Characteristics of Early Care and Education Collaboration Associated with Success

Autor/inn/en	Schilder, Diane; Broadstone, Meghan; Smith Leavell, Ashley
Titel	Characteristics of Early Care and Education Collaboration Associated with Success
Quelle	In: Early Education and Development, 30 (2019) 8, S.1029-1044 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1653732
Schlagwörter	Early Childhood Education; Child Care; Educational Cooperation; Program Effectiveness; Educational Quality; Quality Assurance; State Standards; Institutional Cooperation; Program Administration; Young Children; Early Childhood Teachers; Teacher Employment Benefits; Incentives; Faculty Development; Federal Aid; Success; Correlation; Maryland; Vermont + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; cooperation; Kooperation; Quality of education; Bildungsqualität; Qualitätssicherung; Institute; Co-operation; Cooperation; Institut; Frühe Kindheit; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Anreiz; Erfolg; Korrelation
Abstract	Research Findings: In this non-experimental study, the research team analyzed data from a randomly selected sample of child care programs in Maryland and Vermont to understand what characteristics contribute to collaboration success. The team also examined the relationship between collaboration success and measures of child care program quality. We found positive correlations between collaboration success -- defined as programs' use of collaborative strategies, structural indicators of quality, and QRIS ratings -- and programs' collaboration administration and collaboration relationships. In addition, programs that used more collaboration strategies had higher ratings on the state's Quality Rating and Improvement System (QRIS). Policy or Practice: Policies designed to encourage early childhood collaborations should support strong administrative processes among collaborators and provide specific guidance on building strong relationships among child care and early education administrators. Future research is needed to determine the causes of the associations. Research should focus on how policies can broaden the reach of federal and state programs that promote collaboration to include programs that have lower QRIS ratings or programs that opt out of these state systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01