Assessment of Preschool Classroom Practices: Application of Q-Sort Methodology

Autor/inn/en	Bracken, Stacey Storch; Fischel, Janet E.
Titel	Assessment of Preschool Classroom Practices: Application of Q-Sort Methodology
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 4, S.417-430 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.09.006
Schlagwörter	Preschool Education; Preschool Evaluation; Q Methodology; Preschool Teachers; Teacher Aides; Cognitive Development; Classroom Observation Techniques; Class Activities; Program Validation; Evaluation Research; Ethnography; Cluster Grouping + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Handreichung; Lehrerhilfe; Kognitive Entwicklung; Evaluationsforschung; Ethnografie; Eingruppierung
Abstract	This paper reports on the application of Q-sort methodology to the development of the Preschool Classroom Practices (PCP) Q-sort. The PCP Q-sort was tested in a sample of 66 preschool teachers and assistants. Results demonstrated the existence of a 2-cluster structure within the Q-sort, comprised of Cognitive Development Activities and Socioemotional Development Activities. Specific properties of the PCP Q-sort, including cluster means, demonstrated consistency across both samples and time. Preschool teachers reported engaging in significantly more Socioemotional Development Activities than Cognitive Development Activities. Relationships to classroom observational measures are presented. Application of the PCP Q-sort as a measure of classroom practices and implications for preschool curriculum are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10