dc.contributor.author | Wolf, Sharon | |
dc.contributor.author | Raza, Mahjabeen | |
dc.contributor.author | Kim, Sharon | |
dc.contributor.author | Aber, J. Lawrence | |
dc.contributor.author | Behrman, Jere | |
dc.contributor.author | Seidman, Edward | |
dc.date.accessioned | 2021-02-24T11:51:09Z | |
dc.date.available | 2021-02-24T11:51:09Z | |
dc.date.issued | 2018 | |
dc.identifier.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 | |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16182 | |
dc.description | RLOs | |
dc.description.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. | |
dc.publisher | Elsevier | |
dc.title | Measuring and Predicting Process Quality in Ghanaian Pre-primary Classrooms using the Teacher Instructional Practices and Processes System (TIPPS) | |
dc.type | Article | |
dc.rights.holder | © 2018 Elsevier Inc. All rights reserved | |
dc.identifier.externaluri | https://doi.org/10.1016/j.ecresq.2018.05.003 | |
dc.identifier.ag | ES/M004740/1 | |
dc.identifier.doi | 10.1016/j.ecresq.2018.05.003 | |