Early Childhood

IERC Presentation: Innovative Pathways to Degrees and Capacity-Building for Illinois’ Early Childhood Workforce

Bradford White, Brenda Klostermann, Debra Baron, Janet Holt, Dan Duffy

In this session, we present results from a two-year qualitative implementation study of the Early Childhood Educator Preparation Program Innovation (EPPI) Grants. Partnerships used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and curriculum alignment initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward attainment of key competencies.   More

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IERC Publication: Illinois’ Early Childhood Innovation Zones: A New Model for State Policy? (2017-1)

Bradford R. White, Carol E. Colaninno, Mimi Doll, and Holly Lewandowski

This study summarizes efforts made by Illinois Action for Children to encourage experimentation with new systemic change strategies to increase the number of Illinois’ most vulnerable children enrolled in high quality early learning programs.  More

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IERC Publication: Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation (2016)

Stephanie A. Bernoteit, Johnna C. Darragh Ernst, and Nancy I. Latham (Eds)

Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation is jointly published by the IERC and IBHE, and highlights the accomplished work of many of our state’s two- and four-year faculty to redesign early childhood educator preparation programs to meet regional and state workforce needs.   More

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IERC Publication: Innovations for High Quality, Aligned Early Childhood Educator Preparation (2016-3)

Bradford R. White, Debra Mayconich Baron, Brenda K. Klostermann, and Daniel Q. Duffy

This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented issues experienced in early childhood educator preparation.  More

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IERC Publication: Restructuring Principal Preparation in Illinois: Perspectives on Implementation Successes, Challenges, and Future Outlook (2015-3)

Brenda K. Klostermann, Amber Stitziel Pareja, Holly Hart, Bradford R. White, and Michelle Hanh Huynh

Results of phase one of a implementation review study of Illinois’ new policy for principal preparation indicate that a majority of those interviewed support the policy goals and have a positive outlook on its future impact. Concerns about a constricted pipeline and strained resources were also expressed. Future policy implications are suggested.  More

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IERC Publication: The Early Childhood Educator Preparation Innovation Grant: Lessons from Initial Implementation (2015-2)

Eric J. Lichtenberger, Brenda K. Klostermann, and Daniel Q. Duffy

In this implementation study we reveal the barriers to project-specific goal attainment and the catalysts that allowed the partnerships to meet their objectives. This research is informative for policy development specific to articulation agreements, current and future early childhood innovation grantees, as well as others attempting to build stronger and more authentic partnerships between community colleges and four-year institutions.  More

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Other Publication: The growth of finiteness in the third year of life: Replication and predictive validity (2014)

Hadley, P., Rispoli, M., Holt, J. K., Fitzgerald, C., Bahsen, A.

The Tense and Agreement Productivity measure (Hadley & Short 2005), given to children between the ages of 2 and 3, was able to account for 55% of the variance in Test of Early Grammatical Impairment at 36 months. Developmental and theoretical implications are discussed.  More

IERC Presentation: Innovative Pathways to Degrees and Capacity-Building for Illinois’ Early Childhood Workforce

Brenda Klostermann, Debra Baron, Bradford White, Janet Holt, and Daniel Duffy

Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. The Institute of Medicine and the National Research Council call for greater collaboration between two- and four-year institutions Recognizing the importance of these relationships, IBHE provided Early Childhood Educator Preparation Program Innovation Grants to 20 2-year and 4-year partnerships, to further develop models for early childhood educator preparation and to build capacity in key areas of need. Using a case-study approach, the research team identified innovative practices put in place by the grantees to enhance articulation and alignment of curriculum among early childhood educator preparation programs in Illinois. Results of this study inform Illinois early childhood education stakeholders regarding promising practices to increase the quality of the early childhood workforce.  More

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IERC Presentation: Leveraging Workforce Credentials as Pathways to Degrees

Stephanie Bernoteit, Nancy Latham, and Brenda Klostermann

This presentation at the College Changes Everything 2016 Conference focused on strategies for engaging faculty, agency personnel, and credentialing advocates to embed industry-recognized credentials in degree programs.  Workforce data, implementation surveys, and program assessments were used to inform a technical assistance project for institutions of higher education.  This presentation also highlighted preliminary results of an IERC study of two- and four-year institutional partnerships to create flexible pathways for degree and credential attainment. Promising practices were highlighted.  More

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IERC Presentation: Preparing the Illinois Early Childhood Workforce: Lessons from a Study of Institutional Partnership Grants

Stephanie Bernoteit, Christi Chadwick, Brenda Klostermann, Eric Lichtenberger, and Cathy Main

In this implementation study we reveal the barriers to achieving project goals and the catalysts that allowed the 2-year and 4-year institution early childhood education partners to meet their objectives. This research is informative for policy development specific to articulation agreements, current and future early childhood innovation grantees, as well as others attempting to build stronger and more authentic partnerships between community colleges and four-year institutions.  More

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