camille catlett (moderator) frank porter graham child development institute the university of north...
TRANSCRIPT
Welcome to the Learning TableCalifornia, Connecticut, Florida, Georgia, Illinois, Oregon, and Pennsylvania
Camille Catlett (moderator)Frank Porter Graham Child Development InstituteThe University of North Carolina at Chapel HillJuly 25, 2012
Questions & commentsare invited
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calling from, and • what the temperature is.
Use the “Chat” pod
QuickPoll
What do you think is the most commonly used professional development approach in early childhood?
• One-time training
• Multiple session training
• Coaching
• Mentoring
Logistics for today’s Live Session
Mute/UnMute your phone Please mute your phone during the Live Session (*6) and unmute it when you want to say something (*6)
Identify yourself Please identify yourself when you speak (“Hi, this is Camille from California . . . “)
Chime in Share your questions and comments in the part of the screen marked ”Chat”
Welcome to the Learning TableCalifornia, Connecticut, Florida, Georgia, Illinois, Oregon, and Pennsylvania
Camille Catlett (moderator)Frank Porter Graham Child Development InstituteThe University of North Carolina at Chapel HillJuly 25, 2012
Evidence and ResourcesCamille Catlett
Who, What, and HowHannah Matthews (CLASP)
Sharon Ritchie (First School)
Applications and Discussion
Everyone
Growing CapacityHow are you growing the capacity of your work force to support young children who are culturally, linguistically, and ability diverse??
What do we know about effective PD?
One thing we can say with certainty about professional development is that workshops are not effective if building skills or dispositions is the desired outcome
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)
. . . and yet
A national survey of Part C and 619 state coordinators indicated that workshops were the primary method for delivering training and technical assistance
(Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009)
While training workshops are consistently the PD method of preference in early childhood, short-term, one-time trainings have little or no impact on quality improvements
(Zollitsch & Dean, 2010)
Recent findings
Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development
(Trivette, 2005; Trivette, Dunst, Hamby, & O’Herin, 2009; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009)
Based on these findings, effective professional development . . . Is intensive and ongoing, with multiple,
sequenced, active learning experiences Is grounded in specific practice-focused content Builds on the learner’s current level of understanding Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback Is aligned with instructional goals, learning standards, and curriculum materials
Promising practices
Relationship-based training efforts (coaching, consultation, technical assistance, mentoring, communities of practice, peer study groups) are promising but largely unproven methods. To date studies are “far from conclusive and offer little in the way of showing advantages of one over the other
(Zollitsch & Dean, 2010; Winton, 2006)
OUTCOMES
PD Methods % of participants who could demonstrate
KNOWLEDGE
% of participants who could demonstrate
SKILL
% of participants who could USE NEW
SKILL IN THE CLASSROOM
Theory and Discussion 10% 5% 0%
Training with Demonstration 30% 20% 0%
Training with Practice and
Feedback60% 60% 5%
Training with Onsite Coaching 95% 95% 95%
(Joyce & Showers, 2002)
Impact of Different PD Methods
Early childhood personnel . . .
Are not adequately prepared to work with children with disabilities
or children who are culturally diverse
or children who are linguistically diverse
(Chang, Early, & Winton, 2005; Lim, Maxwell, Winton, & Zimmer, 2009; Chang, 2006; )
All providers and caregivers need a set of skills for working effectively across cultures
(Chang, Early, & Winton, 2005; Lim, Maxwell, Winton, & Zimmer, 2009)
Research on building culturally responsive dispositions
The following types of program experiences influenced the development of culturally responsive dispositions and teaching practices: Readings on issues of race, culture, poverty,
and social justice Experiences with different colleagues in
different settings Interactions with diverse families Critical reflection Discussion and dialogue
(Kidd, Sánchez, & Thorp, 2009)
Interviews with 13 QRISs revealed that . . .
