Child Care Quality Rating and Improvement Systems (QRIS)

Elicker, James; Ruprecht, Karen

doi:10.1002/9781119148104.ch23

Cited by 11 publications

(8 citation statements)

References 28 publications

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“…Across the focus groups, most participating teachers noted that additional training and education could be helpful and offered several specific suggestions that could enhance future ECE professional development offerings. Although state licensing standards or QRIS requirements typically emphasize that ECE professionals have a minimum amount of annual training focused on child development and best practices in supporting children (Elicker & Ruprecht, 2019), participants in our study noted that they could benefit from training that has strategies that could apply to children as well as adults, perhaps specifically focusing on adult skills around stress management. In addition, the teachers noted that training on communication with parents or colleagues could be useful in reducing stress, as well as the ability to talk with and learn from colleagues in other centers.…”

Section: Discussionmentioning

confidence: 84%

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Tebben

Lang

Sproat

et al. 2021

Journal of Early Childhood Teacher Education

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Stress has been shown to negatively impact early childhood teachers' abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter-and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers' experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers' own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.

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Section: Discussionmentioning

confidence: 84%

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Tebben

Lang

Sproat

et al. 2021

Journal of Early Childhood Teacher Education

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“…Yet the significance of teacher-child relations has been recognized as an essential facet of high-quality early childhood education, and the Classroom Assessment Scoring System (CLASS) has become a commonly used instrument for assessing the quality of early childhood care and education. 80 As ECERS did for learning environments, CLASS provides a standardized rubric for appraising teachers' performance. But, again, the sensitivity and regard for students' perspectives is only appraised for the purpose of improving learning outcomes.…”

Section: Forgotten Dimensions Of Pedagogical Practicementioning

confidence: 99%

Rediscovery of Forgotten Dimensions of Pedagogical Practice from a Continental Perspective

Pfrang,

Castner

2024

Educational Theory

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This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the subtleties of educational situations and experiences. They highlight the learning atmosphere and pedagogical relationships as crucial dimensions often neglected by researchers. By delving into the historical evolution of the relationship between educational research and empirical pedagogy, the article underscores the ramifications of an increasing emphasis on evidence‐based approaches. It contends that conventional control measures, focused on performance metrics and rankings, inadequately encapsulate the essence of pedagogy. Pfrang and Castner call for a paradigm shift, urging a more comprehensive and context‐sensitive framework in both educational research and practice. This article serves as a rallying cry for a nuanced understanding that embraces the multifaceted nature of educational interactions, advocating for a move away from traditional metrics and toward more inclusive perspectives.

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“…In some cases, coaching is implemented based on a homegrown model that may or may not be grounded in best practices from coaching research. 24 For content, coaching models may be focused on building specific skills (such as Teachstone's My Teaching Partner, which focuses on adult-child interactions) or content knowledge in a specific area (such as Reading First coaching, which focuses solely on literacy practices), whereas others may be more comprehensive and centered on a common coaching approach rather than specific content (such as practice-based coaching).…”

Section: What Is Coaching?mentioning

confidence: 99%

Coaching at scale: A strategy for strengthening the early learning workforce

Schachner,

Yun,

Melnick

et al. 2024

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This report examines five early childhood coaching systems—two state systems (Alabama and Washington) and three California county systems (El Dorado, Fresno, and San Diego)—that have developed systemic coaching approaches. We studied these coaching systems to understand the different ways that comprehensive coaching systems can be implemented at scale, the types of coaching approaches used, and the supports offered. Although there is no singular strategy to scale effective coaching, this research provides insights for policymakers and program administrators seeking to incorporate coaching into their efforts to improve the quality of early childhood education.

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Child Care Quality Rating and Improvement Systems (QRIS)

Cited by 11 publications

References 28 publications

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Rediscovery of Forgotten Dimensions of Pedagogical Practice from a Continental Perspective

Coaching at scale: A strategy for strengthening the early learning workforce

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