Author : Marisol Marfull Jensen
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (948 download)
Book Synopsis Measuring the Inclusion Quality of Chilean Preschool Classrooms by : Marisol Marfull Jensen
Download or read book Measuring the Inclusion Quality of Chilean Preschool Classrooms written by Marisol Marfull Jensen and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This mixed-method study measured the quality of regular preschool classrooms as well as their level of inclusion quality, in a sample of 31 Chilean regular schools operating inclusive preschool classrooms. Beliefs about inclusion held by school main stakeholders (i.e., principals, vice-principals for curriculum development, resource teachers and early childhood educators) in 11 of those schools were also measured. Quantitative information was gathered using the Spanish language version of the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R) (Harms, Clifford, & Cryer, 2005) to determine the quality of the regular preschool classroom; a piloted version of the Specialink Early Childhood Quality Scale (Irwin, 2009) was utilized to identify practices implemented by schools as well as the principles guiding inclusion at those schools. Quantitative data showed that the majority of schools assessed obtained a mediocre care level of overall preschool quality, using the terminology of Harms, Clifford, & Cryer, (2005), the developers of the ECERS-R instrument. To compare performance between public and semi-public schools, the statistical procedure of independent t-test was executed. Results showed that compared to public schools, semi-public schools scored significantly higher on the parents and staff's ECERS-R subscale. In regard to inclusive preschool quality, results showed that schools scored at a less than minimum level. To determine the differences between the principles and the practices scores on the Specialink scale, a repeated-measures ANOVA with two factors, one by subscale (within-subjects effects) and one by type of school (between-subjects effects) was executed. Statistically significant differences were found between the practices (M = 2.71, SD = 0.82) and the principles (M = 3.19, SD = 0.81) subscales of the Specialink scale, F(1, 29) = 30.173, p