The ECERS item "schedule" describes the balance of structure and flexibility, as well as the transitions between activities.
In ECERS, planned activities are often noted as integral parts of an item's score.
Prior to observing classrooms, research staff participated in intensive ECERS training sessions that included actual classroom observations and item-by-item discussions.
Consistent with previous research, the ECERS overall mean (excluding the adult needs items) served as the primary measure of global program quality.
ECERS and ITERS were revised during the implementation of QIS.
The assessment of QIS child care centers using ECERS and ITERS was carried out in a pre- and postresearch design.
The state provided training for a cadre of early childhood experts to become reliable in using the ECERS
in preparation for the inclusion of ECERS
data in 2005 and subsequent Primary School Report Cards.
Using the original versions of the ITERS (1990) and ECERS (1986), Phillips et al.
The original ECERS was developed in 1980 and revised in 1998.
Seventy-four percent of public school classrooms and 60% of nonprofit classrooms also received scores of 5 ("good") or above on the ECERS
Results indicated that the quality of the centers was rated on the ECERS
as good and remained relatively consistent across the data collection period.
This factor has not been found in factor analyses previously conducted on the ECERS
, the ECERS
-R, or the ITERS.