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Author LaFerney, Pamela S
Title Early childhood professional development and classroom quality in preschool classrooms
book jacket
Descript 58 p
Note Source: Masters Abstracts International, Volume: 44-05, page: 2067
Adviser: Deborah Norris
Thesis (M.S.)--Oklahoma State University, 2006
The purpose of this study was to examine the association between different types of early childhood professional development and child care quality in preschool classrooms. Participants in the study were preschool teachers in 336 child care centers across the state of Oklahoma. A preschool classroom was randomly selected for observations in each center. A team of up to three researchers made an initial visit to each center to conduct classroom quality observations and a director interview. Teacher and director demographic questionnaires were left at the center at the completion of the first visit. Classroom observations data collected in the study through the use of the Early Childhood Environment Rating Scale (ECERS) was used. The variables for this study included formal early childhood education, workshops, systematic workshops, credentials, and accessing of the infrastructure
The types of professional development examined in this study were all found to be correlated with each other. Specialized education, credentials, and workshops were found to be significantly correlated with the total ECERS score. Systematic workshops and infrastructure were not significantly correlated with ECERS. The regression equation for the overall model was significant. Specialized education was significant showing that for every one step increase in this education there was .24 of a point increase in the ECERS score. The results suggested that specialized education makes a difference in terms of child care quality. (Abstract shortened by UMI.)
School code: 0664
Host Item Masters Abstracts International 44-05
Subject Education, Early Childhood
Alt Author Oklahoma State University
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