Early Childhood Education
Interagency Education Research Initiative (IERI)
The Interagency Education Research Initiative (IERI) is concerned with the generalizability of evidence regarding the effectiveness of interventions designed to improve preK-12 student learning outcomes in reading, mathematics, and science. A main emphasis is on understanding the impacts of interventions implemented in a variety of contexts with diverse populations and the prospects that can be successfully scaled-up to similar effect with larger numbers of students. Since its inception in 1999, IERI has supported hundreds of projects across the United States, including many early childhood projects that address early development of reading and other literacy skills, scaling up preschool mathematics curricula, and using technology to support at-risk children’s development and learning and preschool teachers’ professional development. IERI is a collaborative effort of the National Science Foundation, the U.S. Department of Education, and the National Institute of Child Health and Human Development. The three agencies developed the program building on recommendations contained in a 1997 report of the President’s Committee of Advisors on Science and Technology. Information on IERI-supported projects can be found online at http://drdc.uchicago.edu/community/main.phtml. The number and complexity of these projects prevents simple summarization, but a wealth of information on how teachers can improve teaching skills, change the way math, science, and reading are taught, or both, is contained in the individual project descriptions at that Web site.
Further Readings: Office of Science and Technology Policy (n.d.). Interagency Education Research Initiative. Washington, DC. Retrieved from http://clinton3.nara.gov/WH/EOP/OSTP/Science/html/ieri.html; President’s Committee of Advisors on Science and Technology (1997). Report to the President on the Use of Technology to Strengthen K-12 Education in the United States. Washington, DC.
Douglas H. Clements, Julie Sarama, and Sarah-Kathryn McDonald
International Journal of Early Childhood (IJEC)
The International Journal of Early Childhood is one of the oldest scientific journals in the field of Early Childhood Education, with a history of thirty-seven years. This journal is published by OMEP (Organisation Mondiale pour l'Education Prescolaire), a nongovernmental organisation that has about seventy member countries from all continents of the world. Children’s life and education in different cultures are therefore central to this journal. The scope of the journal is on key issues in the field of early childhood education and care as they pertain to children ages 0-8 years.
The journal has two issues per year, of which one has a specific theme and the other has mixed articles. Themes of specific interest are those focused on multicultural issues, children’s learning and sustainable development, infants and toddlers in ECE, children’s rights, and curriculum. Articles about making children in different cultures visible and cross-cultural studies within ECE are especially welcome. All articles are peer reviewed and may be written in English, French, or Spanish.
Ingrid Pramling Samuelson
International Journal of Early Years Education
The International Journal of Early Years Education offers a comparative perspective on research and major new initiatives in the care and education of young children. The journal, published three times per year, is a forum for researchers and practitioners to debate the theories, research, policy, and practice that sustain effective early years education worldwide.
The journal carries a regular book review section, and has recently published articles from the United Kingdom, India, Zimbabwe, and Hong Kong covering subjects such as phonological awareness, the effects of food and nutrition on learning, classroom noise, and cultural diversity awareness amongst children.
The International Journal of Early Years Education is published by Routledge. For more information, please visit http://www.tandf.co.uk/ journals/titles/09669760.asp.
International Journal of Special Education
The first volume of the International Journal of Special Education appeared twenty-one years ago at the University of British Columbia. Its purpose was to connect all special educators around the world and to provide a channel for exchange of ideas to facilitate provision of appropriate education to all children with special needs. However, the editors soon discovered that teachers in the Third World do not have funds for subscribing to professional publications nor to pay fees to professional organizations abroad. The journal is today readily available to all special educators at the Web site given below.
Today, the increasing number of manuscripts submitted to the Journal from countries where special education is being offered for the first time seems to indicate that more and more children with special needs are being served. The Journal grants permission to copy articles for educational purposes. The editorial board represents many countries and helps promote mutual professional understanding. Teachers in training, practicing teachers, university personnel involved with the preparation of special educators, and parent organizations in special education form the main readership.
Web Site: International Journal of Special Education, www.internationaljournal ofspecialeducation.com.