The focus of PD across states was similar, with environments and social emotional growth cited as frequent content areas. Fewer states reported emphasis on language, individualizing supports for children’s learning, and improving teachers’ ability to help family members promote their children’s learning.
Most states reported that most non-credit bearing sessions are offered as single events, and relatively few PD opportunities are offered as part of a series of sessions covering one topic or related topics.
(Smith, Schneider, & Kreader, 2010)
Louise Stoney’s analysis of trends & challenges related to QRIS priorities addressed in the 35 state applications for RTT-ELC (2012) noted the “need for greater cultural competence and workforce diversity” as well as PD and supports in multiple languages.
Only one state was cited for focused attention to children with disabilities.
18
Perspectives on PD from recent RTT-ELC applications
“Grassroots” Perspectives on QRIS & Inclusion
Survey of child care directors (n=48) in 8 states about benefits and challenges of participating in QRIS indicated appropriately addressing program quality for children with disabilities was a concern
(Schulman, Matthews, Blank, & Ewen, 2012)
Grassroots Perspectives: Findings from Survey (continued)
Childcare directors discussed “the importance not only of standards appropriate for children with special needs, but also of assessors with knowledge in special education who could recognize appropriate practices for children with special needs”
Example: for children with autism, room set-up to reduce distractions is not in accordance with requirements for specific number of materials of certain types in the classroom
(Schulman, Matthews, Blank, & Ewen, 2012, p.27)
QuickPoll
Do you have a definition of professional development that you use in your QRIS work?
• Yes
• No
• Don’t know
NPDCI Definition of Professional Development
“Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..
Definition (continued)
The key components of professional development include: a) characteristics and contexts of the
learners (i.e., the “who” ); b) content (i.e., the “what” of
professional development); and c) organization and facilitation of
learning experiences (i.e., the “how”).”
Two Whos
Early childhood colleagues who work directly with children and families in a variety of settings (e.g., child care, home visiting, Head Start, PreK)
Two Whos
Early childhood colleagues who provide professional development in a variety of settings (e.g., faculty, mentors, coaches, TA providers, and consultants)
What informs the content of PD?
Early learning guidelines / standards
Evidence-based practices
Culturally and linguistically responsive practices
Competencies Laws and policies Values
Many forms of How
Workshops Courses Coaching Mentoring Technical
Assistance Communities of
Practice Learning Tables
Growing Capacity
Hannah MatthewsDirector, Child Care and Early EducationCenter for Law and Social Policy (CLASP)
The Early Childhood Workforce
Most child care workers (79 percent) and preschool/Kindergarten teachers (81 percent) are White, non-Hispanic.
Language capacity of early childhood workers varies, no national data.
Current workforce is highly stratified.
Bureau of Labor Statistics, 2007; Saluja, et al., “Demographic Characteristics of Early Childhood Teachers and
Structural Elements of Early Care and Education in the United States.”
The Early Childhood Workforce
Providers caring for children in multiple settings. Subject to different sets of standards
and with varying training and education requirements.
Vast majority of child care programs currently are outside of existing state QRIS.
Children Are With Caregivers in Multiple Settings
Parent Care/ No Regular Arrange-
ment
Center-Based Care
Family Child Care
Relative Care
Nanny/ Babysitter
0
50
3125
11
30
4
2531
14
24
5
Below 200% of Poverty 200% of Poverty and Above
Perc
en
t
Primary Child Care Arrangements for Children 0-5 With Employed Mothers
Source: Urban Institute, 2002 National Survey of America’s Families.
Many high needs children are in FFN care
Low-income children (living below 200% of the poverty level) are more likely to be in FFN care
Children of immigrants and Latinos are more likely to be in FFN care
Nationally, 20 percent of children receiving CCDBG subsidies were served in legally unregulated care, although it varies by state
Sources: NSAF 2002 data and FFY2010 CCDF Data Tables (Preliminary Estimates).
Multiple Pathways to Building Capacity
Grow a diverse early childhood workforce Increase diversity of workforce by
supporting caregivers who are culturally and linguistically diverse.
