More Hours, More Work: Head Start Expansions Boost Maternal Employment,
2026
W.E. Upjohn Institute for Employment Research
More Hours, More Work: Head Start Expansions Boost Maternal Employment, Chloe R. Gibbs, Esra Kose, Maria Rosales Rueda
Upjohn Institute Working Papers
Women’s employment remains highly sensitive to childcare constraints, making childcare availability a critical lever for supporting mothers’ labor force attachment. We study the effects of expanded full-day programming in Head Start, using the 2016 federal funding initiative that targeted grantees with low full-day enrollment. Linking administrative program data, geo-coded center locations, and household data on employment, we estimate a difference-in-differences design by comparing mothers of young children in treated and untreated areas. The policy increased full-day enrollment by 19 percent and raised single mothers’ employment (1.9%), hours (2.5%), and earnings (6.5%). Results show that extending program duration meaningfully improves maternal …
Cv: Hae Min Yu (Early Childhood Education),
2026
Lewis University
Cv: Hae Min Yu (Early Childhood Education), Hae Min Yu
Education Department Faculty Curricula Vitae
No abstract provided.
Report Of Kilby School,
2026
University of North Alabama
Report Of Kilby School, Kilby School Administration
Documents
This is a yearly report from Kilby administrators about the objectives and goals of the teachers and support staff at Kilby for the students during the 1958-1959 school year.
Annual Report, Kilby School,
2026
University of North Alabama
Annual Report, Kilby School, Kilby School Administrators
Documents
This is an annual report of the positives and negatives that Kilby teachers saw in the 1957-1958 school year.
Parent-Teacher Association Scrapbook,
2026
University of North Alabama
Parent-Teacher Association Scrapbook, Kilby Parent Teacher Association
Documents
This scrapbook was produced by the Kilby PTA for the 1963-1964 school year. It discusses all events and programs that the Parent Teacher Association worked on during the school year.
Early Childhood Teachers’ Experiences Establishing Positive School-Home Relationships,
2026
Walden University
Early Childhood Teachers’ Experiences Establishing Positive School-Home Relationships, Jayme Michelle Doyle
Walden Dissertations and Doctoral Studies
The problem in this study was that at Windland Elementary School (WES; pseudonym) early childhood teachers experienced a 16% decrease in parent satisfaction with the school's ability to eliminate or reduce barriers to parent engagement. Framed by six types of activities that encompass family engagement from Epstein et al., the purpose of this study was to explore early childhood teachers' experiences in establishing and maintaining school-home relationships at WES. Data were collected through semistructured interviews with 10 Kindergarten through Grade 3 teachers who had at least 3 years’ teaching experience at WES. Thematic analysis using open coding yielded four key …
Early Learning Across Decades: Advances In Measuring Head Start Effectiveness,
2026
W.E. Upjohn Institute for Employment Research
Early Learning Across Decades: Advances In Measuring Head Start Effectiveness, Chloe R. Gibbs
Upjohn Institute Working Papers
The Head Start program, launched in 1965 and targeted to children from disadvantaged backgrounds, remains the largest early childhood care and education (ECE) program in the United States and the only one deployed at the federal level. As such, the Head Start literature spans several decades and now allows for synthesis of findings from different contexts, time periods, and research designs. This paper provides a comprehensive assessment of the rigorous evidence measuring Head Start’s effects on children, their families, and society. The focus is on how (1) the contrast between program and counterfactual conditions, (2) takeup of the program among …
Book Review: Assessing Autoethnography: Notes On Analysis, Evaluation, And Craft,
2026
University of Northern Colorado
Book Review: Assessing Autoethnography: Notes On Analysis, Evaluation, And Craft, Margaret Berg
Journal of Educational Research and Innovation
No abstract provided.
