Position Statement Resources

The Primary Program for All Children

Jones, R. (1998). Starting early: The why and how of preschool education. American School Board Journal. 185. pp. 20-25.

Saphier, J. & Gower, R. (1993). The skillful teacher: Building your teaching skills. Massachusetts: Research for Better Teaching, Inc.

Nebraska framework for early childhood professional development. (1998). Nebraska Early Childhood Care and Education Workforce. Lincoln, NE: Author.

Achieving High Standards

Hitz, R. & Richter, S. (1993). School readiness a flawed concept. Principal 72(5).

International Reading Association & the National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53.

Katz, L. (1993). Multiple perspectives on the quality of early childhood programs. University of Illinois: Educational Resource Information System.

Robinson, G. E. (1990). Synthesis of research on class size. Educational Leadership, 47(7), 80-90.

Slavin, R. (1986). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Baltimore, MD: Center for Research on Elementary and Middle School, John Hopkins University.

Ethics in Early Childhood Education

Garrod, A. (1993). Approaches to moral development: New research and emerging themes. New York: Teachers College Press.

Feeney, S., & Freeman, N. K. (1999). Ethics and the early childhood educator: Using the NAEYC code. Washington, DC: National Association for the Education of Young Children.

Feeney, S., Freeman, N. K., & Moravcik, E. (2000). Teaching the NAEYC code of ethical conduct. Washington, DC: National Association for the Education of Young Children.

Fennimore, B. (1989). Child advocacy for early childhood educators. New York: Teachers College Press.

Professional Practices Commission. (1997). Code of ethics: Teaching profession. Lincoln, NE: Professional Practices Commission.

Home, School, and Community Partnerships That Work

Balley, J. & Moles, O. (1994). Strong families, strong schools: Building community partnerships for learning. Washington, DC: U. S. Department of Education.

Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan 76(9), 701-712.

Family Involvement Partnership for Learning, 600 Independence Avenue, SW, Washington, DC 20202-8137.

Search Institute, 700 South Third Street, Suite 210, Minneapolis, MN 55415-1138.

Swick, K. J. (1992). Teacher-parent partnerships. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

Building Effective School Teams

Harper, A. (1992). Skill building for self-directed team members. New York: MW Corporation.

Smith, S. & Piele, P. (Eds.). (1989). School leadership: Handbook for excellence. Washington, DC: ERIC Clearinghouse on Educational Management.

Zenger, J., Musselwhite, E., Hurson, & Perrin, C. (1996). Leading teams: Mastering the new role. Burr Ridge, IL: Business One Irwin.

Active Learning Through Play

Hohmann, M. & Weikart, D. (1997). Educating young children. Ypsilanti, MK: High Scope Press.

New York State Department of Education & University of the State of New York. Preschool planning guide. Albany, NY: Authors.

Nuba, H., Searson, M. & Sheiman, D. (Eds.). (1994). Resources for early childhood: A handbook. New York: Garland Publishing.

Paley, V. (1992). You can’t say-you can’t play. Cambridge, MA: Harvard University Press.

Seefeld, C. (1999). The early childhood curriculum. New York: Teachers College Press.

Teaching to the Ways Children Learn

Armstrong, T. (1993). Seven kinds of smart: Identifying and developing your many intelligences. New York: Plume.

Armstrong, T. (1994). Multiple intelligence in the classroom. Alexandria, VA: Association of Supervision and Curriculum Development.

Burns, M., Griffin, P., & Snow, C. (Eds.). (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.

Chen, Jic-Q (Ed.). (1998). Project spectrum: Early learning activities. New York: Teachers College Press and National Association for the Education of Young Children.

Klugman, E. & Smilansky, S. (1990). Children’s play and learning: Perspectives and policy implications. New York: Teachers College Press.

Labinowica, E. (1980). A Piaget primer: Thinking, learning, teaching. Menlo Park, CA: Addison-Wesley.

Marzano, R., et al. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Sousa, D. (1998). How the brain learns. Thousand Oaks, CA: Corwin Press.

Wolfe, P. (1997). Translating brain research into educational practice. [sound recordings]. Alexandria, VA: Association for Supervision and Curriculum Development.

School Readiness

Cosden, M., Zimmer, J., & Tuss, P. (1993). The impact of age, sex and ethnicity on kindergarten entry and retention decisions. Educational Evaluation and Policy Analysis, 15(2), 209-222.

National Association for the Education of Young Children. (1995). NAEYC position statement on school readiness. Young Children, 46(1).

Walmsley, S., & Walmsley, B. (1996). Kindergarten: Ready or not? Portsmouth, NH: Heinemann.

West, J., Hausking, E., & Collins, M. (1993). Readiness for kindergarten: Parent and teacher beliefs. Washington, DC: National Center for Education Statistics.

Tracking and Retention

Center for Policy Research in Education, Rutgers University. (1990). Repeating grades in school: Current practice and research evidence. New Brunswick, NJ: Author.

Cosden, M., Zimmer, J. & Tuss, P. (1993). The impact of age, sex and ethnicity on kindergarten entry and retention decisions. Educational Evaluation and Policy Analysis, 15(2), 209-222.

