Learning & Development
Journal Article
Using Pressure and Support to Create a Qualified Workforce
Date
March 1, 2005
This study examines the impact of a system of pressure and support created to encourage preschool education teachers working in public schools, Head Start programs, and child care programs to obtain a teaching credential by a court-imposed deadline. Findings indicate that the pressure of a court mandate combined with the support of scholarship and certification programs lead to many preschool teachers improving their qualifications. Additional findings and their implications are in an article published from Education Policy Analysis Archives, Volume 13, Number 23.
The Authors
Dr. Sharon Ryan has worked as an early childhood and special education teacher, administrator, consultant, and teacher educator in Australia and the United States. She is an Assistant Professor of Early Childhood Education in the Department of Learning and Teaching at Rutgers University and the Director of Qualitative Studies at the Center for Early Education Research (CEER) at Rutgers University.