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ERIC Number: ED497151
Record Type: Non-Journal
Publication Date: 2007-Apr
Pages: 16
Abstractor: ERIC
Taking Steps toward PK-3 Success
Eubanks, Shyrelle
National Education Association Research Department
This tandem brief examines state policies and practices regarding critical PK-3 working conditions and identifies strategies to influence teacher job quality through collective bargaining and other collaborative processes. The document is designed to support efforts to change or implement policies that will improve the teaching and learning environments at the PK-3 levels. The brief notes that it is not critical what methods are used to create, influence and change policy; rather, what is important is that teachers and children are supported in their work. Contents include: (1) Critical PK-3 Quality Indicators; (2) Class Size; (3) Length of Instructional Day; (4) Entry-Level Personnel Requirements; (5) Ongoing Professional Development; (6) Role of Paraeducators; (7) Planning Time; and (8) Improving PK-3 Child Outcomes. (Contains 7 notes.) [This report is a compilation of research findings, analysis and information derived from "Summary of State-Level Data on Pre-Kindergarten-3rd Grade Teacher Job Quality" by the Institute for Women's Policy Research, April 3, 2006; "The Relationship between Teacher Job Quality and Outcomes for Children: A Preliminary Review of the Research Literature" by the Institute for Women's Policy Research, April 3, 2006; and "Collective Bargaining for PK-3 Success," by the National Education Association, November, 2006.]
National Education Association Research Department. 1201 16th Street NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Foundation for Child Development, New York, NY.
Authoring Institution: National Education Association, Washington, DC.
Grant or Contract Numbers: N/A