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Assessment of quality preschool prog...

Williams, Jessica C.

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Assessment of quality preschool programming.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Assessment of quality preschool programming./
Author:	Williams, Jessica C.
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5775.
Contained By:	Dissertation Abstracts International71-09B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413253
ISBN:	9781124136394

Assessment of quality preschool programming.
Williams, Jessica C.

Assessment of quality preschool programming. - 115 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5775.

Thesis (Ph.D.)--University of South Carolina, 2010.

Understanding the contributing variables that promote high-quality preschool is a complex and multilayered endeavor. Mounting evidence indicates that the structural measures of quality indicators typically used to validate preschool programs are not sufficient for determining quality experiences for students (e.g., Howes et al., 2008; Mashburn, et al., 2008). Whereas some studies have indicated that structural variables such as teacher educational attainment and teacher to child ratio (e.g., Cost Quality and Outcome Study) predict higher quality programming, these studies of more static and distal measures of program quality do not demonstrate as consistent and strong evidence as studies that have investigated process measures of program quality. Careful identification of the contributing factors related to quality preschool programming has important implications for policy makers. Using data from a state-funded preschool program, the focus of this study was to measure variables of process quality that focus on the interactions of teachers and students in relation to student outcomes while controlling for a number of structural variables typically used to validate quality preschool programming. Direct observations of classrooms, teachers, and students garnered both global ratings and real time duration of specific behaviors and interactions. It was hypothesized that classroom climate would relate to student receptive language gains and behavioral functioning of students.

ISBN: 9781124136394Subjects--Topical Terms:

1017530
Education, Early Childhood.

Assessment of quality preschool programming.
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035 $a (UMI)AAI3413253
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100 1 $a Williams, Jessica C. $3 1680969
245 1 0 $a Assessment of quality preschool programming.
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5775.
500 $a Adviser: Scott Huebner.
502 $a Thesis (Ph.D.)--University of South Carolina, 2010.
520 $a Understanding the contributing variables that promote high-quality preschool is a complex and multilayered endeavor. Mounting evidence indicates that the structural measures of quality indicators typically used to validate preschool programs are not sufficient for determining quality experiences for students (e.g., Howes et al., 2008; Mashburn, et al., 2008). Whereas some studies have indicated that structural variables such as teacher educational attainment and teacher to child ratio (e.g., Cost Quality and Outcome Study) predict higher quality programming, these studies of more static and distal measures of program quality do not demonstrate as consistent and strong evidence as studies that have investigated process measures of program quality. Careful identification of the contributing factors related to quality preschool programming has important implications for policy makers. Using data from a state-funded preschool program, the focus of this study was to measure variables of process quality that focus on the interactions of teachers and students in relation to student outcomes while controlling for a number of structural variables typically used to validate quality preschool programming. Direct observations of classrooms, teachers, and students garnered both global ratings and real time duration of specific behaviors and interactions. It was hypothesized that classroom climate would relate to student receptive language gains and behavioral functioning of students.
590 $a School code: 0202.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, General. $3 1018034
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710 2 $a University of South Carolina. $b School Psychology. $3 1036101
773 0 $t Dissertation Abstracts International $g 71-09B.
790 1 0 $a Huebner, Scott, $e advisor
790 1 0 $a Ardoin, Scott P. $e committee member
790 1 0 $a Brown, William H. $e committee member
790 1 0 $a Flory, Kate $e committee member
790 $a 0202
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413253