Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-199

Autor/inn/en	Irwin, Clare W.; Madura, John P.; Bamat, David; McDermott, Paul A.
Institution	Regional Educational Laboratory Northeast & Islands (ED); Education Development Center, Inc. (EDC); National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northeast & Islands (ED), Early Childhood Education Research Alliance
Titel	Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-199
Quelle	(2016), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Quality; Early Intervention; Early Childhood Education; At Risk Students; Disadvantaged Youth; Classification; Child Care Centers; Interaction; Measures (Individuals); Rating Scales; Teacher Student Relationship; Conflict; Learning Activities; Observation; Classroom Environment; Early Childhood Environment Rating Scale; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Classification system; Klassifikation; Klassifikationssystem; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Interaktion; Messdaten; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Lernaktivität; Beobachtung; Klassenklima; Unterrichtsklima
Abstract	Measuring classroom quality and ensuring high-quality learning experiences for young children are interests of the Early Childhood Education Research Alliance, a research alliance of Regional Educational Laboratory Northeast & Islands. This study, conducted in collaboration with the alliance, addresses these interests by examining multiple measures of classroom quality simultaneously. Many measures of early childhood classroom quality have been examined, but previous research has not explored whether multiple measures of diverse aspects of classroom quality can be used to classify early childhood classrooms into classroom quality groups. The main purpose of this study was to determine whether early childhood classrooms can be grouped based on their scores on multiple measures of quality. The study team used multiple measures of diverse aspects of classroom quality to determine classroom quality groups and examined the number of classroom quality groups that exist and the percentage of classrooms that fall within each classroom quality group. A second purpose of the study was to explore the extent to which each measure contributes to the identification of classroom quality groups. This study employs a methodological approach that has not previously been used to synthesize measures of classroom quality. This approach allowed the study team to provide an example of patterns of classroom quality in programs serving Head Start-eligible children across the country. In addition to informing practitioners about what quality looks like in these settings, the findings allow for the categorization of classrooms across multiple classroom quality dimensions. This is more useful for informing practitioners than the traditional way of measuring quality along a continuum-- eliminating the need for users to come up with their own cutscores for these measures. Key findings include: (1) Based on the 13 measures examined, classroom quality can be sorted into three distinct groups: good, fair, and poor; and (2) Classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures do. Data and Methodology are appended. (ERIC).
Anmerkungen	Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01