NYC Early Childhood Research Network

The New York Early Childhood Research Network was developed in partnership with the Foundation for Child Development to fund research projects that examine the early care and education workforce of New York City’s universal prekindergarten programs. The initial round of research projects funded within the Network include:

Bank Street College of Education and the National Center for Children in Poverty at Columbia University
Purpose: Examination of leadership capacity and an exploration of what center and public school instructional leaders do to support teaching staff and foster high quality instruction in UPK classrooms.
  • Christina Hale-Elliott, Ed.M., Research Coordinator/Project Manager, IPR Center for Culturally Responsive Practice, Bank Street college of Education
  • Faith Lamb-Parker, Ph.D., Senior Research Scientist, IPR; Director Center for Culturally Responsive Practice, Bank Street College of Education
  • Sheila Smith, Ph.D., Director, Early Childhood National Center for Children in Poverty at Columbia University
Hunter College of the City University of New York
Purpose: Investigation of the ways in which teaching staff involved in curricula planning find and use formative child assessment tools tied to specific curricula to support their pedagogical decision-making in daily practice and curricula implementation.
National Center for Children and Families at Teachers College, Columbia University
Purpose: A comparison of teacher characteristics, professional development supports, instructional approaches, and program structures across UPK settings, governance structures, and communities.
  • Jeanne Brooks-Gunn, Ph.D., Co-Director, National Center for Children and Families; Virginia and Leonard Marx Professor of Child Development at Teachers College and the College of Physicians and Surgeons at Columbia University.
  • Lynn Kagan, Ed.D., Co-Director, National Center for Children and Families; Virginia and Leonard Marx Professor of Early Childhood and Family Policy; Director, Office Policy and Research; Professor of Early Childhood Policy; Associate Dean of Policy
  • Anne Martin, Dr.P.H., Senior Research Scientist, National Center for Children and Families;
  • Jeanne Reid, Ed.D., Research Scientist, National Center for Children and Families;
New York University, Institute of Human Development and Social Change
Purpose: A study of how teachers with different levels of teacher qualifications are distributed across UPK classrooms and an examination of ways that administrators and teachers understand and use data about classroom quality to inform professional development and classroom practice.
  • LaRue Allen, Ph.D., Raymond and Rosalee Weiss Professor of Applied Psychology; Chair, Department of Applied Psychology; Director, Child and Family Policy Center
  • Elise Cappella, Ph.D., Associate Professor of Applied Psychology; Interim Deputy Director, Institute of Human Development and Social Change; Co-Director, IES Predoctoral Interdisciplinary Research Training Fellowship
  • Pamela Morris, Ph.D., Professor of Applied Psychology; Vice Dean for Research and Faculty Affairs; NYU's Steinhardt School of Culture, Education, and Human Development
  • Cybele Raver, Ph.D., Vice Provost, Research and Faculty Affairs
Rutgers the State University of New Jersey, National Institute for Early Education Research
Purpose: Identification of the professionals within the current coaching/PDI workforce system who are working within UPK programs; an examination of how these support professionals use their time; and an exploration of how they perceive their roles as influencers of early care and education practice.
Research Foundation of the City University of New York, Borough of Manhattan Community College
Purpose: A study of the recruitment, retention, professional development, and mentoring of male educators in the implementation of the UPK system.
Research Foundation of the City University of New York, City College of New York and Teachers College, Columbia University
Purpose: Investigation of high-quality instructional and family involvement practices that are responsive to families from low-income, immigrant, linguistically, and culturally diverse backgrounds in the UPK system.
  • Beverly Falk, Ed.D., Professor/Director, Graduate Programs in Early Childhood Education; Affiliate Faculty, CUNY Graduate Center; School of Education
  • Mariana Souto-Manning, Ph.D., Associate Professor, Department of Curriculum & Teaching; Director, Quality Universally Inclusive Early Responsive Education (QUIERE)