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Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only. 相似文献
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Christopher C. F. Howe Hannah J. Moir Chris Easton 《Measurement in physical education and exercise science》2017,21(3):127-133
This study establishes tri-axial activity count (AC) cut-points for the GT3X+ accelerometer to classify physical activity intensity in overweight and obese adults. Further, we examined the accuracy of established and novel energy expenditure (EE) prediction equations based on AC and other metrics. Part 1: Twenty overweight or obese adults completed a 30 minute incremental treadmill walking protocol. Heart rate (HR), EE, and AC were measured using the GT3X+ accelerometer. Part 2: Ten overweight and obese adults conducted a self-paced external walk during which EE, AC, and HR were measured. Established equations (Freedson et al., 1998; Sasaki et al., 2011) overestimated EE by 40% and 31%, respectively (p < .01). Novel gender-specific prediction equations provided good estimates of EE during treadmill and outdoor walking (standard error of the estimate = .91 and .65, respectively). We propose new cut-points and prediction equations to estimate EE using the GT3X+ tri-axial accelerometer in overweight and obese adults. 相似文献
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As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring. 相似文献
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Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts
Taryn W. Morrissey Kristi S. Lekies Moncrieff M. Cochran 《Early education and development》2007,18(4):573-596
This exploratory study examined the impacts of New York's Universal Pre-kindergarten (UPK) program as perceived by directors at child care centers and preschools not receiving state funds. Although only partially implemented, UPK's mixed-delivery system grants monies to a substantial number of qualifying community-based early care and education centers, resulting in a funding imbalance between participating and nonparticipating centers. Phone interviews were conducted with the directors of non-UPK programs across New York State (N = 46). Quantitative and qualitative analyses suggest perceived decreases in 4-year-old and total enrollment and increased teacher recruitment difficulty and competition for teachers since UPK was introduced. Larger centers and those offering full-day programming more often reported changes in teacher recruitment and retention than smaller centers and those offering part-day programming only. Implications for state pre-K policy are discussed. 相似文献
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