Network Studies

Network studyMay 2025 – May 2026

Interagency Collaboration to Transform New York City Early Childhood Special Education Transitions

Fordham University

A one-year planning project bringing together policymakers, practitioners, researchers, and families across city agencies to improve transitions from Early Intervention to preschool special education.

Researchers: Lindsey Bravo (Co-PI), NYC Early Childhood Research Network; Annie George-Puskar, PhD (Co-PI), Fordham University; A 14-member team from city agencies and community organizations

Network studyMar 2023 – May 2024

Building the New York State Early Intervention Workforce: Institutions of Higher Education (IHE) Requirements of Interdisciplinary Personnel Development and Preparation

Brooklyn College School of Education

Reviews state licensure regulations so that evidence-based Early Intervention competencies appear in college courses and fieldwork.

Researchers: Jacqueline D. Shannon (PI); Michael Bergen; Sharon Beaumont-Bowman; Beth Elenko; Karen McFadden

Network studyMar 2023 – May 2024

Promoting Teacher-Child Relationships in Early Care and Education Classrooms

Bank Street College of Education

Addresses gaps in how teachers understand their relationships with children and what makes those relationships high quality. Teachers at three NYC community early care centers join a co-designed community of practice and use a jointly built reflection tool.

Researchers: Sheila Smith, PhD (PI); Cristina Medellin, PhD (Co-PI); Mark Nagasawa, PhD (Co-PI); Sarika Gupta, PhD (Co-PI)

Network studySep 2021 – Feb 2023

Early Childhood Educators' Transformative Social and Emotional Learning: Uncovering Insights on Family Empowerment and Community Partnerships

NYU Langone Health

Centers female teachers of color and explores how teacher social and emotional learning relates to family empowerment and community partnerships.

Researchers: Vanessa Rodriguez (PI)

Network studySep 2021 – Aug 2023

Dismantling Racial Inequity in Early Childhood Education: Supporting Self-reflection and Turning Awareness into Anti-racist Action

NYU Langone Health

Examines pre-K educators’ understanding of racism and how their experiences and supports shape anti-racist practice.

Researchers: Vanessa Rodriguez (Co-PI); Spring Dawson-McClure (Co-PI); Fabienne Doucet (Co-I); Gabriela Barajas-Gonzalez (Co-I)

Network studyMay 2021 – Apr 2023

A Mixed-Methods Investigation of Disparities in New York City Preschool Program Ecologies, Equitable Referrals, and Inclusive Practice

Bank Street College of Education

Examines how program settings support equitable special education referrals and high-quality inclusive practice.

Researchers: Sarika S. Gupta (PI); Gregory Cheatham; Natasha Strassfeld

Network studyApr 2021 – May 2022

Listening to New York City’s ECE Workforce: Towards a More Equitable Post-Pandemic Early Care and Education System

Bank Street College of Education

Explores the pandemic experiences of NYC’s early care and education workforce to inform the future city ECE system.

Researchers: Mark Nagasawa

Network studyJan 2021 – Jul 2022

Supporting New York City's Early Childhood Educators in a Global Pandemic: Challenges, Innovations, and Implications for Professional Learning

Institute of Human Development and Social Change

Examines educators’ experiences of supports and professional learning as teaching shifted during COVID-19.

Researchers: Rachel Abenavoli (PI); Pamela Morris; Elise Cappella

Network studyJan 2021 – Dec 2022

A Research Study to Support Family Engagement in Head Start Centers During COVID-19 and Beyond

New York Academy of Medicine

Gathers perspectives from Head Start staff, parents, and social workers, and works with three sites to design family engagement strategies.

Researchers: Zoelene Hill; Shaneah Taylor

Network studyMar 2019 – Mar 2020

Inclusive and Family-Centered Infant-Toddler Care (iFAM-iTcare) Research Project

Brooklyn College School of Education

Network studyNov 2018 – May 2020

Promoting Quality in Programs for Infants and Toddlers: Comparisons Across Settings

National Center for Children and Families

Examines how New York City policies promoting quality are implemented in infant and toddler programs across settings.

Researchers: Jeanne L. Reid; Sharon Lynn Kagan; Samantha Melvin; Jeanne Brooks-Gunn

Network studyOct 2018 – Mar 2020

Infant and Toddler Course Content and the Teacher Education Pipeline in NYC

Borough of Manhattan Community College

Network studyOct 2017 – Dec 2019

High-Quality Culturally-Relevant UPK Practices Across Communities

City College of New York

Network studyJan 2017 – Feb 2020

Instructional Practices and Supports of Emergent Multilingual Learners in Universal Prekindergarten Classrooms in New York City

Fordham University

Network studyJan 2017 – Sep 2019

Authentic Assessment in UPK: Case Studies on Utility, Fidelity, and Applications to Practice

Hunter College at the City University of New York

Network studySep 2016 – Dec 2019

A Study of Coaching and Support for New York City's PreK for All programs

National Institute for Early Education Research

Network studySep 2016 – Jun 2019

Instructional Leadership in New York City's Pre-K for All Programs

Bank Street College of Education

Network studySep 2016 – Nov 2019

Pre-K for All in NYC: Role of Teachers’ Advice Networks

Institute of Human Development and Social Change

Network studySep 2016 – Sep 2018

The Importance of UPK Setting and Auspice in New York City

National Center for Children and Families

Network studyJan 2016 – Feb 2019

Factors Impacting Male Teachers’ Engagement in the Early Childhood Field

Borough of Manhattan Community College