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1.
Belinda J. Hardin Doris Bergen Dionne Sills Busio William Boone 《Early Childhood Education Journal》2017,45(3):297-312
The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015). 相似文献
2.
Because young children with special needs frequently experience unequal access to quality education worldwide, understanding
characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services
and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate
the access to and quality of special education services in early childhood care and education (ECCE) programs across eight
countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries
and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate
that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and
socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with
disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve
the quality of service and to make funds consistently available for services for young children with special needs. This finding
is congruent with international reports. 相似文献
3.
Carl Corter Sejal Patel Janette Pelletier Jane Bertrand 《Early education and development》2013,24(5):773-794
Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool and as a formative program improvement tool supporting practitioners in Toronto First Duty, an integrated services demonstration project that combined kindergarten, child care, and parenting supports in public schools. Pre-post comparisons at community demonstration sites and comparisons with matched community sites using the EDI suggested that the demonstration program was associated with modest improvements in emotional and social domains of children's development. Mixed methods and multiple measures were used to contextualize summative findings in case studies across demonstration sites. The case studies explored how integration was implemented at different sites and how dimensions of enacted integration might contribute to positive outcomes for children and families. A case study of one site showed how an integrated staff team used EDI school-level profiles, along with formative feedback on program quality, to target and improve programming. Over the course of implementation, the integrated program environment quality ratings and EDI scores improved in relevant areas assessing quality of interaction and social–emotional development. Practice or Policy: Findings are discussed in terms of the role of the EDI in program evaluation and in improvement of practice. The potential value of integrated early childhood services and the challenges of evaluating complex community initiatives are also discussed. 相似文献
4.
《Early childhood research quarterly》1998,13(1):151-167
Program quality characteristics in 58 community-based early childhood settings which were currently serving at least one child with disabilities were examined. Observations of the environment and classrooms practices were conducted in the classrooms and teachers completed questionnaires related to beliefs in and implementation of Developmentally Appropriate Practices (DAP). Results indicated that segregated and inclusive settings were generally similar across measures of program quality and levels of quality were moderately good in both types of settings. Teacher demographic variables were not related to the selected program quality indicators. The similarity in selected quality characteristics may reflect ongoing convergence in practice and quality in early childhood and early childhood special education settings. 相似文献
5.
Stefanie A. Wind Chia-Lin Tsai Sara B. Grajeda Christi Bergin 《School Effectiveness & School Improvement》2018,29(3):485-510
Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals’ OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals’ use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals’ ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals’ training for classroom observations. 相似文献
6.
Gillian H. Roehrig Mia Dubosarsky Annie Mason Stephan Carlson Barbara Murphy 《Journal of Science Education and Technology》2011,20(5):566-578
Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores. 相似文献
7.
Lizanne DeStefano Susan P. Maude Sandra Heinzel Crews Linda Mabry 《Early education and development》1992,3(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
8.
《Early education and development》2013,24(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
9.
Wendi Beamish Fiona Bryer 《International Journal of Disability, Development & Education》1999,46(2):261-278
This paper reports initial findings of a research project in Queensland, Australia that did not adopt recommended practices from listings established in other countries for early childhood intervention services. Instead, a contextual and participatory process served to determine a relevant listing of program quality indicators for a large, early intervention service conducted by the state Department of Education (Stage 1). Thirty-one indicators of program quality were identified for this particular service. To validate these indicators and to gather additional information about their implementation, a statewide survey was conducted (Stage 2). For each of the 31 indicators, parents and staff from within this service were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. Results provide strong support for the indicator listing and reveal high level of indicator acceptance accompanied by a lower level of indicator implementation. Lack of time and lack of staff were identified as the primary barriers to implementation across all indicators. The validated indicator listing for Early Special Education (Qld) services is provided. 相似文献
10.