Massachusetts Board of Education. (1990). Structuring schools for success: A focus on grade retention.
MA: Author.

Meisels, S. J. (1992). Doing harm by doing good: Latrogenic effects of early childhood enrollment and promotion policies. Early Childhood Research Quarterly, 7(2), 155-175.

Plummer, D., Liniberger, M., & Graziano, W. (1987). The academic and social consequences of grade retention: A convergent analysis. In Katz, L. G. (Ed.). Current Topics in Early Childhood Education,
Vol. VI. Norwood, NJ: Ablex Publishing Corporation.

Robinson, G. E. (1990). Synthesis of research on class size. Educational Leadership, 47(7), 84-88.

Shepard, L., & Smith, M. (1990). Synthesis of research on grade retention. Educational Leadership, 47(8), 84-88.

Shepard, L. & Smith, M. (1986). Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 44(3), 78-86.

U. S. Department of Education. (1999). Taking responsibility for ending social promotion: A guide for educators and state and local leaders. Washington, DC: Author.

Assessment of Young Children

Bredekamp, S. & Rosegrant, T. (Eds.). Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.

Bredekamp, S. & Rosegrant, T. (Eds.). (1995). Reaching potentials: Transforming early childhood curriculum and assessment, Volume 2. Washington, DC: National Association for the Education of Young Children.

Davies, A., Politano, C., Cameron, C., & Gregory, K. (1992). Together is better: Collaborative assessment, evaluation, and reporting. Winnepeg, Canada: Peguis Publishers.

Hills, T. W. (1993). Assessment in context: Teacher and children at work. Young Children, 48(5), 20-28.

Kamii, C. (Ed.). (1990). Achievement testing in the early grades: The games grown-ups play. Washington, DC: National Association for the Education of Young Children.

Katz, L. G. (1997). A developmental approach to assessment of young children. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (EDO-PS-97-18).

Kohn, A. (1993). Punished by rewards. New York, NY: Houghton Mifflin Company.

McAfee, O. & Leong, D. (1994). Assessing and guiding young children’s development and learning. Needham Heights, MA: Allyn Bacon.

Meisels, S. J. (1989). Developmental screening in early childhood: A guide (3^rd edition). Washington, DC: National Association for the Education of Young Children.

Meisels, S. J. (1989). High stakes testing in kindergarten. Educational Leadership, 46(7), 16-22.

Perrone, V. (1991). On standardized testing. Childhood Education, 67(3), 132-141.

Class Size

Achilles et al. (1996). AIR, RAND, PACE, and Ed Source. (1998). Evaluating California’s class size reduction initiative: The year 1 data collection component. Grant proposal submitted to Koret Foundation: Palo Alto, CA.

Egelson, P., Harma, P. & Achilles, C. (1996). Does class size make a difference? Recent finding from state and district initiatives. Washington, DC: ERIC Clearinghouse. ED 398-644.

Finn, J. (1998). Class size and students at risk: What is known? What is next? Washington, DC: U. S. Department of Education, Office of Educational Research and Improvement, National Institute on the Education At-Risk Student.

Florida Department of Education-Office of Policy Research. (1998). The relationship of school and class size with student achievement in Florida: An analysis of statewide data. FL: Florida Department of Education.

Maier, P., Moinar, A., Percy, S., Smith, P. & Sahorick, J. (1997). First year results of the student achievement guarantee in education program. Milwaukee, WI: University of Wisconsin-Milwaukee.

Mosteller, F., Light, R. & Sachs, J. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Educational Review 66(4): 842.

Technology and Young Children

Hinchliffe, L. J. (1996). Helping early childhood teacher education students learn about the internet. Clearinghouse on Elementary and Early Childhood Education. ERIC Digest. EDO-PS-96-5.

Kosakowski, J. (1998). The benefits of information technology. ERIC Digest. EDO-IR-98-04.

Kulik, J. A. / (1994). Meta-analytic studies of findings on computer-based instruction. In E. L. Baker and
H. F. O’Neil, Jr. (Eds.). Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum.

McCraw, P. A. & Meyer, J. E. (1999). Technology and young children: What teachers need to know. University of Southern Indiana.

Rothenberg, D. (1995). The internet and early childhood educators: Some frequently asked questions. ERIC Digest. EDO-PS-95-5.

U. S. Department of Education. (1996). Getting America’s students ready for the 21^st century: Meeting the technology literacy challenge. Washington, DC: U. S. Department of Education. [Online] Available at: www.ed.gov/Technology/Plan/NatTechPlan.

Wright, J. & Shade, D. (1994). Young children: Active learners in a technological age. Washington, DC: National Association for the Education of Young Children.

Grouping for Learning

Politano, C. & Davies, A. (1994). Multi-age and more: Building connections. Winnipeg, Canada: Peguis Publishers.

Schwartz, S. & Pollishuke, M. (1991). Creating the child-centered classroom. Katonah, NY: R. C. Owen.

Salvin, R. (1991). Are cooperative learning and ‘untracking’ harmful to the gifted? Educational Leadership, 448(March), 68-71.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.