期刊文献+

美国学前教育的现在与未来及其对高质量师资与研究的需求——全美幼儿教育协会主席Gera Jacobs博士访谈录 被引量:5

Practice of Preschool Education in America and Call for High-quality Teachers and Researches: Interview with Dr. Gera Jacobs, President of the National Association for Education of Young Children
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摘要 全美幼儿教育协会(The National Association for the Education of Young Children,NAEYC)与Gera Jacobs博士简介 NAEYC是美国规模最大、最具影响力的非营利性民间幼儿教育组织,成立于1962年,目前已拥有会员近8万名,由幼儿教育领域的教师、研究者以及其他相关从业者构成。NAEYC的宗旨是满足儿童需要和权利,促进儿童健康发展,为儿童提供优质的教育和发展资源,其主要活动目标为:提高幼儿教育领域从业者的专业发展水平及工作条件;为幼儿教育项目提供支持,建设高质量幼儿教育系统;建立一个强大的、多元化的、包容性的组织,促进所有幼儿健康发展。
出处 《学前教育研究》 CSSCI 北大核心 2014年第7期3-12,共10页 Studies in Early Childhood Education
基金 中国教育学会"十二五"立项课题"学前教育网络课程资源开发机制与应用模式研究"(编号:01091040B)的阶段性研究成果
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参考文献6

  • 1Katz,L. Program Content and Implementation [A].In D.Cryer & R.Clifford (Eds.),Early Childhood Education and Care in the USA [C].Baltimore:Paul H.Brookes Publishing,2003:107-118.
  • 2Jacobs,G. & Crowley,K. Play, projects, and preschoolstandards: Nurturing children' s sense of wonder and joy' in learning [M].Thousand Oaks,CA:Corwin Press, 2007.
  • 3Jacobs, G. & Crowley, K. Reaching Standards and Beyond in Kindergarten: Nurturing children'ssense of wonder and joy in learning[M].Thousand Oaks,CA:Corwin Press and NAEYC,2010o.
  • 4Barnett,W.S.,Carolan,E.M. Trends in StateFunded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012 report [R].New Brunswick, NJ: Rutgers University, National Institute for Early Education Research,2013.
  • 5http://www.naeyc.org/files/naeyc/file/positions/PS_technology-WEB2.pdf.
  • 6NAEYC的应用研究中心会在以下网址公布他们的研究信息和报告.http://naeyc.org/resources/research/overview#Reports.

同被引文献58

  • 1钟典.幼儿家长对学前教育质量需求的影响因素分析[J].豫章师范学院学报,2020(6):51-55. 被引量:2
  • 2张家政,杨晓萍.美国DAP方案的发展历程及其对我国幼儿园课程改革的启示[J].学前教育研究,2007(6):61-64. 被引量:7
  • 3Jessica Klos Shapiro. A Statewide Quality Rating andImprovement System:The Case for New York [ EB/OL ]. [ 2015-11-15 ]. http ://www.earlycareandlearning.org/resources/documents/QRISbrief- FINALMS.pdf.
  • 4Bassok, D., Fitzpatrick, M., Greenberg, E. & Loeb, S.. The Extent of Within-and Between-Sector Quality Differences in Early Childhood Education and Care [ EB/OL ]. [ 2015-11-10 ]. http://curry.virginia. edu/uploads/resourceLibrary/18 Bassok_Sector_Quality_Differences.pdf.
  • 5Bassok, D., Loeb, S.. Early Childhood and the Achievement Gap[M]//Ladd, H. F., Goertz, M. E.. Handbook of research in education finance and policy (2nd ed. ).Routledge, 2015 : 491,493.
  • 6Barnett, W. S.. Long-Term Effects of Early Childhood Programs on Cognitive and School Out- comes [ J ]. Future of Children, 1995,5 (3) : 25-50.
  • 7Sabol, T. J., Pianta, R. C.. Validating Virginia's quality rating and improve- ment system among state-funded pre-kindergarten programs [J ]. Early Childhood Research Quarterly, 2014,30:183-198.
  • 8Administration for Children & Families. Oklahoma Quality Rating and Improvement System [ EB/ OL ]. [ 2015-10-03 ]. https ://occqrisguide.icfwebservices.com/index.cfm?do=qrisstateinfo&stateID=86.
  • 9A. M. Faria, L.E. Hawkinson.Examining changes to Michigan's early childhood quality rat- ing and improvement system (QRIS) [ EB/OL ]. [ 2015 - 10- 23 ]. https ://ies.ed.gov/ncee/edtabs/regions/ midwest/pdf/REL_2015029.pdf.
  • 10Schaak, D., Tarrant, et al.. Quality Rating and Improvement Systems: Frameworks for Early Care and Education Systems Change[ R ]. Mathematica Policy Research Reports, 20 12.

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