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Pub Date: |
2002-00-00 |
Pub Type(s): |
Books; Guides - Non-Classroom |
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Descriptors:
Change Strategies; Day Care; Early Childhood Education; Family Work Relationship; Public Policy; Social Change
Abstract:
Written for policymakers, parents, and child care providers, this book provides an in-depth look at the child care industry, identifying crucial problems such as quality of care and the high cost of even mediocre care. The book identifies needed changes, including stronger regulatory procedures for providers and suppliers of care and tens of billions more in government subsidies to provide help for hard pressed parents. The book also helps parents understand the hidden costs of child care and offers guidelines to use when selecting care. The chapters of the book are: (1) "The Problem: What's Wrong with Child Care in America?" (2) The Question: How Could We Make Child Care Affordable to All?" (3) "The Design: What Should a New Child Care System Look Like?" (4) "The Yardstick: What Child Care Deserves To Be Called 'Good'?" (5) The Report Card: How Much of America's Child Care Is Good?" (6) "The Regulations: How Much Quality Control in Child Care?" (7) "The Marketplace: What Is Peculiar about the Child Care Industry?" (8) "The Caregivers: How Could We Improve Their Lot?" and (9) "The Cost: How Much Would It Take To Provide Affordability and Improved Quality?" The book's two appendices include policy recommendations and a checklist for parents trying to evaluate caregivers. (Contains extensive notes organized by chapter.) (HTH)
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Pub Date: |
1995-06-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Child Rearing; Costs; Day Care Centers; Day Care Effects; Early Childhood Education; Econometrics; Educational Economics; Educational Quality; Emotional Development; Intellectual Development; Organizational Effectiveness; Outcomes of Education; Program Effectiveness; School Readiness
Abstract:
Conducted at a time when increasing numbers of the nation's young children are in child care and when the American public is concerned about children's readiness for school, the Cost, Quality, and Child Outcomes Study provides the first comprehensive econometric and psychometric analysis of child care and children's outcomes. The study was designed to examine the relationships among the costs of child care and the nature and effects of children's child care experiences. Cost and quality data were collected through visits to 50 non-profit and 50 for-profit centers in each of four states: California, Colorado, Connecticut, and North Carolina. Trained data collectors conducted interviews with and distributed questionnaires to center directors, teachers, and parents; they also observed two randomly chosen classrooms in each center. Data were then collected on 826 children from preschool classrooms visited earlier. The study found that while child care varies widely within and between states and sectors of this industry, most child care is mediocre in quality, sufficiently poor to interfere with children's emotional and intellectual development. Market forces constrain the cost of child care and at the same time depress the quality of care provided to children. It costs somewhat more to provide good quality care than to produce poor quality care; however, higher costs are not obviously reflected in parent fees, which are relatively similar in centers of different quality. Based on the findings, the following recommendations were made: (1) launch efforts to educate parents on identifying high quality programs; (2) implement higher state standards; (3) increase investments in child care staff; and (4) assure adequate financing and support of child care. (BGC)
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Full Text (8742K)
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Pub Date: |
1982-00-00 |
Pub Type(s): |
ERIC Publications; Guides - Classroom - Teacher; Reference Materials - General |
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Descriptors:
Concept Formation; Concept Teaching; Curriculum Design; Curriculum Development; Economics; Economics Education; Models; Organizations (Groups); Resource Materials; Secondary Education; Teaching Methods
Abstract:
The purposes of this teaching handbook are to provide building blocks necessary for developing a course of study for secondary students in economics and to present resources and references. It is arranged in seven sections. An introductory section describes some economic organizers--the models structure and methods of analysis--that are useful for high school teaching. Section two gives short summaries of the major approaches and rationales for teaching economics, and of different schools of economic thought. Section three describes different approaches to teaching and highlights the importance of motivating students. A series of teaching strategies involving students in active learning is the focus of section four. Section five offers some guidelines for examining economics curriculum materials and reviews a number of resources that form the basis of an economics teacher's personal library. Organizations that offer resources and services for economic educators are identified in section six. The final section provides a selective list of up-to-date resources in the Educational Resources Information Center (ERIC) data base. (Author/NE)
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Pub Date: |
1971-11-00 |
Pub Type(s): |
N/A |
Peer Reviewed: |
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Descriptors:
Curriculum Development; Educational Change; Preservice Teacher Education; Program Descriptions; Teacher Education; Teacher Educator Education; Teacher Effectiveness
Abstract:
This conference report is organized to follow the conference schedule and includes edited versions of three papers, as well as of the final plenary session. The paper by Suzanne Wiggins Helburn is titled "Trends and Issues in Teacher Education in Colorado" and summarizes the trends which were indicated by a survey of the state programs. Topics considered included innovations in the curriculum and general program characteristics in both college and university programs and in school based programs, the preservice curriculum, optimum use of the education labor force, and change agents and external financing. The paper by Donald N. Bigelow, "Freedom, Process, and Colorado," considers the changing interpretation of freedom in an educational context, the importance of the individual, and the problems involved in bringing about the desired changes. Elwyn Richardson compares trends in education in England, New Zealand, and the United States, pointing out that good, unstructured teaching calls for far more work on the part of the teacher than formal education does, and describing instances of successful teaching. The question and answer sessions which followed each of these papers are also included. Appendixes list the conferences participants, conference staff, and schedule, and also include a directory of alternative teacher education programs in Colorado. (MBM)
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