Expert Practitioner's Views about the Chinese Early Childhood Environment Rating Scale

Autor/inn/en	Hu, Bi Ying; Vong, Keang-ieng; Chen, Yuewen; Li, Kejian
Titel	Expert Practitioner's Views about the Chinese Early Childhood Environment Rating Scale
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 2, S.229-249 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.919779
Schlagwörter	Early Childhood Education; Rating Scales; Cultural Context; Likert Scales; Asians; Educational Environment; Teacher Attitudes; Educational Quality; Educational Practices; Feedback (Response); Surveys; Cultural Relevance; Rural Areas; Evaluation Methods; Foreign Countries; Change; Comparative Analysis; Statistical Analysis; Qualitative Research; China; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Likert-Skala; Asian; Asiat; Asiatin; Asiaten; Asiate; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Quality of education; Bildungsqualität; Bildungspraxis; Survey; Umfrage; Befragung; Rural area; Ländlicher Raum; Ausland; Wandel; Statistische Analyse; Qualitative Forschung
Abstract	This study aims to examine the views of 176 expert practitioners on the relevance and feasibility of applying the Chinese Early Childhood Environment Rating Scale (CECERS), which is developed based on the Chinese version of Harms, Clifford, and Cryer's (2005) world renowned Early Childhood Environment Rating Scale-revised (ECERS-R). The CECERS measures the quality of Chinese kindergartens, in which teachers have traditionally utilised whole-group teaching as the main approach to curriculum planning and delivery as well as organisation of learning environment. What constitutes quality kindergarten practice in the Chinese contexts and tension between "objective" quality and culturally-appropriate quality will be discussed. Using a five-point Likert Scale, reviewers rated and provided comments for: (1) the quality of the instrument overall; (2) the appropriateness of the major changes made in CECERS in comparison to the ECERS-R; and (3) feedback for each quality dimension. Results, organised by the predetermined survey questions, show that, overall, reviewers highly support CECERS as a much needed, valuable, quality measure. They also support all the suggested changes to make the instrument culturally relevant and contextually meaningful. Meanwhile, they offer helpful suggestions for future revisions and pose some issues and concerns about the applicability of the instrument to measure quality practice in rural areas of China which are worth debating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01