ECERS-R

AcronymDefinition
ECERS-REarly Childhood Environment Rating Scale-Revised Edition
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Examination of these statistics determined whether enough variability existed in the outcome variable, the ECERS-R score, and continuous predictor variables, the ECWES and the OCDQ-RE, to warrant regression analysis.
Specifically, significant correlations were found between total classroom quality as measured by the ECERS-R and the overall organizational climate as measured by the ECWES (r = .
Meanwhile, 36 centers had valid ECERS-R baseline data and 66 centers had valid ECERS-R formal data, with 18 having data from both assessments.
Analyses of ECERS and ECERS-R scores via descriptive and inferential comparisons between baseline assessment and formal assessment helped discern whether child care centers improved quality of early childhood education.
Although only descriptive in nature, the changes in the ECERS-R (including overall mean, subscale, and factors scores) indicate that all areas of classroom functioning decrease in quality during the turnover transition.
28) Benefits received from center Health coverage None 2 3 Partial 0 3 Full 5 3 Retirement package No 7 9 Yes 0 1 TABLE 3 Frequencies for Director Demographics Highest level of education 2-year degree 2 4-year degree 3 Some graduate school 3 Graduate degree 1 Ethnicity African American 2 European American 6 American Indian 1 TABLE 4 Mean Differences in Classroom Quality Pre- and Post-Turnover Pre-Turnover Mean Post-Turnover Mean (SD) (SD) ECERS-R Average Score 4.
The Parents and Staff subscale of the ECERS-R includes the following items: provisions for parents, provisions for personal needs of staff, provisions for professional needs of staff, staff interaction and cooperation, supervision and evaluation of staff, and opportunities for professional growth.
The ECERS-R is a widely used measure that assesses child care global quality.
The ECERS-R scale was administered at each center during the fall and spring.
Analysis of the quality of the child care environments was conducted by generating descriptive statistics, mean and standard deviations for each subscale, and the total for the ECERS-R instrument to compare fall and spring scores each year.
The teacher was asked questions to complete items not observed on the ECERS-R and to obtain demographic information.
The ANOVA was significant for the ECERS-R average score (F (1, 42) = 14.