Support training and education of diverse providers.
Increase competency of early childhood workforce working with diverse children.
Diversity Can Be Addressed Throughout Early Childhood System, Standards
Quality Rating and Improvement Systems
Professional Development Systems
Child Care Licensing Standards Home Visiting Standards Core Knowledge and
Competencies Early Learning Standards Higher Education System
Yet, Few Early Childhood Standards Include Attention to Diversity
For example, existing early learning standards are insufficient Training on standards, therefore,
doesn’t provide base teachers need to effectively work with diverse children.
QRIS and Diversity
Few QRIS include measures of cultural, linguistic competency Measures often apply only to highest
quality ratings. Training and Professional Development
Standards lack attention to cultural, linguistic competency
Child care center directors report interest and need for support to better serve diverse children and families.
CLASP and NWLC, A Count for Quality.
QRIS and Diversity
QRIS can be a tool to increase cultural and linguistic competency in early childhood programs by Promoting new measures of quality
related to diverse children and families. Providing training and TA to programs
and providers.
“What” isimportant?
A review of explicit and intentional content related to supporting young children who are culturally, linguistically, andability diverse and their families
An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status (Aaronson, Barrow, Sander, 2007; Darling-Hammond, 2000; Jacob, Lefgren, & Sims, 2008; Kane & Staiger, 2008; Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek,& Kain, 2005; Rockoff, 2004; Rothstein, 2010)
[He/she must be able to] see, value, and build on family strengths and culture
From Kathryn Tout
Knowledge, attitudes and beliefs (particularly child-centered vs. adult centered caregiving beliefs) are important predictors of global quality • Beliefs and attitudes also are
hypothesized to be related to family-sensitive caregiving and culturally responsive practice
No QRIS currently has indicators related to attitudes and beliefs.
North Carolina is in the process of revising its rating structure. In the future, programs that excel at supporting young children who are culturally, linguistically, and/or ability diverse will be recognized as programs of distinction
From Kathryn
Tout
Kathryn also reminded us of a very important dimension of effective professional development: measuring the difference PD makes in outcomes for young children.
Strategy: Incorporate an emphasis in PD on effective practices to help learners make the transition from what they know to what they are able to do.
Content Related to Family Engagement• How will can PD support staff to
know about and effectively using strength-based approaches that view family members as having unique skills and interests?
• How can PD focus on the knowledge, skills, and dispositions for building reciprocal relationships?
• taking a partnership approach to children’s learning, in which both programs and families collaborate• emphasizing respect for families and a value for their knowledge and skills• Promoting two-way communication and co- planning
From LindaHalgunseth
From Cristina
Gillanders
Essential Content for Supporting Young Dual Language Learners
• Skill in using instructional enhancements that take into account children’s process of second language acquisition
• Skill at tailoring instructional enhancements to each child’s stage of second language acquisition
• Skill in conducting ongoing and frequent assessments to monitor children’s English language acquisition
• Skill in providing intensive oral English language development, especially explicit vocabulary and academic English instruction
• Skill in supporting opportunities for young DLLs to express themselves in a variety of forms and languages
Range of PD Necessary
Diversity of professional development strategies should reflect diversity of workforce. For example, need for: Early childhood coursework in non-English
languages. English language/ESL coursework. Monetary and non-monetary supports for
minority students. Meaningful cultural competency training
for teachers/caregivers.
Grow a Diverse Workforce Support career ladders for bilingual early
childhood professionals, as well those who speak languages other than English.
Provide supports for providers who speak languages other than English, including community-based professional development
that articulates to higher education language access support recognition of degrees earned outside of US peer networking/cohort experiences.
Grow a Diverse Workforce
Ensure that health and safety and other basic training is available in multiple languages through community-based providers.
Provide training and TA to LEP providers.
Assess language access to regulations, information and forms.
