287
Views
1
CrossRef citations to date
0
Altmetric
Articles

The role of system alignment in care and education of children from birth to grade 3

, , , &
Pages 1067-1087 | Received 08 Oct 2014, Accepted 15 Oct 2014, Published online: 14 Nov 2014

References

  • Ananda, S. (2003). Rethinking issues of alignment under No Child Left Behind. San Francisco, CA: WestEd.
  • Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., & Carande-Kulis, V. G. (2003). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24(3), 32–46. doi: 10.1016/S0749-3797(02)00655-4
  • Antonio, C. (2009). Middle school teacher and administrator perceptions of the whole child professional development program (Unpublished doctoral dissertation). University of Michigan, Ann Arbor
  • Barnett, W. S. (2000). Economics of early childhood intervention. In S. J. Meisels (Ed.), Handbook of early childhood intervention (2nd ed., pp. 589–610). New York: Cambridge University Press.
  • Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25–50. doi: 10.2307/1602366
  • Baudelot, O., Rayna, S., Mayer, S., & Musatti, T. (2003). A comparative analysis of the function of coordination of early childhood education and care in France and Italy. International Journal of Early Years Education, 11(2), 105–116. doi: 10.1080/09669760304701
  • Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice and leadership. San Francisco, CA: Jossey-Bass.
  • Bouffard, S., Goss, C. B., & Weiss, H. (2008). Complementary learning: Emerging strategies, evolving ideas. Cambridge, MA: Harvard Family Research Project.
  • Canfield, C. R. (2006). Using the advocacy design center model to assess the alignment of a school district’s digital curriculum and teacher evaluation systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3528323).
  • Childress, S., Elmore, R. F., Grossman, A., & Johnson, S. M. (Eds.). (2007). Managing school districts for high performance: Cases in public education leadership. Cambridge, MA: Harvard Education Press.
  • Coffman, J., Wright, M. S., & Bruner, C. (2006). Beyond parallel play: Emerging state and community planning roles in building early learning system. Des Moines, IA: BUILD Initiative, State Early Childhood Policy and Technical Assistance Network.
  • Conley, D. T., & Bodone, F. (2002). University expectations for student success: Implications for system alignment and state standard and assessment policies. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
  • Daugherty, R., Black, P., Ecclestone, K., James, M., & Newton, P. (2008). Alternative perspectives on learning outcomes: Challenges for assessment. Curriculum Journal, 19, 243–254. doi: 10.1080/09585170802509831
  • Demma, R. (2010). Building ready states: A Governor's guide to supporting a comprehensive, high-quality early childhood state system. Washington, DC: Center for Best Practices, National Governors Association.
  • De Roy, T. C. (2011). Starting from the classroom: How an inter-segmental faculty group works toward increased K-16 alignment (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3515103).
  • Dobbie, W., & Fryer, R. G.Jr. (2009). Are high-quality schools enough to close the achievement gap? Evidence from a social experiment in Harlem (Working Paper No. 15473). National Bureau of Economic Research, Cambridge, MA.
  • Dunn, C. (2010). The Harlem Children’s Zone: A literature review of programs and practices (Master Thesis). Available from ProQuest Dissertations and Theses database.
  • Dwyer, K., & Osher, D. (2000). Safeguarding our children: An action guide. Washington, DC: US Departments of Education and Justice and American Institutes of Research.
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview.
  • Epstein, J. L., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N., … Williams, K. (2009). School, family, and community partnerships: Your handbook for action (3rd ed.). Thousand Oaks, CA: Corwin.
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367–376. doi: 10.1037/0022-0663.92.2.367
  • Fraser, D., & Petch, J. (2007). School improvement: A theory of action. Melbourne: Department of Education and Early Childhood Development.
  • Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin.
  • Gettinger, M. (2001). Development and implementation of a performance-monitoring system for early childhood education. Early Childhood Education Journal, 29(1), 9–15. doi: 10.1023/A:1011300704990
  • Graves, B. (2006). PK-3: What is it and how do we know it works? (Policy Brief No. 4). Retrieved from http://www.fcd-us.org/usr_doc/PK-3WhatlsltandHowDoWeKnow.pdf
