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Building Policies and Practices That Support Each Child - Handout References Alexander, K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its short and long-term consequences for school performance. Child Development, 64, 801–814. An effective teacher . . . Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135. Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc. Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2): 417–58. Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252. Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214. Civic Enterprises. (2013). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. http://www.americaspromise.org/~/media/Files/Our%20Work/Grad%20Nation/ Building%20a%20Grad%20Nation/BuildingAGradNation2013Full.ashx Derman-Sparks, L., & Olson Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC. NOTE: Chapter 1 is available online at http://www.naeyc.org/store/files/store/TOC/254.pdf The difference you can make Au, K. H., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. P. Guthrie, & K. H. Au (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography (pp. 139-152). Rowley, MA: Newbury House. 1 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self- esteem-strategies-support-each-young-child

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Building Policies and Practices That Support Each Child - HandoutReferencesAlexander, K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its short and long-

term consequences for school performance. Child Development, 64, 801–814.An effective teacher . . .

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135.

Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.

Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2): 417–58.

Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.

Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.

Civic Enterprises. (2013). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. http://www.americaspromise.org/~/media/Files/Our%20Work/Grad%20Nation/Building%20a%20Grad%20Nation/BuildingAGradNation2013Full.ashx

Derman-Sparks, L., & Olson Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC. NOTE: Chapter 1 is available online at http://www.naeyc.org/store/files/store/TOC/254.pdf

The difference you can makeAu, K. H., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. P. Guthrie, & K. H. Au (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography (pp. 139-152). Rowley, MA: Newbury House.Boykin, A. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 57-92). Hillsdale, NJ: Erlbaum.González, N., Moll, L. C., Floyd-Tenery, M., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1993). Teacher research on funds of knowledge: Learning from households (Educational Practice Rep. No. 6.). Washington, DC and Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.Tharp, R. G. (1991). Cultural diversity and treatment of children. Journal of Consulting and Clinical Psychology, 59, 799-812.Tharp, R. G. (1992). Cultural compatibility and diversity: Implications for the urban classroom. Teaching Thinking and Problem Solving, 14(6), 1-9.

Family engagementIzzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher

perceptions of parent involvement in children’s education and school performance, American Journal of Community Psychology, 27(6), 817-839.

1 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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Mantizicopoulos, P. (2003). Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables. Journal of Educational Psychology, 95(2), 268-278.

McWayne, C., Hampton, V., Fantuzzo., J. Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377.

Harvard Family Research Project. (2006, Spring). Family involvement makes a difference: Evidence that family involvement promotes school success for every child of every age. Harvard Family Research Project: Harvard Graduate School of Education.

Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. http://www.hartfordinfo.org/issues/wsd/education/NationalPreKExpulsionPaper.pdf

Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B). Washington, DC: Child Trends. http://www.childtrends.org/Files/Child_Trends-2009_07_10_FR_DisparitiesEL.pdf

Hernandez, D. J., & Napierala, J. S. (2013). Diverse children: Race, ethnicity, and immigration in America’s new non-majority generation. New York: Foundation for Child Development. http://fcd-us.org/sites/default/files/DiverseChildren%20-%20Full%20Report.pdf

Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.

Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.

National Assessment of Educational Progress. (2011). The nation’s report card: 2011 state snapshot report. (Reading, Grade 4). http://www.portal.state.pa.us/portal/http;//www.portal.state.pa.us;80/portal/server.pt/gateway/PTARGS_0_148494_1285446_0_0_18/2011%20Grade%204%20FReading%20Snapshot%20Report.pdf

National Association for the Education of Young Children (NAEYC). (2009). NAEYC standards for early childhood professional preparation. Washington, DC: NAEYC. http://www.naeyc.org/files/naeyc/files/2009%20Professional%20Prep%20stdsRevised%204_12.pdf

National Center for Children in Poverty. (2013). Pennsylvania demographics of young, poor children. http://nccp.org/profiles/PA_profile_9.html

National Professional Development Center on Inclusion. (2007). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

Pennsylvania State Education Association. (2005). Emerging issues in education: Achievement gaps. https://www.psea.org/uploadedFiles/TeachingandLearning/achievement%20gaps.pdf

Ray, A., Bowman, B., & Robbins, J. (2006). Educating early childhood teachers about diversity: The contribution of four-year undergraduate teacher preparation programs. http://www.erikson.edu/PageContent/en-us/Documents/pubs/Teachered.pdf

Valeski, T. N., & Stipek, D. J. (2001, July/August). Young children’s feelings about school. Child Development, 72(4), 1198-1213.

Whitebrook, M., Gomby, D., Bellm, D., Sakai, L., & Kipnis, F. (2009). Preparing teachers of young children: The current state of knowledge, and a blueprint for the future. Executive summary (p.1).

2 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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Berkeley, CA: Center for the Study of Child Care Employment. http://www.irle.berkeley.edu/cscce/wp-content/uploads/2009/01/teacher_prep_summary.pdf

3 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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RESOURCES TO SUPPORT INTENTIONALITYPo

licie

s Bruner, C., Ray, A., Stover Wright, M., & Copeman, A. (2009). Quality rating and

improvement systems for a multi-ethnic society. BUILD. http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/181/Quality-Rating-and-Improvement-Systems-for-a-Multi-Ethnic-Society.aspx

BUILD. (2012). Young children’s healthy development and learning in a diverse society: An outline for designing a culturally and linguistically relevant, responsive and competent early childhood education system. A working document. Posted at http://www.fpg.unc.edu/presentations/tools-and-strategies-building-systems-support-young-children-who-are-culturally-lingui

