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Victoria Wang; Melanie Leung-Gagné; Hanna Melnick; Marjorie E. Wechsler – Learning Policy Institute, 2024
In 2021, California committed to providing universal prekindergarten (UPK) for all 4-year-olds and expanding access for income-eligible 3-year-olds by 2025-2026. California UPK includes several early learning programs, including transitional kindergarten (TK), the California State Preschool Program (CSPP), Head Start, and locally funded early…
Descriptors: Preschool Education, Access to Education, Early Intervention, Educational Finance
Baron, Sarah; Immekus, Jason C.; González, Juan Carlos; Yun, Cathy K. – Curriculum and Teaching Dialogue, 2016
The pendulum is shifting from teacher-directed approaches in childhood education towards child-directed learning where developmentally appropriate practices (DAP) inform curriculum and instruction. This study explored the perspectives of teachers and administrators towards the supports and barriers of DAP and play in Transitional Kindergarten (TK)…
Descriptors: Play, Kindergarten, Developmentally Appropriate Practices, Teacher Attitudes
Corsello, Maryann; Sharma, Anu; Jerabek, Angela – Grantee Submission, 2015
Ninth grade is a pivotal year for students. Numerous studies find that academic performance in 9th grade often sets the student's trajectory throughout the high school years, as well as the probability of graduation. The Building Assets Reducing Risks (BARR) model is a comprehensive approach that addresses developmental, academic, and school…
Descriptors: Grade 9, High School Students, Transitional Programs, Experimental Groups
Patton, Christine; Wang, Justina – Harvard Family Research Project, 2012
In this brief, Christine Patton and Justina Wang, from Harvard Family Research Project, look at ways of helping to make the transition into kindergarten a positive experience that will serve as a foundation to help children reach their full potential throughout their school years. The brief highlights promising practices in six states--New Jersey,…
Descriptors: Educational Opportunities, Kindergarten, Professional Development, Feedback (Response)
Stebbins, Gary – Educational Leadership and Administration: Teaching and Program Development, 2009
Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a…
Descriptors: Educational Administration, Adult Learning, Leadership Effectiveness, Grading

Hegenauer, Judy – Journal for Vocational Special Needs Education, 1995
Provides a comprehensive view of California's school-to-work transition programs as they have evolved and grown. Discusses next steps including interagency collaboration, joint planning, and professional training. (JOW)
Descriptors: Agency Cooperation, Education Work Relationship, Professional Development, Special Needs Students
Richmond, James; Turner, Nancy; Janicki, Terence; Szychulda, Cathy; Forbes, Tom; Hackett, Karen – Issues in Teacher Education, 2003
The newly developed "Learning To Teach System" for the preparation of teachers in California and the accompanying standards (referred to as the "2042 Standards" since they were derived from Senate Bill 2042 (SB 2042) passed by the California Legislature in 1998) have changed the way some California educators perceive the…
Descriptors: Credentials, Preservice Teachers, Colleges, Cooperation