- FPG experts will be presenting at meetings around the world. Visit the FPG website for a complete list of upcoming presentations.
- Visit the FPG websitefor the latest news on FPG projects.
In the spring of 2006, UNC’s Center on Poverty, Work and Opportunity hosted a competitive process to support original research by UNC faculty members in the form of policy briefs. Each brief was authored by a UNC faculty member and was reviewed by two experts—an academic and a practitioner in the field that the brief addresses. FPG researchers Frances Campbell and Elizabeth Pungello authored a brief on Poverty and Early Childhood Educational Intervention.
Download a summary.
Download the brief.
Putting children in the same classroom may guarantee access to similar educational experiences, but does it guarantee similar social experiences? Are children with disabilities accepted or rejected by their classmates?
A study published in the November 2006 issue of the Journal of Educational Psychology found that socially accepted children tended to have physical and speech disabilities, whereas children who were socially rejected were more likely to have developmental delays.
Download a summary of the study.
Researchers and outreach specialists from FPG will lead seven sessions at the upcoming 2007 National Smart Start Conference to be held May 8th through 11th in Greensboro, North Carolina.
Sessions include:
- Beyond Hola! Building Effective Partnerships with Culturally and Linguistically Diverse Families
- Developing Effective Leaders for Improved Service Delivery
- FirstSchool - A New Vision for Early Education
- More Significant than Sombreros: Tools for Supporting Culturally Responsive Early Childhood Environments
- Professional Development for TA Specialists
- Quality Enhancement in Child Care: What's Working? What's Not?
- The Family Child Care Environment Rating Scale (Revised Edition): Recognizing High Quality Family Child Care
FPG Scientist Mary Ruth Coleman participated in WETA’s Reading Rockets webcast, Assessment: On Track for Reading Success. She and the other panelists discussed how assessment can be used to lead students to reading success. Dr. Coleman was joined by Roland Good of the University of Oregon and Michael McKenna of the University of Virginia.
The panelists answered questions on reading assessment, ranging from how to conduct reading assessments to assessing children with special needs to working with parents. Dr. Coleman also presented information on Recognition & Response, a tiered approach to reading assessment for young children. By assessing preschool children, ages 3-4, teachers can provide early support and, in some cases, prevent significant learning problems from developing.
To view the webcast, go to www.readingrockets.org/webcasts/.
For more information on Recognition & Response, go to www.fpg.unc.edu/~randr/.
The Inclusion Institute—the premier educational opportunity for anyone involved in the care and education of children birth through age five with special needs in inclusive settings—will be held July 31 through August 2, 2007.
Attendees will learn about the latest research findings and resources to guide inclusive policy, professional development and practice; develop collaborative relationships and cross-agency systems to support early childhood inclusion; gain awareness of strategies and models to support inclusive services; and have the opportunity to meet, learn from and problem solve with peers.
For more information, visit www.nectac.org/~meetings/InclusionMtg2007/splash.htmlor contact Judi Shaver at 919-962-7316 or judi_shaver@unc.edu.