项目质量与婴幼儿被驱逐出社区托儿机构之间的关系

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-04-06 DOI:10.1080/1045988X.2022.2059431

Keri Giordano, Ayal Goldberg, Shira Engelberg, M. O'kane

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引用次数: 2

摘要

五岁以下的儿童在早期学习环境中被驱逐的比例很高，但很少有研究讨论项目质量和驱逐之间的关系。本研究考察了项目质量(认证、质量评级系统参与、儿童:教师比例，表明项目不匹配、管理人员的教育和经验、开除信念和对支持的看法)与开除决定之间的关系。来自美国东北部一个州314个社区托儿中心的数据显示，35.7% (n = 112)的儿童在过去12个月里至少驱逐了一名儿童。QRIS的参与、建议项目不匹配、开除信念和师生比例都被发现是开除的重要预测因素。结果表明，与质量相关的几个典型因素不能作为防止驱逐的保护因素。

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Associations between program quality and expulsion of infants and young children from community childcare settings

Abstract Children under five are expelled at high rates from early learning settings, yet little research discusses the relationship between program quality and expulsion. This study examined the relationship between program quality (accreditation, quality rating system participation, child:teacher ratios, suggesting programs are not a match, administrator education and experience, expulsion beliefs, and perceptions of support) and expulsion decisions. Data from 314 community childcare centers throughout one northeastern state in the United States showed 35.7% (n = 112) expelled at least one child in the previous 12 months. QRIS participation, suggestion programs are not a match, expulsion beliefs, and child:teacher ratios were all found to be significant predictors of expulsion. Results indicate that several factors typically associated with quality do not act as protective factors against expulsion.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.