Dennis and O'Connor (2013) utilized mixed design consisting of a correlational design (a non-experimental quantitative study) and two qualitative case studies to answer the following three research questions:
Is there an association between the classroom process quality and the organizational climate?
Are there different associations between classroom process quality and the overall organizational climate vs. The relational organizational climate?
Do associations between the overall organizational climate, the relational organizational climate, and the classroom process quality vary as a function of the teacher (specifically the teacher's education and experience)?
Thus the variables in the study were measures of classroom process quality, organizational climate, relational organizational climate, and teacher's education and experience. The participants were 37 teachers and 40 directors from community-based preschool centers. Classroom quality was measured by 23 items from The Early Childhood Environment Rating Scale -- Revised. The survey requires raters (five were used) and inter-rater reliability was established with a master coder (86% agreement). Validity of the measure has been previously established with factor-analytic studies. Organizational climate was measured with two measures: The Early Childhood Work Environment Survey. This measure has reported excellent internal consistency (Cronbach's alpha = .93) as well as good discriminant validity between the subscales (.33 < r <...
Head Start, Social Control Theory For America's, nursery children in the ages of three years to five years and who belong to the low-income families, a complete services of progress including social services for their poor families is offered by a nationwide plan called Head Start. To meet particular requirements, about 1,400 community-based non-profit associations and school systems work out exclusive and novel programs. In 1965 the Head Start was started
Head Start preschool classrooms prominently emphasize performance standards as a way to assess educational programs for young children. However, this approach is often criticized as not appropriate for the assessment of young children (Hallam et al., 2007). Standards outlined in the Head Start Child Outcomes Framework were developed as an assessment system in response to the need for increased accountability in early childhood care and education. The Child Outcomes Framework
The Family and Public Policy - Harvard Edition World. Executive Summary of Secretary of Health and Human Services Advisory Committee on Head Start Accountability and Educational Performance Measures Final Report (2007) Sadowski, Michael (2006) the School Readiness Gap. Harvard Education Letter July/August 2006. Online available at http://www.edletter.org/past/issues/2006-ja/readinessgap.shtml. Bolson, M.; Garcia, VC; Steinhaus, KA (2006) Implementing the Pre-Kindergarten Act: Progress Report. Online available at http://www.ped.state.nm.us/prek/downloads/03036/PreK%20Progress%20Report_Jan2006final.doc. Quality Pre-Kindergarten: Summary of Research Findings (2006) Online available
Launched in the year 1965, the Head Start program cultivates preparedness for school among kids from poor backgrounds by providing them with social, nutritional, educational, health and other relevant services. Ever since its introduction, the program has catered to over 33 million early childhood-age kids (0-5 years of age) and their family members. Figures for 2015 revealed program funding to cater to almost a million expectant mothers and early childhood-age
Zigler, and Muenchow 4) The part of the program that most stuck with Shriver was the fact that the program proved that it could actually increase the IQs of mentally handicapped children, significantly with the proper implementation of programs, a concept that was not accepted in academics at this time. (Zigler, and Muenchow 11) The program used the same materials as a traditional nursery school, but in a manner designed to stimulate
benefit analysis of whether the state of Alabama should fully fund an expanded preschool program. Various arguments for and against this idea are discussed. Arguments for increased funding of the state's prekindergarten program include: improved educational success and achievement; significant reduction of the need for grade retention; improved economic status; better health; less need for welfare; and reduced crime rates. Arguments against are mainly based on the huge initial
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