  • Halfon, N., Uyeda, K., Inkelas, M., & Rice, T. (2004). Building bridges: A comprehensive system for healthy development and school readiness. Los Angeles, CA: National Center for Infant and Early Childhood Health Policy.
  • Hansen, J. B. (1994, April). Applying systems theory to systemic change: A generic model for educational reform. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
  • Hong, J., & Keahiolalo-Karasuda, R. (2011). An overview of complementary learning systems. Research and Evaluation, 8, 1–6.
  • Kagan, S. L., & Kauerz, K. (2007). Reaching for the whole: Integration and alignment in early education policy. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 11–30). Baltimore, MD: Paul H. Brookes.
  • Kasmarick, A. (2011). Coherence as a tool for advancing equity and excellence (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3528323).
  • Kauerz, K. (2010a). Prek-3rd: Putting full-day kindergarten in the middle. New York: Foundation for Child Development.
  • Kauerz, K. (2010b). The early childhood and elementary education continuum: Constructing an understanding of P-3 as state-level policy reform (Unpublished doctoral dissertation). Columbia University, New York.
  • Kurz, A., Talapatra, D., & Roach, A. T. (2012). Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity to learn, and student engagement. International Journal of Disability, Development and Education, 59(1), 37–52. doi: 10.1080/1034912X.2012.654946
  • La Marca, P. M., Redfield, D., & Winter, P. C. (2000). State standards and state assessment systems: A guide to alignment. Washington, DC: Council of Chief State School Officers.
  • Pianta, R. C., Rimm-Kaufman, S. E., & Cox, M. J. (1999). Introduction: An ecological approach to kindergarten transition. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 3–12). Baltimore, MD: Brookes.
  • Popkin, S. J., Acs, G., & Smith, R. E. (2009). The Urban Institute's program on neighborhoods and youth development: Understanding how place matters for kids. Washington, DC: Urban Institute.
  • Rowlands, J., & Statham, J. (2009). Numbers of children looked after in England: A historical analysis. Child and Family Social Work, 14, 79–89. doi: 10.1111/j.1365-2206.2008.00583.x
  • Schalock, R. L., & Verdugo, M. (2012). A conceptual and measurement framework to guide policy development and systems change. Journal of Policy and Practice in Intellectual Disabilities, 9, 63–72. doi: 10.1111/j.1741-1130.2012.00329.x
  • Slavin, R. E. (1988). Educational psychology theory into practice (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
  • Smith, F. (2002). Advocacy design study guide. Unpublished manuscript.
  • Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. New York: Houghton Mifflin Harcourt.
  • Van de Water, G., & Rainwater, T. (2001). What is P-16 education? A primer for legislators: A practical introduction to the concept, language, and policy issues of an integrated system of public education. Denver, CO: Education Commission of the States.
  • Waters, B. L., & Vargo, M. (2008). Lessons learned in systemic district reform: A cross-district analysis from the Comprehensive Aligned Instructional System (CAIS) benchmarking study. San Francisco, CA: Stupski Foundation, Lexington, MA: Springboard Schools, and Seattle, WA: Bill and Melinda Gates Foundation.
  • Watterston, J., & Caldwell, B. (2011). System alignment as a key strategy in building capacity for school transformation. Journal of Educational Administration, 49, 637–652. doi: 10.1108/09578231111174794
  • Weiss, H. B., Coffman, J., Post, M., Bouffard, S., & Little, P. (2005). Beyond the classroom: Complementary learning to improve achievement outcomes. Evaluation Exchange, XI(1). Retrieved from www.gse.harvard.edu/hfrp/eval/issue29/theory.html
  • Whitebook, M., Sakai, L., Kipnis, F., Lee, Y., Bellm, D., Almaraz, M., & Tran, P. (2006). California early care and education workforce study: Licensed child care centers. Statewide 2006. Berkeley, CA: Center for the Study of Child Care Employment, and San Francisco, CA: California Child Care Resource and Referral Network.
  • Wietstock, C. E. (2010). Bridging the leadership divide: Aligning preschool and primary education (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3410550).
  • Winograd, K. W. (2007). Negotiating borders: Examining patterns of collaboration and conflict between high schools and higher education funding in New Mexico (Unpublished doctoral dissertation). University of New Mexico, Albuquerque.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.