Abstract
In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 18-30 |
| Number of pages | 13 |
| Journal | Early Childhood Research Quarterly |
| Volume | 45 |
| DOIs | |
| State | Published - Oct 1 2018 |
Fingerprint
Keywords
- Pre-primary school
- Process quality
- School readiness
- Sub-Saharan Africa
- Teacher education
- Teacher-child interactions
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Sociology and Political Science
Cite this
Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS). / Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward.
In: Early Childhood Research Quarterly, Vol. 45, 01.10.2018, p. 18-30.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)
AU - Wolf, Sharon
AU - Raza, Mahjabeen
AU - Kim, Sharon
AU - Aber, J. Lawrence
AU - Behrman, Jere
AU - Seidman, Edward
PY - 2018/10/1
Y1 - 2018/10/1
N2 - In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
AB - In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
KW - Pre-primary school
KW - Process quality
KW - School readiness
KW - Sub-Saharan Africa
KW - Teacher education
KW - Teacher-child interactions
UR - http://www.scopus.com/inward/record.url?scp=85047071258&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85047071258&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2018.05.003
DO - 10.1016/j.ecresq.2018.05.003
M3 - Article
AN - SCOPUS:85047071258
VL - 45
SP - 18
EP - 30
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
SN - 0885-2006
ER -