Examining Pre-school Classroom Quality in a Statewide Quality Rating and Improvement System

Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye

doi:10.1007/s10566-014-9248-z

Cited by 15 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several recent review studies and meta-analyses showed small-to-medium effects of professional development interventions on children's language and literacy skills (e.g. Egert (2015 [100] ); Jensen and Rasmussen (2015 [169] ); Markussen-Brown et al (2017 [101] )).…”

Section: Structural and Process Quality And Child Development Well-mentioning

confidence: 99%

Structural characteristics and process quality in early childhood education and care

2018

OECD Education Working Papers

View full text Add to dashboard Cite

show abstract

Section: Structural and Process Quality And Child Development Well-mentioning

confidence: 99%

Structural characteristics and process quality in early childhood education and care

2018

OECD Education Working Papers

View full text Add to dashboard Cite

show abstract

“…The abbot county of new jersey quality pre-school mandate, the Pennsylvania Code (1988), the National Research Council (NRC) and the National Institute for Early Education Research (NIEER) in the USA prescribe degrees earned through a 4-year early education program children as the primary criteria of teacher recruitment [7], in line with studies showing that the most effective pre-school teachers are those who have knowledge [21]- [23] and experience through four years of academic training at a recognized university [24]. The same standards apply in Finland and France, while the Singapore government will implement these standards in the near future [25]. Another important point is facilities and resources should provide promotes child inquiry in learning process and give opportunities for children to participate in learning activities.…”

Section: Literature Reviewmentioning

confidence: 99%

A comparing key performance indicator and benchmarks of quality pre-school among the agency in Malaysia

Mamat

Razali

Hashim

et al. 2023

IJERE

View full text Add to dashboard Cite

High quality early childhood education (ECE) enables children to enjoy the experience and have nurturing environment that promotes holistic development. The key performance indicators such as quality pre-school’s environment, teachers and assistant teachers, learning materials have been predicted to produce desirable outcomes. However, the challenge is to identify the predictors that can quantify the definition of a quality teacher. This study uses questionnaire to assess individual perceptions and views on quality key performance indicators of early childhood pre-school center. The study’s findings revealed that the gap analysis related to the qualification of pre-school teachers and ratio teacher-child below the standard. Even though teacher-child ratio in private pre-schools is small because most of pre-schools do not employ assistant teacher as practiced in other pre-schools. Thus, the study found that the performance of children’s abilities in Ministry of Education pre-school and private pre-schools exceeded the national standard of 76.2% National Average of Reading and Writing, and 64.6% National Average of Arithmetic. However, based on benchmark 100% achievement, the screening performance report shown children far left behind. In conclusion, these findings are important to be given attention and remedial action in order the improvement and quality of pre-school achieve the minimum standard.

show abstract

“…Upon examining the related literature on quality in pre-school education, a limited number of national studies were conducted, while the number of international studies is relatively high. The studies in the international literature were mainly carried out on 'Educational Environments' (La Paro et al, 2012;Denny et al, 2012;Hooks et al, 2006;Cassidy et al, 2005;Warash et al 2006;Fenech et al, 2010;Hofer, 2010;Jeon et al, 2014), 'School Management' (Lower & Cassidy, 2008;Foster-Nelson, 2012;Arend, 2010;Mathers et al, 2007) and 'Quality Rating and Improvement System (QRIS)' (Lahti et al, 2015;Yazejian & Iruka, 2015;Connors & Morris, 2015;Hestenes et al, 2015). Most of these studies were conducted by considering different states in the USA.…”

Section: Service Quality In Pre-school Educationmentioning

confidence: 99%

Okul Öncesi Eğitim Kurumlarında Hizmet Kalitesinin Servqual Yöntemiyle Değerlendirilmesi: Türkiye Örneği

EMRE,

ARSLAN,

GÜVEN

et al. 2023

Sosyoekonomi

View full text Add to dashboard Cite

The service quality of pre-school education institutions is a pivotal issue in meeting the expectations of education policies in Türkiye regarding solution proposals, institution adequacy and dissemination of pre-school education, and supporting children's development at a desired level. This study evaluates the service quality in pre-school education institutions through the Servqual method. The study's working group consisted of 428 parents whose children learn at pre-school education institutions in İzmir, Diyarbakır, Karaman, Kahramanmaraş, and Zonguldak provinces during the 2020-2021 academic year. The study deployed the Servqual scale as a data collection tool. The results revealed that the parents’ expectations were met regarding tangibles and empathy, while their expectations were unmet regarding reliability, responsiveness and assurance.

show abstract

Examining Pre-school Classroom Quality in a Statewide Quality Rating and Improvement System

Cited by 15 publications

References 26 publications

Structural characteristics and process quality in early childhood education and care

Structural characteristics and process quality in early childhood education and care

A comparing key performance indicator and benchmarks of quality pre-school among the agency in Malaysia

Okul Öncesi Eğitim Kurumlarında Hizmet Kalitesinin Servqual Yöntemiyle Değerlendirilmesi: Türkiye Örneği

Contact Info

Product

Resources

About