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Articles 1 - 7 of 7
Full-Text Articles in Education
Examining The Frequency And Implementation Of Validation Techniques: A Content Analysis Of Edd Dissertations In Educational Leadership, Lester A. C. Archer, Ya-Hsin Hsiao
Examining The Frequency And Implementation Of Validation Techniques: A Content Analysis Of Edd Dissertations In Educational Leadership, Lester A. C. Archer, Ya-Hsin Hsiao
Journal of Global Education and Research
This paper describes a content analysis used to examine educational doctoral degrees (EdD) dissertations in a U.S. university. The purpose of the study was to get a better understanding of the validation techniques utilized in dissertations published by EdD students. Forty-nine dissertations were selected and examined for research methodologies, research design, and elements of vigorous validation techniques. The most frequently found methodology was quantitative (n = 30; 61.22%) followed by qualitative (n = 13; 26.53%). Among the quantitative studies, the most frequently used design was survey (n = 18; 60%). The most frequently used design in qualitative …
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding
Journal of Social Theory in Art Education
This paper troubles and retells the story of quality art education in a STEAM makerspace in an elementary school along the U.S.-Mexico border. Through questioning quality, we embrace the multivalent nature of belonging and the complexity of teaching art and researching with, among, and about others. Boundaries, borders, and belonging are explored through sites of conflicting quality. We consider the Mexican colloquialism ‘Pórtate bien con la maestra” along with progressive art education as antagonistic notions of quality that produce contrasting educational technologies and complicated notions of belonging, invasion, and settlement.
Arkansas Parent Pre-Kindergarten Survey 2023, Sarah C. Mckenzie
Arkansas Parent Pre-Kindergarten Survey 2023, Sarah C. Mckenzie
Arkansas Education Reports
The Office for Education Policy at the University of Arkansas administered a survey to Arkansas parents about their perceptions of their students’ PreKindergarten experiences. The survey, administered in March of 2023, was sent to parents of Kindergarten students currently attending an Arkansas public school, as well as parents of students currently enrolled in Pre-Kindergarten programs housed in Arkansas public schools or enrolled in a Head Start program. A total of 772 parents responded to the survey
A Causal Comparative Study Of The Difference In Percentage Of At-Risk Children Served In New Hampshire Childcare Facilities Based On Facility Type, Danielle R. Higuera
A Causal Comparative Study Of The Difference In Percentage Of At-Risk Children Served In New Hampshire Childcare Facilities Based On Facility Type, Danielle R. Higuera
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to determine whether there is a difference in the type of childcare center that at-risk children attend. Scholars have noted the importance and long-term benefits of providing quality early childhood education for at-risk children, but limited research has been conducted on where at-risk children attend childcare. A random sampling method was used to recruit programs from the 689 New Hampshire childcare centers for this study. A questionnaire was administered to determine the percentage of at-risk children that attend each of the five childcare program types: license-exempt, licensed center, licensed family provider, licensed-plus, and …
Simple But Effective Criteria: Rethinking Excellent Qualitative Research, Majd Megheirkouni, James Moir
Simple But Effective Criteria: Rethinking Excellent Qualitative Research, Majd Megheirkouni, James Moir
The Qualitative Report
Despite unremitting efforts to develop quality criteria of qualitative research, traditional criteria for the trustworthiness of qualitative results are still predominant in interpretive and naturalistic inquiries including Ph.D. studies. This work does not aim to replace the existing quality criteria but rather to update and simplify those criteria to include credibility, confirmability, and representativeness. The purpose of the study is to offer a review of existing criteria and strategies for qualitative research and to suggest simple criteria and strategies that will win the confidence of the academic community and augment the trustworthiness of qualitative research.
Analysis Of Early Childhood Education And Learning Outcomes In The Pacific, Dan Cloney, Yung Nietschke, Jeffery Marshall
Analysis Of Early Childhood Education And Learning Outcomes In The Pacific, Dan Cloney, Yung Nietschke, Jeffery Marshall
Early Childhood Education
There is strong evidence supporting early childhood education (ECE) programmes as an effective way to support children to have the best start in life, especially for the most disadvantaged children. When high‐quality programmes are established – where quality is assured, and barriers to participation eliminated – large positive effects are observed that are sustained into adulthood. Indeed, substantial positive returns on public investment in ECE programmes are reported. When low‐quality programmes are taken to scale in the market, however, smaller effects or no effects are observed. This is attributed to failure to get quality right. And when quality is too …
Mapping The Leap: Differences In Quality Improvement In Relation To Assessment Rating Outcomes, Belinda Davis, Rosemary Dunn, Linda J. Harrison, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Hui Li, Susan Irvine, Lennie Barblett, Maria Hatzigianni
Mapping The Leap: Differences In Quality Improvement In Relation To Assessment Rating Outcomes, Belinda Davis, Rosemary Dunn, Linda J. Harrison, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Hui Li, Susan Irvine, Lennie Barblett, Maria Hatzigianni
Research outputs 2022 to 2026
Introduction: Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in this Time 2 reassessment, moving to a Meeting rating but some settings made a two-step improvement, moving to an Exceeding rating. The QIP is a key document used by authorities to assess the quality of a …