Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska. Highlights

Autor/inn/en	Austin, Lea J. E.; Sakai, Laura; Whitebook, Marcy; Bloechliger, Olivia; Amanta, Felippa; Montoya, Elena
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska. Highlights
Quelle	(2015), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Teacher Education Programs; Teacher Competencies; Alignment (Education); Student Teaching; Teacher Educators; Teacher Surveys; Administrator Surveys; Academic Degrees; Educational Change; Educational Objectives; Practicums; Faculty Development; Academic Support Services; Student Personnel Services; Barriers; Family Involvement; Mathematics Instruction; Kindergarten; Preschool Teachers; Transitional Programs; Nebraska + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst; Teaching practice; Unterrichtspraxis; Teacher education; Lehrerausbildung; Lehrerbildung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Practicum; Praktikum; Praktika; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Today, the importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. In recent years, Nebraska, like many states, has committed public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. There still remains a demand for more than 7,000 new early childhood professionals to provide quality care and education to Nebraska's most at-risk children. This report highlights findings from the "Early Childhood Higher Education Inventory", and the extent to which Nebraska ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [This report was commissioned by the Buffett Early Childhood Institute at the University of Nebraska. For "Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska, 2015," see ED574308. For "The State of Early Childhood Higher Education in Nebraska. Technical Report," see ED574311.] (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: http://www.irle.berkeley.edu/cscce/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01