Grow a Diverse Workforce
Include family, friend and neighbor caregivers in diverse communities in professional development opportunities. Play and learn groups. Home visiting with FFN also promising
approach. Some caregivers may be interested in
licensing opportunities but need language support.
Increase Cultural Competency of Workforce
Ensure that Core Competencies include provisions around cultural competence and second language acquisition.
Provide research-based training to early childhood professionals on second language acquisition and working with ELLs.
How Can QRIS Grow Capacity? Recognition of new measures of
quality Staff Qualifications
▪ Fluency in languages other than English▪ Deep understanding of cultural practices▪ Proficiency in second language acquisition
strategies Professional Development
▪ Meaningful cultural competency training▪ Training in second language acquisition
strategies
Final Thoughts
Articulate a vision for young children Align standards, training and TA to that vision
Examine all policies, standards and activities for impact on diverse children, families and providers
Collaborate with experts from diverse communities
Use a diverse set of strategies to grow a culturally competent early childhood workforce
CLASP Resources
CLASP and NWLC, A Count for Quality: Child Care Center Directors on Rating and Improvement Systems, http://www.clasp.org/admin/site/publications/files/ACountforQualityQRISReport.pdf.
Home Away From Home: A Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers, http://www.clasp.org/admin/site/publications/files/Home-Away-from-Home.pdf.
Meeting the Early Learning Challenge: Supporting English Language Learners, http://www.clasp.org/admin/site/publications/files/ellsandelc.pdf.
Early Education Programs and Children of Immigrants: Learning Each Other's Language, http://www.clasp.org/resources_and_publications/publication?id=0802&list=publications.
Contact Information
Hannah MatthewsDirector, Child Care and Early EducationCLASP(202) [email protected]@HNMatthews
www.clasp.org/childcare
From Abby Thorman
“How” can these capacities be built
within the context of a QRIS?
Create Curriculum Learning Communities• Ongoing professional
development for teachers, directors, TA providers and/or college faculty focused on building meaningful curriculum for diverse communities
• Using protocols from the National School Reform Faculty to derive best practices and lessons learned from comprehensive, research-based early childhood curricula (HighScope, Creative Curriculum) with
From Minnesota Master Cadre on
Cultural and Linguistic DiversityYear 1
• Cross-sector representatives selected for each region
• 2-day retreat followed by webinars every 6-8 weeks
• Community of practice• Video feedback on PD provided
Year 2• Master Cadre members available as PD
resources to their region• Master Cadre members developing e-
Modules for use across state
Lessons Learned from First
School: Promote Caring
We believe that this work is difficult and complex-that seeking simple answers to pervasive problems is not productive.
We support teachers as they look at their classrooms through the lenses of race, language, culture, and poverty
We developed a set of guiding principles and intentional approaches that focus on different things than have traditionally defined quality.
Nurturing Positive Relationships
Developing the Whole Child
Strengthening Self-Efficacy & Identity
FirstSchool 2012
Culture of Caring
Prioritizing communication
Promoting self-regulation
Supporting independence Fostering peer interactions FirstSchool 2012
Culture of Competence
Balancing Teaching Approaches
Integrating and Balancing
Curriculum Building Higher Order
Thinking FirstSchool 2012
Culture of Excellence
Applications
How might you incorporate a more explicit emphasis on cultural, linguistic, and ability diversity in your professional development work?• How might you be more explicit
about who?• How might you be more explicit
about what?• How might you be more explicit
about how?
