This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language. The compendium also aims to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose for which it will be used.
An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices
An examination features of coaching and other on-site, individualized professional development strategies associated with positive outcomes for early childhood practitioners and children, based on a research review and a multi-case study of coaching in quality rating and improvement systems (QRIS)
A summary of an examination features of coaching and other on-site, individualized professional development strategies associated with positive outcomes for early childhood practitioners and children, based on a research review and a multi-case study of coaching in quality rating and improvement systems (QRIS)
An analysis of the child care subsidy system in Anoka, Becker, Brown, and Hennepin Counties, MN, to determine the impact of tiered reimbursement on the availability of and access to higher quality child care.
This 2006 Microsoft PowerPoint presents background information on the issue of measuring early childhood professional development. A "common core" of items for State data collection is being developed. A distinction is made between formal education and training. How this distinction can be adopted in data collection and reporting is discussed. Some of the components of professional development include: (1) format, (2) auspice, (3) mode of delivery, (4) content, (5) recency or time frame, and (6) extent of training.
This powerpoint explores several key issues in measuring quality including: which measures best capture the system wide vision of quality; are the measures driving the vision; what infrastructure is needed to support measurement of quality on a large scale; and how can these measures be used to distinguish levels of quality?
This brief reviews previous research regarding the importance of identifying the purposes of measurement, distinguishes among different purposes for conducting assessments ofquality in early childhood settings, discusses the need for precaution when assessments seek to address multiple purposes at once, and raises implications for developing future measures.