The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day

Thorpe, Karen; Rankin, Peter; Beatton, Tony; Houen, Sandy; Sandi, Matteo; Siraj, Iram; Staton, S.

doi:10.1016/j.ecresq.2020.05.003

Cited by 33 publications

(29 citation statements)

References 62 publications

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“…The importance of ECEC, particularly long day care, was prominent across the period of lockdown (Morrison 2020). Despite the considerable evidence showing how critical educational experiences in the first five years are in establishing positive life course trajectories of learning (Heckman 2011; Garcia et al 2017; Thorpe et al 2020a, 2020b) and despite a decade of policy recognition of the foundational educational role played by ECEC (OECD 2001, 2006, 2017), in the immediate crisis ‘childcare’ was the focus rather than education. The OECD and recent Australian economic reports place ECEC as a central strategy in Australia's economic wellbeing, both increasing women's workforce participation and building human capital for future economic productivity (OECD 2019).…”

Section: Educationmentioning

confidence: 99%

Never Let a Crisis Go to Waste: Opportunities to Reduce Social Disadvantage from COVID‐19

Baxter

Cobb‐Clark

Cornish

et al. 2021

Australian Economic Review

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Far more than a health pandemic, COVID-19 has changed almost all aspects of how we live and work. Australia is not alone in this situation. COVID-19 has global reach and no country is immune to its impact. We do not yet know the full extent of these changes and it will be some time before we, and others, are able to reflect on the full impact of COVID-19, whether it be in terms of health, employment, industry closures, domestic violence, social isolation or mental health. It is much too early to outline these impacts with any confidence. But what we can do at this early stage is to reflect on the opportunities that COVID-19 presents for examining some of our taken-for-granted rules and regulations about living and working.In this paper, Life Course Centre researchers share ideas on potential opportunities for rethinking, redesigning and reworking social policies to address disadvantage. They present a broad range of ideas covering both opportunities that may arise coincidentally and others that will require purposeful policy and institutional redesign. The paper presents an optimistic, forward-looking counterpoint to what has undoubtedly been a catastrophic global social, health and economic event.There will be other pandemics and other global shocks. What we learn, and do, today will have significant bearing on future preparations and responses. The examples in this paper are just some of the ways we might leverage the COVID-19 crisis to build a better society.

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Section: Educationmentioning

confidence: 99%

Never Let a Crisis Go to Waste: Opportunities to Reduce Social Disadvantage from COVID‐19

Baxter

Cobb‐Clark

Cornish

et al. 2021

Australian Economic Review

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“…Shcherbakova [14]; Y. Ai [15]; B. Avota [16]; A.B. Barcelona [17]; K. Berzina, I. Zicmane, J. Kuckovskis [18]; A.M. Bozieva [19]; F. Kahkoun, S.A. Ghannouchi [20]; N. Sakharchuk [21]; K. Thorpe, P, Rankin, T. Beatton, I. Siraj, S. Staton [22]; C. Schneijderberg, and I. Steinhardt [23].…”

Section: Discussionmentioning

confidence: 99%

“…Due to updating the content of education in the Republic of Kazakhstan, scholars and practitioner teachers developed methods of criteria-based assessment of learning results of students [1,7,9,10]. At that, almost all authors associate the criteria-based assessment of students' academic achievements with the quality management of education [19,21,22].…”

Section: Discussionmentioning

confidence: 99%

Methodological approaches to the development of criteria-based assessment of educational results

et al. 2021

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The article presents the authors’ experience in developing and applying criteria for assessing the results of the educational activities of students in the system of contemporary education. The necessity and expediency of its implementation are justified by the actual difficulty of objective assessment of the quality of educational results; reduction of the motivating function of the five-point assessment; as well as natural and personal uniqueness of each student as a subject of educational activity. The analysis of domestic and foreign studies on the problem of criteria-based assessment of learning results in the system of general and higher education shows that despite various approaches to the criteria-based assessment of learning results, the methodology of its development is not sufficiently covered in pedagogical science and practice. The present research aims to develop a pedagogically appropriate methodology for constructing a criteria-based assessment of the results of students’ educational activities. This methodology includes several interrelated actions: establishing three levels of students’ mastering of the content of each discipline; developing quantitative indicators and qualitative characteristics of each level; ensuring methodological development of requirements for each task; bringing to the attention of students the content of each level of mastering of the main educational program. An important condition is the ability to repeatedly correct each task to bring it to the highest possible level of perfection. The leading methodological position is given to the idea of the human’s inherent desire for success and to be the first. As the results of the conducted study show, the implementation of the proposed methodology naturally leads to an enhancement of the education quality, which is reliable proof of its scientific novelty.

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“…Such complexity is exemplified in the context of care routines (Thorpe et al 2018a). Indeed, care activities and routines have emerged as key places to index ECEC quality (Farran et al 2017; Thorpe et al 2020). Variation in practices surrounding care routines such as those pertaining to sleep and rest (Pattinson et al 2014), meals (Cabell et al 2013), and transitions (Cabell et al 2013;Farran et al 2017; Thorpe et al 2020) have been found to be predictive of interactional quality throughout the ECEC day (Thorpe et al 2020) and to have significant effect on child outcomes (Farran et al 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, care activities and routines have emerged as key places to index ECEC quality (Farran et al 2017; Thorpe et al 2020). Variation in practices surrounding care routines such as those pertaining to sleep and rest (Pattinson et al 2014), meals (Cabell et al 2013), and transitions (Cabell et al 2013;Farran et al 2017; Thorpe et al 2020) have been found to be predictive of interactional quality throughout the ECEC day (Thorpe et al 2020) and to have significant effect on child outcomes (Farran et al 2017). In keeping with this finding, Australian studies identify practices pertaining to sleep and rest as a 'barometer' of ECEC quality (Pattinson et al 2014; Thorpe et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Educators reflecting on sleep and rest time dilemmas in ECEC: where is the “critical” in reflective practices?

et al. 2020

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An educator's ability to engage in critical reflection is core to provision of high quality early childhood education and care (ECEC), and is a priority for quality improvement in Australia. This study explored the nature of critical reflection using the example of sleep-rest practices. These practices have been identified as a 'barometer of ECEC quality' because they present significant challenges for educators, requiring negotiation of a complex set of competing priorities. Responses of educators (n = 53) to a scenario presenting a typical sleep-rest issue were analysed. These encompassed different types of reflection used to negotiate information sources and situational demands, namely: Technical-Limited Negotiation involving adherence to standard procedure, Practical-Negotiation with reference to diverse others; and finally, Critical-Negotiations analysing multiple sources of evidence. Overall, the findings showed an over reliance on technical and practical reflective strategies to address the sleep-rest time issue. Only one educator responded in a way that suggested critical reflection in which multiple sources of information, including an evidence base, were applied. The findings direct us to two conclusions. First, researchers and policy makers should consider cognitions about knowledge and knowing, with respect to understanding critical reflection, as integral to the professional work of educators. Second, we identify the potential benefit of providing more structured opportunities in pre-service education and training educational leadership and ongoing professional learning to facilitate dialogical thinking.

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The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day

Cited by 33 publications

References 62 publications

Never Let a Crisis Go to Waste: Opportunities to Reduce Social Disadvantage from COVID‐19

Never Let a Crisis Go to Waste: Opportunities to Reduce Social Disadvantage from COVID‐19

Methodological approaches to the development of criteria-based assessment of educational results

Educators reflecting on sleep and rest time dilemmas in ECEC: where is the “critical” in reflective practices?

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