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    Measuring and Predicting Process Quality in Ghanaian Pre-primary Classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

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    Date
    2018
    Author
    Wolf, Sharon
    Raza, Mahjabeen
    Kim, Sharon
    Aber, J. Lawrence
    Behrman, Jere
    Seidman, Edward
    Metadata
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    Impact
    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.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16182
    Citation
    Sharon Wolf, Mahjabeen Raza, Sharon Kim, J. Lawrence Aber, Jere Behrman, Edward Seidman, Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS), Early Childhood Research Quarterly, Volume 45, 2018, Pages 18-30, ISSN 0885-2006, https://doi.org/10.1016/j.ecresq.2018.05.003
    DOI
    10.1016/j.ecresq.2018.05.003
    More details
    https://doi.org/10.1016/j.ecresq.2018.05.003
    Rights holder
    © 2018 Elsevier Inc. All rights reserved
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    • Education [106]

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