A Comparison of the ECERS-R and ECERS-3: Different Aspects of Quality?

Autor/inn/en	Hestenes, Linda L.; Rucker, Lia; Wang, Yudan Chen; Mims, Sharon U.; Hestenes, Stephen E.; Cassidy, Deborah J.
Titel	A Comparison of the ECERS-R and ECERS-3: Different Aspects of Quality?
Quelle	In: Early Education and Development, 30 (2019) 4, S.496-510 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1559681
Schlagwörter	Comparative Analysis; Educational Quality; Rating Scales; Early Childhood Education; Scores; Teacher Student Ratio; Preschool Children; Preschool Teachers; Reliability; Teacher Attitudes; Technical Assistance; Classroom Environment; Daily Living Skills; Learning Activities; Parent Child Relationship; Safety; Child Development; Cognitive Development; Language Skills; Instructional Materials; Teaching Methods; Program Evaluation; Interrater Reliability; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Rating-Skala; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrer-Schüler-Relation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Reliabilität; Lehrerverhalten; Technische Hilfe; Klassenklima; Unterrichtsklima; Alltagsfertigkeit; Lernaktivität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sicherheit; Kindesentwicklung; Kognitive Entwicklung; Language skill; Sprachkompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Interrater-Reliabilität
Abstract	Research Findings: The present study provides an initial descriptive comparison of the Early Childhood Environment Rating Scale-Revised (ECERS-R) and the Early Childhood Environment Rating Scale-Third Edition (ECERS-3) in a relatively large sample in 1 state that uses the Environment Rating Scales within its Quality Rating and Improvement System (QRIS). The results indicate significantly lower average scores for the ECERS-3 compared to the ECERS-R in 105 preschool classrooms and different low-scoring items on each scale. The education levels of teachers and teacher--child ratios were not associated with the ECERS-R, but both variables showed significant differences in relation to the ECERS-3. Finally, both measures showed strong test--retest reliability and moderate internal consistency. Practice or Policy: Given the extensive use of the ECERS-R in QRISs, it is beneficial to compare the 2 instruments as many states consider incorporating the new version into existing systems. Decision makers will need to consider the consequences of no teacher interview in relation to a heavier emphasis on observing certain interactions. This shift may lead to differences in the content of technical assistance, moving away from a focus on particular health, safety, and classroom materials toward the use of materials within certain curricular areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01