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|Title:||An Evaluation of in-Service Training in a Day Care Program|
|Author(s):||Hancock, Frances M.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood|
|Abstract:||An evaluation of a day care program was made by three trained observers using the Early Childhood Environment Rating Scale (Harms & Clifford, 1980). Ratings were done on two classrooms independently for each of the seven categories of the scale which include (1) Personal Care Routines, (2) Furnishings and Display, (3) Language Reasoning Experiences, (4) Fine and Gross Motor Activities, (5) Creative Activities, (6) Social Development, and (7) Adult Needs. The average scores from the three raters were derived to establish a profile of each classroom thus identifying the high and low scoring categories as measured by the Scale. The initial ratings of the environment for each classroom as rated in February served to identify training goals and to assist the trainer in selecting appropriate training activities to be part of the inservice staff development effort in this three-month project.
Results indicated only a slight change in the classrooms observed for a three-month period and the training provided during this time interval. As can be seen in the data, there was a significant change in Room 2 in the categories of Furnishings and Display indicating a 6% increase from the initial rating. Particularly important was the fact that this was an area in which training was provided. There was an increase by four points in Room 1 in the category of Fine and Gross Motor Activities. Relevant to this study is that this category was also part of the training plan. Overall, ratings were consistent from month to month for each item on the Scale thus suggesting that there was high reliability for the three observers.
As a result of this project, it is recommended (1) that inservice teacher training for day care personnel be planned away from the work site, (2) that the initial needs assessment be used as a basis for assisting staff to decide about professional development, and (3) that goals for improvement be set mutually by trainee and trainer with maximum goals known and agreed upon.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|