Early Care and Education in Minnesota Asset Review: Summary and Recommendations

Autor/in	Chase, Richard
Institution	Wilder Research
Titel	Early Care and Education in Minnesota Asset Review: Summary and Recommendations
Quelle	(2008), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Young Children; Educational Change; Child Care; Educational Improvement; Change Strategies; Child Development; Partnerships in Education; Educational Research; Educational Quality; Accountability; Governance; Educational Finance; Ethnic Diversity; Inclusive Schools; Equal Education; Stakeholders; Access to Education; Scholarships; Low Income Groups; Minnesota + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungsreform; Kinderfürsorge; Kinderbetreuung; Teaching improvement; Unterrichtsentwicklung; Lösungsstrategie; Kindesentwicklung; Hochschulpartnerschaft; Bildungsforschung; Pädagogische Forschung; Quality of education; Bildungsqualität; Verantwortung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Inclusive school; Integrative Schule; Access; Zugang; Bildungszugang; Scholarship; Stipendium
Abstract	This summary describes the current status of Minnesota's early childhood care and education system. It is based on a review of several dozen plans and reports produced since 2000, and group discussions and interviews around the state with about 175 early childhood stakeholders. It also provides recommendations for how to improve upon assets and implement new approaches and assumptions that move early childhood care and education beyond "business as usual." (ERIC).
Anmerkungen	Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/research.0.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10