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|a LB1139.25 .M33 2012_MachadoAileen |2 BU-Local |
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|a LB1139.25 .M33 2012 |
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|a Machado, Aileen Socarras. |
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|a Relationship between quality counts rating scores and school readiness assessments : directors' views of impact on VPK centers |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xiii, 232 leaves : |b ill. ; |c 28 cm. |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 213-232). |
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|a Copyright Aileen Socarras Machado. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : This research study’s purpose was to investigate the association between the Voluntary Prekindergarten (VPK) readiness rates and the Quality Counts star rating scores for childcare centers in South Florida. In addition, the study aimed to understand Center Directors’ views of the relationship among these programs. This investigation focused on the programs’ implementation and benefits for the children being served. Method : For Phase I, the focus was on the 213 preschools in South Florida where both the Quality Counts and VPK programs were being implemented. Results were collected and analyzed from the FLKRS to examine the relationship between or among the quality learning environment on kindergartners’ school readiness skills. For Phase I, Pearson r moment correlations were calculated and as expected no significant correlations were found between the programs. The major implication of these results was that these two publicly- funded programs were not working in unison in the childcare centers. In Phase II three focus groups comprised of 12 purposefully selected Center Directors were conducted. The questions posed were specifically designed to clarify the relationship between the Quality Counts star ratings and the Voluntary Prekindergarten school readiness rates. The mixed methods design allowed the researcher to employ two unique data sources to address the study’s questions which necessitated the Center Directors’ perceptions in order to fully reveal how these two programs interact and impact young children’s lives. Phase II focus group data was transcribed and entered into NVIVO for thematic coding purposes. Overall results indicated that the Center Directors are satisfied with both programs and would continue participating in both; however, the majority of the Directors felt the programs did not work together in a cohesive and organized manner, which made it difficult for the Directors to adhere to both programs’ requirements and suggestions. Major Findings : Analysis of the focus group data revealed that the Center Directors perceived Quality Counts as beneficial in several areas: a) improving children’s learning environments; b) providing continuing education courses and degree translations for their staff; c) adding materials and equipment; and d) improving the overall facilities, free of cost to the centers. Thus, the Center Directors believed that participation in Quality Counts ultimately improved the quality of their centers. They also noted several disadvantages of the program: a) the inconsistencies of the technical assistants and b) the unrealistic goals and requirements of the observational assessments. For the VPK program, Directors overwhelmingly shared that its only advantage was the opportunity for children to attend preschool free of charge. In contrast, the Center Directors pointed out several disadvantages of VPK: a) the length of time of the program; b) the amount of funding provided; c) the unrealistic expectations and assessment requirement; and d) the lack of guidance and mentorship by staff. The majority of the Center Director participants described the assessment requirement as unreliable and unfair for the preschools. The findings provide early childhood leaders with evidence to make more informed decisions when they implement programs with conflicting policies and to reveal the impact of these policies on preschool children. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Early childhood education |x Florida. |
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|a Education, Preschool |x Florida. |
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|a Readiness for school |x Testing. |
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|a Voluntary prekindergarten (VPK). |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001806/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/06/00001/LB1139_25 _M33 2012_MachadoAileenthm.jpg |
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|a Theses and Dissertations |
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