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Learn more about this book:

Table of Contents



Related Titles:
The Quest for Quality: Promising Innovations for Early Childhood Programs

Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States

Classroom Assessment Scoring System (CLASS)

Early Language and Literacy Classroom Observation Tool (ELLCO)

Critical Issues in Early Childhood Professional Development


The latest on EC quality measures—and tomorrow's most promising tools

Coming Soon!
Quality Measurement in Early Childhood Education
Edited by Martha Zaslow, Ph.D., Ivelisse Martinez-Beck, Ph.D., Kathryn Tout, Ph.D., & Tamara Halle, Ph.D.

Foreword by Mary Bruce Webb



Perfect for ARRA funds allocated for EC quality improvement

What constitutes quality in early childhood settings, and how can it best be measured with today' widely used tools and promising new approaches? Find authoritative answers in this book, a must-have for high-level administrators and policymakers as more and more states adopt early childhood Quality Rating and Improvement Systems.

The most comprehensive resource on measuring quality in both home- and center-based settings, this book brings together a who's who of early childhood experts to establish what's working in quality measurement and how it can be strengthened to support better programs and optimal child development. Readers will explore specific approaches to measuring the quality of factors that are key to school readiness, including

  • supports for early language and literacy development
  • math and science curricula and instruction
  • environmental supports for social and emotional competence
  • health-related factors such as nutrition, safety, and adequate physical activity
  • family-sensitive child care
  • cultural responsiveness
  • services for children with disabilities
  • practices that promote dual language learners' development and learning

To help them measure these factors accurately, readers will get critical analyses of dozens of current assessment measures, plus an exclusive inside look at today's most promising new tools. Readers will also find invaluable guidance on "big picture" issues—such as how to align quality measures with professional development goals and desired child outcomes; how to make sound, data-driven decisions when implementing a large-scale Quality Rating and Improvement System, and how to conduct integrated quality assessments that combine the best of observational and structural approaches.

An essential reference for anyone involved in a statewide effort to improve program quality, this book also makes an ideal graduate-level text for tomorrow's early childhood decision makers. Readers will have the knowledge base they need to strengthen their quality measurement—so they can be sure their programs lead to positive outcomes and get children ready for school success.

With contributions from more than 50 experts, including
  • Donna Bryant
  • Margaret Burchinal
  • Judith J. Carta
  • Dina Castro
  • Herbert Ginsburg
  • Marilou Hyson
  • Susan B. Neuman
  • Robert C. Pianta
  • Beth S. Rous
  • Donna Spiker
  • Kathy R. Thornburg
  • and more!

book cover

ORDERING INFO
ISBN 978-1-59857-161-5
Paperback
approx. 416 pages
7 x 10
December 2010 / $39.95
Stock# 71615


Exam Copy

Tentative Table of Contents

About the Editors
Martha Zaslow, Ph.D., Ivelisse Martinez-Beck, Ph.D., Kathryn Tout, Ph.D., & Tamara Halle, Ph.D
About the Contributors
Foreword
Mary Bruce Webb
Acknowledgments
Dedication

Introduction
Ivelisse Martinez-Beck

I. Reasons to take stock and strengthen our measures of quality

1. The need for strong measures of quality across the range of settings: Where are our young children being cared for?
Tamara Halle, Ivelisse Martinez-Beck, Nicole Forry, & Meagan McSwiggan

2. How Well are our Measures of Quality Predicting to Child Outcomes? A Meta-analysis and Coordinated Analysis of Data from Large-scale Studies of Early Childhood Settings
Margaret Burchinal, Kirsten Kainz, & Yaping Cai

3. Empirical Approaches to Strengthening the Measurement of Quality: Issues in the Development and Use of Quality Measures in Research and Applied Settings
Donna Bryant, Margaret Burchinal, & Martha Zaslow

II. Potential to strengthen measures of quality in specific domains

4. Advancing the Measurement of Quality for Early Childhood Programs that Support Early Language and Literacy Development
Susan B. Neuman & Judith J. Carta

5. Measuring the Quality of Early Childhood Math and Science Curricula and Teaching
Kimberly Brenneman, Kimberly Boller, Sally Atkins-Burnett, Deborah Stipek, Nikki Forry, Barbrina Ertle, Lucia French, Herbert Ginsburg, Ellen Frede, & Thomas Schultz

6. Measuring the Quality of Environmental Supports for Young Children's Social and Emotional Competence
Marilou Hyson, Jessica Vick Whittaker, Martha Zaslow, Deborah Leong, Elena Bodrova, Bridget Hamre, & Sheila Smith

7. Measuring Health-Related Aspects of Quality in Early Childhood Settings
Susan M. Hegland, Susan S. Aronson, Patricia Isbell, Sara Benjamin, Beth S. Rous, & Marilyn J. Krajicek

8. Family-Sensitive Caregiving: A Key Component of Quality in Early Care and Education Arrangements
Juliet Bromer, Diane Paulsell, Toni Porter, Julia R. Henly, Dawn Ramsburg, Roberta Weber, & Families and Quality Workgroup Members

9. Measuring culturally responsive early care and education
Eva Marie Shivers and Kay Sanders with T'Pring Westbrook, & Behnash Najafi

III. Cross-cutting Issues

10. Measuring Quality of Early Care and Education Programs for Children with Disabilities
Donna Spiker, Kathleen M. Hebbeler, & Lauren R. Barton

11. Defining and Measuring Quality Early Childhood Practices that Promote Dual Language Learners' Development and Learning
Dina Castro, Linda Espinosa, & Mariela Paez

12. Integrative measures: Combining key information from specific domains into composite measures of quality and using observational measures in combination with structural measures
Suzanne M. Bouffard & Stephanie Jones

13. Aligning Measures of Quality with Professional Development Goals and Goals for Children's Development
Robert C. Pianta, Bridget K. Hamre, & Jason Downer

14. Beyond classroom-based measures for preschoolers: Addressing the gaps in measures for home-based care and care for infants and toddlers
Heather See, Shannon Moodie, & Tamara Halle

IV: Applications in Policy and Practice

15. Use of measures of quality in a policy context: What is expected of our measures of quality?
Kathryn Tout & Deb Swenson-Klatt

16. Data-Driven Decision Making in Preparation for Large-Scale Quality Rating System Implementation
Kathy R. Thornburg, Denise Mauzy, Wayne A. Mayfield, Jacqueline S. Hawks, Amber Sparks, Judy A. Mumford, Teresa Foulkes, & Kathryn L. Fuger

17. Differing Purposes for Measuring Quality in Early Childhood Settings: Aligning Purpose with Procedures
Martha Zaslow, Kathryn Tout, & Tamara Halle

Conclusion
Key Themes and Next Steps
Marty Zaslow

References
Index



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