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Why the United States has failed to establish a comprehensive high-quality child care program is the question at the center of this book. Edward Zigler has been intimately involved in this issue since the 1970s, and here he presents a firsthand history of the policy making and politics surrounding this important debate. Good-quality child care supports cognitive, social, and emotional development, school readiness, and academic achievement. This book examines the history of child care policy since 1969, including the inside story of America's one great attempt to create a comprehensive system of child care, its failure, and the lack of subsequent progress. Identifying specific issues that persist today, Zigler and his coauthors conclude with an agenda designed to lead us successfully toward quality care for America's children.
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American women fare worse than men on virtually every major dimension of social status, financial wellbeing, and physical safety. Sexual violence remains common, and reproductive rights are by no means secure. Women assume disproportionate burdens in the home and pay a heavy price in theworkplace. Yet these issues are not political priorities, and worse, there is a lack of consensus that there still is a serious problem, or at least one that women have any reason or capacity to address. This "no problem" problem helps explain why women fail to mobilize around issues that materiallyaffect the quality of their lives. Why is this, why does it matter, and how can we best respond?What Women Want focuses on the policy agenda for women. Deborah L. Rhode, one of the nation's leading scholars on women and law, brings to the discussion a broad array of interdisciplinary research as well as interviews with heads of leading women's organizations. Key questions addressed includewhether the women's movement is stalled. What are the major obstacles it confronts? What are its key priorities and what strategies might advance them? In addressing those questions, the book explores virtually all of the major policy issues confronting women. Topics include employment andappearance discrimination, the gender gap in pay and leadership opportunities, work/family policies, childcare, divorce, same- sex marriage, sexual harassment, domestic violence, rape, trafficking, abortion, poverty, and politics. Discussion focuses on the capacities and limits of law as a strategyfor social change. Why, despite four decades of enforcement of equal employment legislation, is women's workplace status so far from equal? Why, despite a quarter century's effort at reforming rape law, is America's rate of reported rape the second highest in the developed world? Part of the problemlies in the absence of political mobilization around such issues and the underrepresentation of women in public office. This path-breaking book explores how women can and should act on what they want.
America's children are in a state of crisis. Their representation among the poor & disadvantaged has grown at an unprecedented rate. This book delineates the dimensions of the problem by presenting tragic cases & aggregate data. To foster children's potential for autonomy, the authors propose a solution in the form of an Integrated Children's Network, which consists of six interlocking "gears" necessary for the health of our children: economic security, medical care, shelter, proper nutrition, child care, & early education. Nonmembers: $22.50 APHA Members: $15.75.
One of the major domestic policy issues of our time is whether our nation can provide a more effective educational experience for our children. Economists have stressed that the quality of our educational system eventually defines the ability of our workforce, which in turn affects our competitive position in the world market. This issue has earned increasing attention in light of recent reports that students in many nations perform at higher levels of educational competence than children in America's schools. Inspiring Greatness in Education describes the 21st Century Schools program (21C), a whole-school reform model developed by Edward Zigler over 20 years ago and since then has been in a constant state of testing, implementation, and scaling up. The goal of 21C is to promote optimal child development, which should become manifest in sound educational performance. In practice, 21C provides preschool education as well as good-quality child care before and during the school years, in combination with a number of other family supports. This book will provide an in-depth case study examination of the experience of the Independence School District in Independence, Missouri. The Independence School District embraced School of the 21st Century concepts in 1988, becoming the first urban school district in the nation to do so. This book reveals and documents Independence School District's success as a national model for 21C programming, as well as the experiences, testimonials and opinions of parents, students, teachers, administrators and community officials. By focusing on the impetus and history of the 21C concept, its organic evolution and its applications at the Independence School District, this book is designed to inform, educate, and inspire all who read it and to serve as a model for other school districts that want to achieve similar successes.
In her provocative new book, Stacie Goffin presents a leadership manifesto to the field of early childhood education: It should step forward as an agent for change by assuming responsibility for the competent practice of its practitioners and for facilitating positive results for children and their learning. As a field of practice, ECE should formally organize as a profession to realize consistency in practice across sites and program types. Goffin challenges the field to develop fieldwide leadership and diminish its reliance on public policy for defining its purpose and structure. Offering a fresh viewpoint on national efforts to improve program quality and children’s learning and development, the book concludes with “Next Steps Commentaries” written by education luminaires Rolf Grafwallner, Jacqueline Jones, and Pamela J. Winton outlining concrete action steps to jump-start the essential discussion about moving forward. “Stacie Goffin, long-time leader in early childhood education, brings her expertise and wisdom to a call for action, urging early childhood educators to rethink the present trajectory of the field and create a professional field of practice. A ‘must-read’ for people who care about the future of our young children.” —Aletha Huston, Pricilla Pond Flawn Regents Professor Emerita of Child Development, The University of Texas at Austin “Like the historic town crier, Goffin calls us to create a public space for reflection, dialogue, and action regarding the future of our field. She challenges our loose federation of early childhood educators to formally organize as a professional field of practice. Once again, Goffin is serving as a much-needed provocateur, protagonist, and catalytic agent.” —Maurice Sykes, executive director, Early Childhood Leadership Institute, University of the District of Columbia “With her usual clarity, Stacie Goffin drives her stake in the ground and then gathers us around it, urging us along an intellectual journey, not so much toward the answers for our professionbut toward exacting questions needed to get us to the place that will define us as one.” —Jana Martella, co-director, Center on Enhancing Early Learning Outcomes, Washington, DC “By shifting focus from program performance to individual/collective competence, the field of early childhood education will emerge stronger. ECE for a New Era provides a blueprint for the field’s transformation. It’s time we move beyond the field’s current narrative and create a new future scenario. Stacie is right; change starts with us—with me!” —Margot Chappel,director, Nevada Head Start Collaboration and Early Childhood Systems Office “Stacie presents a powerful challenge: all of us must step up to organize early childhood education as a professional field of practice. While parts of her analysis are sure to be debated, I hope her message gains traction among us. This issue matters enormously for children and for ourselves.” —Valora Washington, president and CEO, Council for Professional Recognition, Washington, DC

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