensation and Recognition Encourage Stability) emerged in California as an effort to address these issues and needs, not only promoting a better-educated and better compensated workforce, but also motivating these practitioners to stay in the field. (Programs based on this model are also sometimes called "CRIs," standing for "compensation and retention initiatives.") The following are the four major findings of the "process" or implementation evaluations of CARES-CRI programs. They are: (1) Program design; (2) Program outreach; (3) Application process; and (4) Interface with community resources. Prior to the CARES model, it was a struggle to establish the link between professional advancement and financial reward, but now the necessity of a strong economic investment in the ECE workforce is more widely understood, particularly since compensation in the field overall remains very low. With the emergence of the CARES-CRI initiatives, the ECE terrain across California now looks very different after only a few years. Throughout the state, many more members of the workforce are engaged in their own professional development, increasingly in college-based courses and focused on advancing on the Child Development Permit Matrix. (ERIC). |
| Anmerkungen | Center for the Study of Child Care Employment |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
