No Single Ingredient
This multi-year project investigates the best way to prepare skilled and effective teachers of young children and to support teachers’ continual growth as professionals on the job. We examine the complex interaction among early childhood teacher preparation programs, early care and education workplace environments, and assistance for ongoing teacher learning. The study explores new methodologies for assessing the content and structure of higher education teacher preparation programs and for measuring the adult learning environment in early care and education settings.
Our work related to No Single Ingredient is supported by the W. Clement and Jessie V. Stone Foundation.
Our reports related to the No Single Ingredient project:
By Default or By Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice
by Marcy Whitebook, Lea J.E. Austin, Sharon Ryan, Fran Kipnis, Mirella Almaraz, and Laura Sakai
This report draws upon a case study of two early childhood B.A. completion cohort programs in order to illuminate the limitations of current ways of conceptualizing and studying early childhood teacher education.
Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future
by Marcy Whitebook, Deanna Gomby, Dan Bellm, Laura Sakai, and Fran Kipnis (2009)
» Executive summary
» Part I: Teacher Preparation and Professional Development in Grades K-12 and in Early Care and Education: Differences and Similarities, and Implications for Research
Part I summarizes the differences between the K-12 and the early care and education fields. We found more than enough similarities to warrant a close consideration of the combined wisdom of both fields.
» Part II: Effective Teacher Preparation in Early Care and Education: Toward a Comprehensive Research Agenda
Part II contains an in-depth review of our ECE and K-12 teacher preparation research and outlines what remains to be learned. It concludes with a set of key recommendations for research and policy.
The Early Childhood Higher Education Inventory was developed to assist policymakers and other stakeholders to develop a more coordinated and comprehensive professional development system for the early care and education workforce.
Staff Preparation, Reward, and Support: Are Quality Rating and Improvement Systems Including All of the Key Ingredients Necessary for Change?
by Lea J.E. Austin, Marcy Whitebook, Maia Connors, and Rory Darrah (2011)
Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children
by Marcy Whitebook and Sharon Ryan (2011)