Preparing the Workforce. NCEDL Spotlights. [Report No.: NCEDL-33

Institution	National Center for Early Development & Learning, Chapel Hill, NC.
Titel	Preparing the Workforce. NCEDL Spotlights. [Report No.: NCEDL-33
Quelle	(2001), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Associate Degrees; Bachelors Degrees; College Faculty; Colleges; Early Childhood Education; Higher Education; Teacher Education; Teacher Education Programs + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; 'Bachelor''s degrees'; Bachelor-Studiengang; Fakultät; College; Hochschule; Fachhochschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung
Abstract	This report summarizes findings of a national survey of institutions of higher education (IHEs) with early childhood programs. The study, conducted by the National Council for Early Development and Learning, surveyed a nationally representative group of chairs/directors of early childhood teacher preparation programs of two- and four-year colleges and universities. The 438 IHEs participating in the survey were in 47 states plus Washington D.C., Puerto Rico, and the U.S. Virgin Islands. Major findings indicate that early childhood teacher education programs are in need of support. Overall, programs will not have adequate faculty to meet the projected workforce needs. The highest rated challenge of early childhood teacher education programs is difficulty attracting and retaining ethnically and linguistically diverse faculty. Early childhood teacher education programs have a smaller number of faculty serving a larger number of students than other programs in the same IHEs. Early childhood teacher education programs tend to have a greater percentage of part-time faculty members than do the institutions in which they reside. Gaps are evident in the programs with regard to their stated missions of preparing students to work with children with disabilities or with infants and toddlers, and the requirements of the program. Access to bachelor's degree programs upon completion of an associate's degree continues to be a problem because of articulation challenges. Other major challenges cited by IHEs include students' competing work or family-related responsibilities, and attracting and keeping students due to poor working conditions and wages in the field of early childhood. (KB)
Anmerkungen	Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01