Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects

Published on Jul 1, 2017in Early Childhood Research Quarterly3.719
路 DOI :10.1016/J.ECRESQ.2017.03.006
Bi Ying Hu15
Estimated H-index: 15
(UM: University of Macau),
Xitao Fan60
Estimated H-index: 60
(UM: University of Macau)
+ 1 AuthorsNing Yang6
Estimated H-index: 6
(SCNU: South China Normal University)
Sources
Abstract
Abstract In this study, the generalized additive modeling (GAM) was used to explore possible threshold effects on multiple program structure quality indicators (class size, child-to-teacher ratio, teaching experience, teacher salary) in relation to the classroom teacher-child interaction quality indicators as measured by the Classroom Assessment Scoring System (CLASS) in a sample of Chinese kindergarten classrooms. One hundred eighty classrooms in 60 preschools were selected for the study, based on a stratified sampling procedure. The results were mixed, and revealed threshold effects on some structural indicators. The findings are discussed in the context of Chinese early childhood education practice. As the first study of its kind in a Chinese context, the findings could have some implications for early childhood education policy and practice despite some limitations of the study. Future research may consider better design and more representative sample for studying these issues.
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This study explores the relationship between structural variables and program quality in early childhood programs across economic, sociocultural, and policy contexts in Zhejiang, China. Using the Chinese Early Childhood Environment Rating Scale (CECERS), researchers collected data in 162 randomly selected classrooms representative of the sociocultural and economic conditions of Chinese early childhood programs. The findings showed that a set of program structural variables accounted for 60% of t...
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