Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs

Autor/inn/en	Barbarin, Oscar A.; McCandies, Terry; Early, Diane; Clifford, Richard M.; Bryant, Donna; Burchinal, Margaret; Howes, Carollee; Pianta, Robert
Titel	Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs
Quelle	In: Early Education and Development, 17 (2006) 4, S.619-642 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1704_6
Schlagwörter	Teaching Experience; Public Education; Educational Quality; Preschool Education; Parent Attitudes; Teacher Qualifications; Teacher Student Relationship; School Readiness; Delivery Systems; Family School Relationship; School Location; Racial Differences; Whites; Classroom Environment; Hispanic Americans; African Americans; Poverty; Educational Indicators + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Elternverhalten; Lehrqualifikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Readiness for school; School ability; Schulreife; Auslieferung; Schulgelände; Rassenunterschied; White; Weißer; Klassenklima; Unterrichtsklima; Hispanic; Hispanoamerikaner; Afroamerikaner; Armut; Educational indicato; Bildungsindikator
Abstract	This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home-school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home-school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10