Dr. Michal Perlman


Professor, University of Toronto and Director, Dr. R.G.N. Laidlaw Research Centre, University of Toronto



416-978-0596


Ontario Institute for Studies in Education (OISE)


University of Toronto


252 Bloor Street West
Toronto, Ontario, Canada
M5S 1V6


Associations between Directors' Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms


Journal article


Michal Perlman, Nina Howe, Cathryn Gulyas, Olesya Falenchuk
Early Education and Development, vol. 31, Informa {UK} Limited, 2019 Oct, pp. 507--523


Cite

Cite

APA
Perlman, M., Howe, N., Gulyas, C., & Falenchuk, O. (2019). Associations between Directors' Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms. Early Education and Development, 31, 507–523.

Chicago/Turabian
Perlman, Michal, Nina Howe, Cathryn Gulyas, and Olesya Falenchuk. “Associations between Directors' Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms.” Early Education and Development 31 (October 2019): 507–523.

MLA
Perlman, Michal, et al. “Associations between Directors' Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms.” Early Education and Development, vol. 31, Informa {UK} Limited, Oct. 2019, pp. 507–23.


Abstract

We investigated associations between the characteristics of directors, their practices in supervising educators, and the quality of classrooms in their centers. Directors from 71 randomly selected child care centers (106 classrooms) serving preschool-age children in Toronto, Canada, completed a questionnaire asking about their characteristics (e.g., education/experience) and supervision practices. Quality was assessed using the Classroom Assessment Scoring System (CLASS) and a short version of the Early Childhood Environment Rating Scale-Revised (ECERS-R). Most directors were female and had a strong early childhood education background. Their characteristics showed no, or negative, associations with supervision practices. Variance decomposition analysis revealed significant center level variance for the Emotional Support and Classroom Organization subscales of the CLASS and for the ECERS-R score. Experience in the current center, in the early childhood sector and administrative experience were negatively related to ECERS-R scores. No associations were observed with the CLASS. Practice and Policy: While our findings show center level effects for quality, they highlight the need for further research on whether and how directors drive center quality.


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