CECERConstruction Engineering Research Laboratories (USACE)
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References in periodicals archive ?
When developing CECERS based on ECERS-R (Harms et al., 2005), Li and Hu (2012) considered the predominance of group activities and contextual constraints in Chinese ECE programs and significantly reduced the amount of time required for measuring the quality of free play activities.
The data presented here were included in a recent article of a comprehensive validation study on CECERS (Li et al., 2014).
As a result, the quality indicators of CECERS reflect these three balances, as the major differences compared to the quality indicators outlined in the ECERS-R.
Many CECERS items share the same name with the ECERS-R, yet their scoring indicators, criteria, and examples may be quite different.
To further ensure the cultural authenticity of the CECERS, the researchers solicited feedback from 176 Chinese expert practitioners (model teachers who were recommended by the local [DOE] to mentor other teachers) and directors, to review the content validity of the CECERS for Chinese kindergartens.
In summer 2011, a team of 28 research assistants (RAs), all master's level students majoring in ECEC at Chinese universities, were trained to serve as raters of the CECERS. The training consisted of 4 days for intensive study of the instrument and one week of field rating until all RAs reached an inter-rater reliability of at least .85 with the trainer.
If the student-teacher ratio increases by 10, the school will suffer 0.4 to 0.6 standard deviations loss on the CECERS quality rating, noting a substantial difference.