The Voices Of Play- Understanding Children’S Perspectives Of Naturalized And Forested Outdoor Play Environments,
2026
University of Guelph
The Voices Of Play- Understanding Children’S Perspectives Of Naturalized And Forested Outdoor Play Environments, Kimberly Squires, Kim Barton, Madi Stubbs, Mandy English
IALS Journal
is qualitative participatory study explored young children's perspectives of naturalized and forested outdoor play environments at an early learning laboratory school in Ontario, Canada. Drawing on the Mosaic Approach, photo-elicitation, and the Reggio Emilia concept of the hundred languages of children, researchers invited preschool children to communicate their perspectives through photography, drawing, and discussion. Findings revealed that both naturalized and forested environments supported meaningful connections with nature, although children engaged with each setting in distinct ways. Forested environments encouraged broader and more action-oriented interactions with natural materials, while naturalized environments fostered more diverse and specific connections with environmental features. The …
From Wind To Wonder: Libraries And Storytelling At The Heart Of Urban Education,
2026
Georgia State University
From Wind To Wonder: Libraries And Storytelling At The Heart Of Urban Education, Angiah L. Davis
Georgia Library Quarterly
Georgia State University’s (GSU) Alonzo A. Crim Center for Urban Educational Excellence partnered with the Jim Cherry Learning Resources Center at GSU's Clarkston Library to launch an innovative literacy initiative during the 19th annual GSU Sources Pre‑Conference. Anchored by the theme “Seeing Ourselves in the Algorithmic Future of Education,” the program examined how emerging technologies intersect with creativity, literacy, community problem solving, and storytelling. This article shares the program’s design and impact, illustrating how cross‑institutional partnerships can foster inclusive literacy practices and prepare learners to navigate and shape the algorithmic futures that increasingly define educational landscapes.
February 2026 Nh Ece Research Consortium Newsletter,
2026
University of New Hampshire, Durham
February 2026 Nh Ece Research Consortium Newsletter, Evan England, Jess Carson, Harshita Sarup
New Hampshire Early Care and Education Research Consortium
The February 2026 NH ECE Research Consortium Newsletter features a spotlight on the NH Child Care Scholarship Program. Also find the latest data, research publications, Consortium resources, upcoming events, opportunities, and more.
Assessing School Readiness For Social And Emotional Learning: A Study Of School Leadership Perceptions And Attitudes,
2026
The American University in Cairo AUC
Assessing School Readiness For Social And Emotional Learning: A Study Of School Leadership Perceptions And Attitudes, Nahla Elharati
Theses and Dissertations
This study explores the integration of social and emotional learning (SEL) in a number of British schools across Egypt, focusing on how school leaders defined and perceived its importance in student development. Through in-depth interviews with twelve school leaders, this study found that school leaders’ definitions of SEL emphasized self- awareness, self-regulation, and relationship-building, alongside a strong focus on the real-life applicability of SEL both within school settings and in students’ future lives. School leaders also expressed positive attitudes toward the benefits of SEL, particularly its role in enhancing academic performance, promoting student well-being, improving peer relationships, and reducing bullying, …
Economic Outlook Of Battle Creek: Challenges And Opportunities,
2026
W.E. Upjohn Institute for Employment Research
Economic Outlook Of Battle Creek: Challenges And Opportunities, Iryna V. Lendel, Chloe Wieber, Sevrin Williams, Gerrit Anderson
Upjohn Institute Technical Reports
This report by the W.E. Upjohn Institute for Employment Research examines labor market dynamics in Battle Creek, finding that roughly 75 percent of jobs in the city are held by workers who live outside the city limits, with significant skill mismatches between city residents and local employer needs. This mismatch helps explain persistently low wages, elevated poverty rates, and high reliance on public assistance among city residents despite a strong manufacturing base and growing logistics, food processing, and machining sectors. Limited housing supply, inadequate public transportation, and childcare shortages further restrict residents’ access to employment. The report underscores the urgency …
Teacher Perspectives Of Their Challenges In Supporting K-3 Students In Mathematics Proficiency,
2026
Walden University
Teacher Perspectives Of Their Challenges In Supporting K-3 Students In Mathematics Proficiency, Jasmine Chanel Mills
Walden Dissertations and Doctoral Studies
The problem for this study was that mathematics preparation for students in K–3 classrooms often does not lead to mathematics proficiency for third grade students. Guided by Wigfield’s expectancy value theory, the purpose of this qualitative study was to explore teachers’ perspectives of children’s expectations and values related to mathematics and challenges teachers describe in supporting children’s mathematics achievement. Data were collected through 12 semistructured interviews with K–3 teachers in in a public school district in the eastern United States. Thematic analysis using open coding resulted in six themes which indicated that teacher beliefs and expectations are associated with mathematics …
Untold Journeys: A Case Study Of Attrition In Alabama’S Public School Teaching Workforce,
2026
University of Alabama at Birmingham
Untold Journeys: A Case Study Of Attrition In Alabama’S Public School Teaching Workforce, Jessica Claborn Rose