Konstantina Rentzou 《Early Childhood Education Journal》2010,38(1):75-80
In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of
a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive
influence on children’s overall development. The global quality in Greek preschool and infant/toddler classrooms was assessed
with ACEI Global Guidelines Assessment (GGA), Early Childhood Environment Rating Scale-Revised (ECERS-R) and Infant Toddler
Environment Rating Scale (ITERS). Our research data, confirm previous research results from Greece, and suggest that Greek
child care centers provide low quality care and education. Comparisons between the tools employed revealed great similarity
between the ACEI GGA and ECERS-R ratings on issues relating to environment and physical space, program evaluation, communication
with families, opportunities for family and community participation, recognition of diversity, curriculum and activities,
etc. On the other hand the ACEI GGA and ITERS seem to measure different aspects of process quality, as far as infant care
and education are concerned. Research results indicate the need for immediate improvement and revision of the policies employed
by Greek state, as far as young children’s education and care are concerned. 相似文献
11.
LeAnne D. Johnson 《Early education and development》2017,28(7):822-838
Bringing effective practices to scale across large systems requires attending to how information and belief systems come together in decisions to adopt, implement, and sustain those practices. Statewide scaling of the Pyramid Model, a framework for positive behavior intervention and support, across different types of early childhood programs (i.e., Head Start, early childhood special education, and school readiness) is used to describe how decision-making models may enhance professional development efforts. Research Findings: A theoretical model is presented based on implementation science, empirical knowledge, and practice evidence from one state’s experience trying to bring the Pyramid Model to scale across different types of early childhood programs. In this model, attention is given to how professional development systems may need to extend beyond the current focus on enhancing knowledge and skills to also address the belief systems of practitioners, administrators, and policymakers that influence implementation. Practice or Policy: Decision making and program characteristics are discussed relative to competency, organizational, and leadership drivers that may vary between different types of early childhood programs. Implications for statewide professional development systems and future research are discussed. 相似文献
12.
Laura McDonald Hooks Catherine Scott-Little Betty Jo Marshall Glyn Brown 《Early Childhood Education Journal》2006,33(6):399-403
South Carolina recently implemented a new initiative to improve the quality of pre-kindergarten and kindergarten classrooms in primary schools. This article describes the initiative and examines evidence that such an effort can have a positive effect on early childhood program quality. Data from both classroom observations using the ECERS-R scale, and from teacher surveys, are used to examine the effectiveness of the quality improvement effort. Results indicate that training and support coupled with accountability requirements can facilitate positive changes within classrooms. Examples of positive changes teachers report they made as the result of this process are included, along with changes in ECERS-R quality rating scores. 相似文献
13.
Saudino KJ 《Child development》2012,83(1):266-281
Actigraphs and parent and observer ratings were used to explore genetic influences on continuity and change in activity level (AL) in early childhood. Over 300 pairs of twins wore actigraphs for a 48-hr period in the home and laboratory at ages 2 and 3. AL was genetically influenced at both ages with little evidence of differential heritability across age. For all measures, genetic influences contributed to phenotypic continuity. With the exception of the actigraph measure of AL in the home, new genetic effects emerged at age 3 indicating that genetic factors influence both continuity and change in AL in early childhood. Nonshared environmental influences were also a source of change in AL across the transition from infancy to early childhood. 相似文献
14.
《Early childhood research quarterly》1998,13(1):169-184
This study examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion. Participants were 201 administrators and direct service providers from the early intervention, early childhood, and special education fields and 287 parents (primarily mothers) of young children with disabilities (birth through 5 years) who received early intervention services. A four-factor solution for barriers that accounted for 41% of the total variance emerged from an exploratory factor analysis. Because one of the factors was found to have low internal consistency, a three-factor solution was used in subsequent analyses. The three factors consisted of barriers associated with early childhood program quality, community resources, and coordinating and integrating services for children with disabilities and their families. Items reflecting supports for early childhood inclusion produced a single supports factor. A confirmatory factor analysis revealed a barriers factor structure for parents that was consistent with that obtained for professionals. Background variables contributed to explaining ratings of barriers and supports among parents who differed with respect to race, education, employment status, and experience with inclusion, lending further support for the validity of the factor structure. 相似文献
15.