New Mexico example
Staff/Caregiver PD Plan For 3 or more
Stars, all staff are required to take a 6-hour course on inclusion
Resources to Support Your Work
• Pathways to Cultural Competence (program guide, program checklist, teacher checklist)
• Quality Benchmark for Cultural Competence Tool
• Seven core concepts of cultural competence, ideas for implementing culturally competent approaches in early childhood programs, and ideas for evaluating or measuring levels of cultural competence
Questions address 8 concepts
Concept 1: Children are nested in families Concept 2: Identify shared goals among families and staff Concept 3: Authentically incorporate cultural traditions and history
in the classroom Concept 4: Acknowledge child development as a culturally-driven,
ongoing process that should be supported across contexts in a child’s life (e.g., school and home)
Concept 5: Individuals and institutions’ practices are embedded in culture
Concept 6: Ensure decisions and policies embrace home languages and dialects
Concept 7: Ensure policies and practices embrace and respect families cultural values, attitudes, and beliefs toward learning
Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching
Pathways Use
New Hampshire using the tool developed pre-test 12-14 programs got
training + coaching New York, North
Carolina, New Hampshire looking at how to incorporate in QRIS
QuickPoll
To what extent are programs serving young children with disabilities part of your QRIS?
• Completely
• Somewhat
• A little bit
• Not at all
Landscape
Purpose: The Landscape provides information about: The characteristics of the learners (e.g., level of
education, age group served, work settings) The PD content that is being addressed most/least often
(e.g., general knowledge, practice knowledge) The PD approaches that are being used most/least often The level of intensity representative of the majority of
the PD provided Respondents: PD providers from multiple
sectors Format: Online
Landscape Survey
Online survey Uses NPDCI framework Takes 15-20 minutes to complete Gathers information about early
childhood PD across multiple early childhood sectors
from PD providers: those who provide learning opportunities and support for practitioners (the learners) who work directly with young children and their families
Who are the learners?
Prac
titio
ners
Spec
ialis
ts
Adm
inistra
tors
Fam
ily M
embe
rs
PD P
rovide
rs
Other
Stud
ents
Med
ical
per
sonn
el0
20
40
60
80
100
VirginiaMinnesotaOregonIowa
Knowledge Acquisition
0
30
60
90
VirginiaMinnesotaOregonIowa
Less than half of PD providers reported PD activities related to assessment
Level of Intensity & Supports
One-ti
me
PD e
vent
Full
sem
este
r equ
ival
ent
0
20
40
60
80
100
On site
Emai
l
Phon
e
Regul
ar m
ail
Other
0
20
40
60
80
100
Virginia MinnesotaOregon Iowa
In most states, over of half of PD providers typically provide one-time PD events with some amount of short term follow up
*
Closing Thought
s“One of the most important challenges facing the field of early care and education is ensuring that its norms, practices and policies respect and draw upon the languages, cultures and contributions of children and families of other backgrounds. Doing so requires an educated and well trained workforce that reflects the children and families being served. It is also important for the early care and education workforce to have the knowledge, propensities, and language abilities necessary to form sincere and authentic bonds with children and families from culturally and linguistically diverse communities and immigrant parents who are frequently unfamiliar with the norms of mainstream American society and institutions.”
Hedy Chang, page 4
Closing Thought
s • Increase access to PD for family child care providers and family, friend, and neighbor providers
• Assess the extent to which PD is available to better equip early childhood professionals to meet the needs of diverse children
• Support the development of state infrastructure for coordinating professional development resources, developing PD standards and curricula, promoting outreach, and evaluating the effectiveness of programs
Before Session 6
Review the ideas you have discussed during your participation in the Learning Table. Identify up to three specific actions that you will implement to more explicitly and intentionally incorporate an emphasis on cultural, linguistic, and ability diversity in your QRIS.
Please post a list of your actions in the Session 6 Discussion Forum by August 24, 2012. Each state will also be asked to share their actions during the August 29 Live Session.
Session 6: How are you growing the capacity of your professional development providers to support the people who work directly with young children who are culturally, linguistically, and ability diverse?How will you be using ideas from the Learning Table in your QRIS?
Wednesday, August 29 1:00 – 3:00 PM Eastern
EVALUATION
The evaluation of this Live Session is already heading for your in-box. PLEASE let us know what you think by responding to the brief online survey.
References
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.
Bruder, M. B., Mogro-Wilson, C., Stayton, V., & Dietrich, S. (2009). The national status of inservice professional development systems for early intervention and early childhood special education practitioners. Infants and Young Children, 22(1), 13-20.