ETDs from 2020-2029
This exploratory multiple-case study investigates the crisis of teacher attrition among early childhood and elementary education graduates from Alabama-based teacher education programs (TEPs) who either avoided public-school teaching or left the profession within three years. The research, guided by Bandura’s social cognitive theory (SCT) and Maslow’s human motivation theory, utilized a qualitative design involving individual interviews with ten teacher leavers (TLs), and five TEP faculty members. The findings reveal that attrition is a multi-faceted crisis rooted in systemic failures, coalescing around two overarching factors: effectiveness of support systems and a collection of barriers. Consistent with SCT, low self-efficacy, resulting from …
The Indispensable Role Of The Sister Disability Agencies: Safeguarding Progress And Enhancing Outcomes Through Collaboration,
2026
West Virginia University
The Indispensable Role Of The Sister Disability Agencies: Safeguarding Progress And Enhancing Outcomes Through Collaboration, Lesley Cottrell, Susan Given, Christina E. Wiseman
Developmental Disabilities Network Journal
This manuscript emphasizes the critical importance of having a Disability Network of services—including University Centers for Excellence in Developmental Disabilities (UCEDDs), State Councils on Developmental Disabilities, and Protection & Advocacy organizations - in promoting systemic innovation and improved outcomes for individuals with developmental disabilities. Highlighting a case study from West Virginia, where collaboration between West Virginia University’s Center for Excellence in Disabilities, Disability Rights of West Virginia, and the West Virginia Developmental Disabilities Council has resulted in cost-effective, sustainable improvements, this paper underscores the urgent need to protect and expand these programs amidst current policy threats. The evidence underscores that …
Training On "Learn The Signs. Act Early." In Head Start And Early Head Start Shows Ineffective Without Supporting Implementation Policy,
2026
MGH Institute of Health Professions
Training On "Learn The Signs. Act Early." In Head Start And Early Head Start Shows Ineffective Without Supporting Implementation Policy, Kayla Livingston, Mary O'Donnell, Kate G. Barlow
Developmental Disabilities Network Journal
Early identification and intervention for children with developmental delays improves child outcomes, yet many children are not monitored, screened, or identified early despite its effectiveness. The relationship between the use of the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” developmental monitoring program and referrals to intervention services is not well understood. This study investigated how “Learn the Signs. Act Early.” implementation practices within Massachusetts’ Head Start and Early Head Start agencies correlated with the rate of referrals to intervention services. Researchers utilized a non-experimental quantitative design. Secondary data on referral rates from Head Start and Early …
Educating Medical Trainees On Mental Healthcare And Intellectual And Developmental Disabilities,
2026
University of New Hampshire, Durham
Educating Medical Trainees On Mental Healthcare And Intellectual And Developmental Disabilities, Andrea Palmieri, Joan B. Beasley, Micah Peace Urquilla, Jennifer Mclaren
Developmental Disabilities Network Journal
Many children and adults with intellectual and developmental disabilities (IDD) experience mental health conditions and commonly receive treatment with psychotropic medications. Prescribers often overuse these medications in children with IDD, who are frequently treated with polypharmacy and antipsychotics, a trend that continues into adulthood. Medical trainees receive little training regarding the IDD patient population. This paper describes the development and evaluation of an evidence-informed, easy-to-use training curriculum. The 6-hour training establishes a foundation for medical trainees regarding the treatment of mental health conditions in people with intellectual and developmental disabilities (IDD-MH) as part of an integrated health, interdisciplinary treatment approach. …
Public Education Rankings In The Mountain West, 2025,
2026
University of Nevada, Las Vegas
Public Education Rankings In The Mountain West, 2025, Anthony Arroyo, Yiselle Olivas Ruiz, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.
K-12 Education
This fact sheet reports 2025 public education rankings for the Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. The Consumer Affairs report, “Best States for Public Education 2025,” ranks all 50 U.S. states across four categories: K-12 performance, school funding and resources, higher education quality, and school safety. This fact sheet also highlights the change in each Mountain West state’s overall ranking between 2024 and 2025.
Understanding Early Childhood Community Collaborations (Ecccs) In Relation To Systems Change,
2026
Loyola University of Chicago Graduate School
Understanding Early Childhood Community Collaborations (Ecccs) In Relation To Systems Change, Rebecca Waterstone Halperin
Dissertations
The early childhood system in the United States is piecemeal and fragmented (Adams et al., 2017; Gomez & Rendon, 2019; Kagan & Kauerz, 2012; State Capacity Building Center, 2022). The result is that families have unequal access to care, education, and other early childhood services for their young children. There have been various approaches to building, impacting, and changing the early childhood system to move toward equity, and many of these approaches call for collaborative efforts. The state of Illinois is engaged in comprehensive early childhood systems work, and one of the vehicles driving this change has been the work …
