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Student Outcomes in a Blended Preschool Program
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Keesbury, Sybil A. – Journal of the American Academy of Special Education Professionals, 2015
This case study examined the effect of quality preschool programming on child outcomes in a blended inclusive preschool program implemented in an urban school system in the piedmont of North Carolina. The blended inclusive preschool program was a newly initiated program in this district and had been in place for only 1 school year. The purpose of…
Descriptors: Outcomes of Education, Blended Learning, Preschool Education, Case Studies
Measuring the Quality of Inclusive Practices: Findings from the Inclusive Classroom Profile Pilot
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Soukakou, Elena P.; Winton, Pam J.; West, Tracey A.; Sideris, John H.; Rucker, Lia M. – Journal of Early Intervention, 2014
The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing…
Descriptors: Inclusion, Test Validity, Test Reliability, Observation
The Characteristics and Quality of Pre-School Education in Spain
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Sandstrom, Heather – International Journal of Early Years Education, 2012
We examined 25 four-year-old pre-school classrooms from a random sample of 15 schools within a large urban city in southern Spain. Observational measures of classroom quality included the Early Childhood Environment Rating Scale-Revised, the Classroom Assessment Scoring System and the Observation of Activities in Pre-school. Findings revealed…
Descriptors: School Readiness, Rating Scales, Evaluation Methods, Scoring
In-Service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions
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Howe, Nina; Jacobs, Ellen; Vukelich, Goranka; Recchia, Holly – Alberta Journal of Educational Research, 2011
The purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a…
Descriptors: Foreign Countries, Constructivism (Learning), Rating Scales, Child Care
Quality in Early Childhood Care and Education Settings: A Compendium of Measures
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Flood, Mirjam; Weinstein, Debra; Halle, Tamara; Martin, Laurie; Tout, Kathryn; Wandner, Laura; Vick, Jessica; Sherman, Juli; Hair, Elizabeth – Child Trends, 2007
Quality measures were originally developed for research aimed at describing the settings that children spend time in and identifying the characteristics of these environments that contribute to children's development. They were also developed to guide improvements in practice. Increasingly, however, measures of quality are being used for further…
Descriptors: Validity, Reliability, Child Care, Educational Quality
Triangulation in the Evaluation of School System Interventions.
Bower, JoAnn C.; And Others – 1986
The purpose of this report was to explore one way in which quantitative and qualitative paradigms in program evaluation can be employed to reinforce each other. An evaluation was conducted of a large number of special education programs for preschoolers with handicaps in Louisiana. Since 1978, Louisiana has funded programs in 65 public school…
Descriptors: Case Studies, Classroom Observation Techniques, Data Collection, Disabilities