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Article: Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools
Title | Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools |
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Authors | |
Issue Date | 2019 |
Citation | Early Education and Development, 2019, v. 30, n. 4, p. 511-521 How to Cite? |
Abstract | © 2018, © 2018 Taylor & Francis Group, LLC. Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers. |
Persistent Identifier | http://hdl.handle.net/10722/288927 |
ISSN | 2023 Impact Factor: 2.1 2023 SCImago Journal Rankings: 1.252 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Mariano, Marília | - |
dc.contributor.author | Caetano, Sheila C. | - |
dc.contributor.author | Ribeiro da Silva, Anderson | - |
dc.contributor.author | Surkan, Pamela J. | - |
dc.contributor.author | Martins, Silvia S. | - |
dc.contributor.author | Cogo-Moreira, Hugo | - |
dc.date.accessioned | 2020-10-12T08:06:14Z | - |
dc.date.available | 2020-10-12T08:06:14Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Early Education and Development, 2019, v. 30, n. 4, p. 511-521 | - |
dc.identifier.issn | 1040-9289 | - |
dc.identifier.uri | http://hdl.handle.net/10722/288927 | - |
dc.description.abstract | © 2018, © 2018 Taylor & Francis Group, LLC. Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers. | - |
dc.language | eng | - |
dc.relation.ispartof | Early Education and Development | - |
dc.title | Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/10409289.2018.1554388 | - |
dc.identifier.scopus | eid_2-s2.0-85059084912 | - |
dc.identifier.volume | 30 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 511 | - |
dc.identifier.epage | 521 | - |
dc.identifier.isi | WOS:000465875400005 | - |
dc.identifier.issnl | 1040-9289 | - |