Bruner, C., Ray, A., Wright, M. S., & Copeman, A. (2009). Quality Rating and Improvement Systems for a multi-ethnic society: A BUILD brief on diversity and equity. http://www.buildinitiative.org/files/QRIS%20for%20a%20Multi-Ethnic%20Society%20Policy%20Brief.pdf
Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27, 110-124.
Chang, H. (2006). Getting ready for quality: The critical importance of developing and supporting a skilled, ethnically and linguistically diverse early childhood workforce. Sacramento, CA: California Tomorrow. http://www.californiatomorrow.org/media/gettingready.pdf
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1). http://epaa.asu.edu/ojs/article/view/392/515
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute.
References
Jacob, B. A., Lefgren, L., & Sims, D. P. (2008). The persistence of teacher-induced learning gains [Working paper 14065]. Cambridge, MA: National Bureau of Economic Research.
Joyce, B., & Showers, B. (2002). Student achievement through professional development. In B. Joyce and B. Showers (Eds.), Designing training for peer coaching: Our need for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation [Working Paper 14607]. Cambridge, MA: National Bureau of Economic Research.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions. Journal of Early Childhood Teacher Education, 26(4), 347-359.
Kidd, J.K., Sanchez, S.Y., & Thorp, E.K. (2008). Defining moments: Developing culturallyresponsive dispositions and teaching practices in early childhood pre-service teachers, Teachingand Teacher Education, 24, 316–329.
ReferencesLim, C-I, Maxwell, K., Winton, P., & Zimmer, C. R. (2009). Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica. Early Childhood Research Quarterly, 24(1), 64-76. http://www.sciencedirect.com/science/article/pii/S0885200608000768
National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
National Survey of America’s Families (NSAF). (2002). http://www.icpsr.umich.edu/icpsrweb/ICPSR/sdatools/studies/4582
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.
Resource sheets on evidence-based practices that support inclusion http://www.nectac.org/~docs/meetings/inclusionMtg2012/Catlett_EBPsessionoutline-handout.docx
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: evidence from panel data. American Economic Review, 94(2), 247–252.
Rothstein, J. (2010). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics, 125(1), 175–214.
References
Saluja, G., Early, D. M., & Clifford, R. M. (2002). Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. Early Childhood Research and Practice, 4(1). http://ecrp.uiuc.edu/v4n1/saluja.html
Schulman, K., Matthews, H., Blank, H., & Ewen, D. (2012). A count for quality: Child care center directors on rating and improvement systems. Washington, DC: Center for Law and Social Policy and National Women’s Law Center. http://www.clasp.org/admin/site/publications/files/ACountforQualityQRISReport.pdf
Smith, S., Schneider, W., & Kreader, J. L. (2010). Features of professional development and on-site assistance in child care Quality Rating Improvement Systems: A survey of state-wide systems. New York: National Center for Children in Poverty. http://www.nccp.org/publications/pub_970.html
Stoney, L. (2012). Unlocking the potential of QRIS: Trends and opportunities in the Race to the Top-Early Learning Challenge applications. http://www.qrisnetwork.org/sites/all/files/resources/gscobb/2012-03-07%2008:29/LouiseStoneyMemo.pdf
Urban Institute. (2007). National survey of America’s families. http://www.urban.org/center/anf/nsaf.cfm/
Winton, P. (2006). The evidence-based practice movement and its effect on knowledge utilization. In V. Buysse and P. Wesley (Eds.), Evidence-based practices in the early childhood field (pp. 71-115). Washington, DC: ZERO TO THREE.
Zollitsch, B., & Dean, A. (2010). Early childhood professional development: A synthesis of recent research. Portland, ME: Muskie School of Public Service, University of Southern Maine. http://webapp.usm.maine.edu/MuskieWebDBfrontend/publicationView.action?publicationId=7735