Linking Features of Structural and Process Quality across the Landscape of Early Education and Care

Autor/inn/en	Hanno, Emily C.; Gonzalez, Kathryn E.; Jones, Stephanie M.; Lesaux, Nonie K.
Titel	Linking Features of Structural and Process Quality across the Landscape of Early Education and Care
Quelle	In: AERA Open, 7 (2021) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Educational Quality; Correlation; Class Size; Teacher Student Ratio; Educational Attainment; Educational Environment; Teacher Competencies; Child Care; Preschool Education; Preschool Teachers; Teaching Experience; Preschool Curriculum; Teacher Behavior; Language Usage; Teacher Student Relationship; School Schedules; Learning Activities; Time Management; Massachusetts + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Korrelation; Klassengröße; Lehrer-Schüler-Relation; Bildungsabschluss; Bildungsgut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Kinderfürsorge; Kinderbetreuung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Teacher behaviour; Lehrerverhalten; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulzeiteinteilung; Lernaktivität; Zeitmanagement; Master-Studiengang
Abstract	Commonly regulated structural quality features, like educator education levels and group size, are thought to be foundational to the quality of children's everyday experiences in early education and care settings. Yet little is known about how these features relate to the day-to-day interactions and activities that occur in these settings--or process quality features--across the landscape of early education and care. In this study, we examine the association between structural quality features and process quality features in a diverse sample of classrooms (n = 672) participating in a statewide study of early education and care. Using a permutation test approach, we found that group size and child-to-adult ratio were most consistently linked to children's experiences but educator education, experience, and curriculum usage were largely unrelated. Implications of these findings for quality improvement initiatives are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01