Comparing Cultural Differences in Two Quality Measures in Chinese Kindergartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Autor/in	Hu, Bi Ying
Titel	Comparing Cultural Differences in Two Quality Measures in Chinese Kindergartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 1, S.94-117 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.841468
Schlagwörter	Comparative Analysis; Cultural Differences; Early Childhood Education; Prediction; Kindergarten; Placement; Educational Quality; Item Analysis; Asians; Foreign Countries; Evaluation Methods; Hygiene; Language Acquisition; Cognitive Development; Validity; Reliability; China; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Vorhersage; Betriebspraktikum; Praktikum; Quality of education; Bildungsqualität; Itemanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Gültigkeit; Reliabilität
Abstract	This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten's placement on the KQRS. Results found two quality dimensions (Language-reasoning and Interaction) that did not distinguish the quality between any levels of kindergartens, whereas one dimension (Space and furnishing) successfully distinguished the quality between all levels of kindergartens. Activities and Programme structure only distinguished the quality differences between Level-2 and Level-3 kindergartens, whereas Personal care and Routines only distinguished the quality differences between Level-1 and Level-3 kindergartens. Findings based on item-level analysis provided further insights into underlying cultural and contextual reasons for differences found in the concepts of quality in the two evaluation systems. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10