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作者 Bergen, Sharon A
書名 Improving the quality of early childhood programs: Minnesota program directors' use of quality assessment measures
國際標準書號 9781124861814
book jacket
說明 219 p
附註 Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4410
Adviser: Keith J. Johansen
Thesis (D.Ed.)--Capella University, 2011
This study describes the use of quality measures by Minnesota's early childhood program directors in assessing and improving the quality of their programs. Quantitative data was collected using a mailed survey of a purposeful sample of program directors. Qualitative data was collected using telephone interviews. To fully understand how and to what extent program directors use quality measures to assess and improve quality, the study described: director's definitions of quality; their use of standard and non-standard measures; differences in use of quality measures among directors of differing program types; the ways in which use of measures impact teacher training; and the factors that mitigate against or support the use of quality measures. In addition, the study described the perspectives of Specialists who work with directors in Minnesota's quality initiatives. The study sought to add to the literature that describes the role of program directors in assessing and improving the quality of programs for young children. The findings of the study suggest that program directors have knowledge of both standard and non-standard quality measures. Further, the study's findings suggest that directors primarily use nonstandard measures to assess program quality and these measures principally focus on the perceptions of the program's customers. Few differences were found in the directors' knowledge of quality measures and no differences were found in the frequency of use of quality measures among directors of varying program types. The interviews with Provide Resource Specialists supported the findings that program directors use few, and often no, standard quality measures and directors rely on customers and their own perceptions and experience to define and assess quality
The study's findings indicate that program directors use non-standard quality measures to guide teacher training. Teacher training is typically based on quality measures such as parent complaints or directors' perceptions of quality defects rather than standard measures. The findings indicate that two factors mitigate against directors' use of standard quality measures. First, directors perceive cost of standard measures to be prohibitive. Second, directors perceive that standard measures are unnecessary because they duplicate information directors already have from observations, consumer feedback, and other non-standard measures
School code: 1351
Host Item Dissertation Abstracts International 72-12A
主題 Education, Administration
Education, Early Childhood
0514
0518
Alt Author Capella University. School of Education
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