Yoon H. Lee 《Cultura y Educación》2016,28(2):328-343
This paper aims to examine the genealogy of family-centredness in early childhood intervention. In particular, it deconstructs the procedural requirements, such as the completion of the Individualized Family Service Plan (IFSP), which has operated to serve the notion of family-centredness. Employing a poststructuralist lens, the paper contends that the current knowledge/belief is constructed and institutionalized by the dominant groups, such as policymakers and professionals, and their discourse. Families are normalized with discursive practices to believe that their participation perfects the rules set by powered social institutions with knowledge and power; hence, they are at the centre in the practice of services and provisions. Blinded by the normalized discipline, the historically absented position of families in the construction of social structures has perpetuated through the existing practices. Thus, this paper offers a critical reflection on the understanding of multiple discourses. In particular, both service providers and families should be able to question the process of service provisioning, when necessary. By critically viewing the current case, the development of quality early childhood intervention programmes and family-centred practices might be purported across countries. 相似文献
16.
Shulamit N. Ritblatt Sarah Garrity Sascha Longstreth Audrey Hokoda Nina Potter 《Journal of Early Childhood Teacher Education》2013,34(1):46-62
There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters. 相似文献
17.
Deborah Burk Rodgers Christine Chaillé 《Journal of Early Childhood Teacher Education》2013,34(3):203-211
This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings. Analyses of our graduates’ first-year interviews revealed participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Findings support the importance of engaging in differentiated instruction, reflective practice, and collaboration through a variety of experiences in the field, and illuminate everyday practices that bring richness to teaching and learning in early childhood education. Emergent questions about the best ways to provide quality early childhood teacher preparation are discussed in relation to the dilemmas early childhood teachers face in the current educational landscape. 相似文献
18.
It is conventionally assumed that student ratings perform a significant function in driving improvement in pedagogical practices in higher education. As a result, this form of evaluation has gradually become institutionalised in recent decades as an essential proxy for understanding teaching and course quality in universities across the world. However, with the rise of market-based models in higher education and heightened expectations for accountability mechanisms, the role and functional purpose of ratings-based student evaluation have become increasingly confused. This rising ambiguity has created strong tensions between the seminal drive of student ratings as a tool of quality improvement, and the emerging demands for its use as a transparent accountability measure for the comparative assessment of academic performativity. So are student ratings now largely a tool of quality assurance or performance measurement, or do they remain a legitimate tool for pedagogical improvement? This paper reports on a study that responded to this critical question by considering the contemporary work of student ratings in a major Australian university. The outcomes of this research demonstrate that tension between improvement and accountability motives is causing considerable confusion and discord around the role and value of the student voice. It also reveals that academics are tending to discount the often critical insights of students on the implications of their pedagogical practices as a result of the elevating institutional role of student ratings as a proxy for teaching quality. In considering these outcomes, rising levels of academic dissonance around student ratings would suggest a necessity to consider broadened evaluative strategies that are able to more effectively capture the improvement potential offered by the student voice. 相似文献
19.
The purpose of this study was to develop a valid and reliable tool for measuring the quality of the language and literacy environment in home-based settings. Based on a convergence of research on the ecological and psychological factors associated with early literacy development, the Child/Home Environmental Language and Literacy Observation (CHELLO) was developed to gauge the quality of current practices associated with positive early childhood literacy outcomes. Following the structure of the Early Language and Literacy Classroom Observation Scale (ELLCO) [Smith, M., & Dickinson, D. (2002). Early language & literacy classroom observation. Baltimore, MD: Brookes], we developed two interdependent tools: The Literacy Environment Checklist and the Group/Family Observation and Provider Interview. Inter-rater reliability using weighted kappas indicated acceptable reliability. Following this analysis, the CHELLO was administered in 128 home-based settings in four low-income urban areas. Initial evidence of its psychometric properties provided support for internal consistency. Although more research is needed, the CHELLO has the potential to serve as a useful tool for examining the language and literacy environment in home-based settings. 相似文献
20.
Lisa L. Knoche Susan M. SheridanCarolyn P. Edwards Allison Q. Osborn 《Early childhood research quarterly》2010
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively using a partial–interval recording system to identify and record early childhood professionals’ implementation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use. In addition, significant positive relationships were found between years of experience, education and quality of intervention delivery. Quality of intervention delivery was different by program type (Early Head Start versus Head Start). Adherence in the treatment group was correlated with the rate of contact between parent and early childhood professional during the home visit. 相似文献