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion/

Landing Pad on the Importance of Intentionalityhttp://build.fpg.unc.edu/session-1-why-do-it

Landing Pad on Measuring Quality for Each Childhttp://build.fpg.unc.edu/session-2-measuring-quality

National Association for the Education of Young Children (NAEYC). (2009). Where we stand on responding to linguistic and cultural diversity. Washington, DC: Author. http://www.naeyc.org/files/naeys/file/positions/diversity.pdf

People first language http://www.disabilityisnatural.com/explore/people-first-language

Fam

ily E

ngag

emen

t

CONNECT Module 3: Communication for Collaborationhttp://community.fpg.unc.edu/connect-modules/learners/module-3

CONNECT Module 4: Family-Professional Partnershipshttp://community.fpg.unc.edu/connect-modules/learners/module-4

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Halgunseth, L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Washington, DC: National Association for the Education of Young Children. http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf (publication)

Harvard Family Research Project –Informing Family Engagement Policyhttp://www.hfrp.org/family-involvement/informing-family-engagement-policy

Landing Pad on Family Engagement http://build.fpg.unc.edu/session-3-landing-pad National Center on Parent, Family and Community Engagement

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family Ray, A. (2010). Parent priorities in selecting early learning programs: Implications for

Minnesota’s Quality Rating and Improvement System. Minneapolis, MN: Minnesota Early Learning Foundation. http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/173/Parent-Priorities-in-Selecting-Early-Learning-Programs-Implications-for-Minnesota-s-Quality-Rating-a.aspx

4 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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5 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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RESOURCES TO SUPPORT INTENTIONALITYPr

ogra

ms/

Prac

tices

Bruner, C., Hanus, A., & Stover-Wright, M. (2012). Starting point: State actions to incorporate issues of race, culture, and language into quality rating scoring systems. http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/246/Starting-Point-State-Actions-to-Incorporate-Issues-of-Race-Culture-and-Language-into-Quality-Rating.aspx

CONNECT Module 1: Embedded Interventionshttp://community.fpg.unc.edu/connect-modules/learners/module-1

Delaware Guide to Supporting Inclusion in Early Care and Education http://www.dhss.delaware.gov/dms/epqc/birth3/files/growingtogether.pdf

Delaware Meaningful Access, Participation and Supports http://www.dhss.delaware.gov/dms/epqc/birth3/files/de_maps_inclusion.pdf

DYSA African American English (or Ebonics) in the classroom http://www.youtube.com/watch?v=xX1-FgkfWo8

Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center. http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/video/Video%20Presentations/ACreativeAdvent.htm

Landing Pad on Improving Experiences http://build.fpg.unc.edu/session-3-landing-pad-2 National Center on Cultural and Linguistic Responsiveness

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center

Inte

ntion

al In

tera

ction

s

Bradshaw, W. (2013). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(1), 3-15.

Grocery store vignette http://www.upworthy.com/one-easy-thing-all-white-people-could-do-that-would-make-the-world-a-better-place-5?c=upw1

I didn’t know what to say http://www.youtube.com/watch?v=LEr6eo1J7Aw Parker, R., & Chambers, P.S. (2005). The anti-racist cookbook: A recipe guide for

conversations about race that goes beyond covered dishes and “Kum-Bah-Ya.” Roselle, NJ: Crandall, Dostie, and Douglass Books, Inc.

Teaching Tolerance. (n.d.) How to implement ‘Speak Up At School’ (includes free video clips) http://www.tolerance.org/supplement/how-implement-speak-school

Teaching Tolerance. (n.d.) Speak up at school: How to respond to everyday prejudice, bias and stereotypes: A guide for teachers. Birmingham, AL: Southern Poverty Law Center. http://cdna.tolerance.org/sites/default/files/general/Speak_Up_at_School.pdf

Clos

ing Imagine a world without hate http://www.adl.org/imagine/

6 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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7 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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INTENTIONAL APPROACHES TO SUPPORTING DIVERSITYIN EARLY CHILDHOOD PROGRAMS

Ask yourself… What are examples of intentional practices?

Do your policies reflect

your intentionality?

Do your efforts have an explicit and intentional emphasis on young children who are culturally diverse (includes racial, ethnic, socio-economic, and other aspects of diversity)?

Do your efforts have an explicit and intentional emphasis on young children who are dual language learners?

Do your efforts have an explicit and intentional emphasis on young children with disabilities?

Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)?

Do you have guiding principles to underscore your shared commitment to diversity in all aspects of your work?

Do your family engagement

efforts reflect your

intentionality?

Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Are you also engaging families who have young children with disabilities?

Is input from family members shaping the quality of your work? Are you building the capacity of diverse families to support the capability and success of their children?

Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning?

Do your programs and practices with young children

reflect your intentionality?

Are you intentionally and effectively supporting practices that connect children’s cultures and experiences to their learning?

Are you shaping teachers’ personal capacities and attitudes to support each child’s achievement?

Do program characteristics (e.g., teacher-child ratios, time for small groups or one-on-one interactions, materials in multiple languages) support individual children?

Do environments authentically reflect the children, families, and communities you serve?

Do your interactions reflect your

commitment to supporting each child and

family?

Have you made time to discover your own personal culture? Do you have a variety of strategies for dealing with biased remarks that children or

adults make? Have you practiced using a variety of strategies for dealing with biased remarks or

viewpoints?

8 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child

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9 Handout developed by Camille Catlett (919) 966-6635 [email protected] . Download at http://fpg.unc.edu/presentations/what-you-can-do-grow-self-esteem-strategies-support-each-young-child