Head Start/Child Care Partnerships: Program Characteristics and Classroom Quality

Schilder, Diane; Leavell, Ashley Smith

doi:10.1007/s10643-014-0640-y

Cited by 15 publications

(2 citation statements)

References 5 publications

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“…Trained observers rated the classroom on the 21 items that compose the abbreviated version of the ECERS‐R (Clifford et al., ), which assess the quality of teacher–child interactions and the quality of physical aspects of the classroom to support learning on a 7‐point scale ranging from “inadequate” to “excellent”. This measure has been used previously to assess classroom quality in Head Start classrooms (Abbott‐Shim, Lambert, & McCarty, ; McCoy, Connors, Morris, Yoshikawa, & Friedman‐Krauss, ; Schilder & Leavell, ).…”

Section: Methodsmentioning

confidence: 99%

Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children

Santillán

Khurana

2017

Developmental Science

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Children from lower socioeconomic (SES) backgrounds tend to be at-risk for executive function (EF) impairments by the time they are in preschool, placing them at an early disadvantage for academic success. The present study examined the potentially protective role of bilingual experience on the development of inhibitory control (IC) in 1146 Head Start preschoolers who were followed for an 18-month period during the transition to kindergarten as part of the longitudinal Family and Child Experiences Survey (FACES) 2009 study. Using three waves of data, we predicted individual variation in developmental trajectories of IC for three groups that differed in bilingual experience-English monolinguals, Spanish-English bilinguals, and a group of children who transitioned from being Spanish monolingual to Spanish-English bilinguals during the course of the study. Compared to their English monolingual peers, bilingual children from Spanish-speaking homes showed higher IC performance at Head Start entry, as well as steeper IC growth over time. Children who were Spanish monolingual at the beginning of Head Start showed the lowest IC performance at baseline. However, their rate of IC growth exceeded that of children who remained English monolingual and did not differ from that of their peers who entered Head Start being bilingual. These results suggest that acquiring bilingualism and continued bilingual experience are associated with more rapid IC development during the transition from preschool to kindergarten in children from lower SES backgrounds.

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Section: Methodsmentioning

confidence: 99%

Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children

Santillán

Khurana

2017

Developmental Science

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“…We operationalize mimetic forces by identifying affirmative responses from interviewees on at least one of three dimensions: (1) prior work history with public preschool in a different community where IOR activities were established, (2) prior work history with the “other” public preschool (Head Start or VPI) from where they are currently employed, and (3) report of environmental scan techniques to investigate possible interorganizational activities between Head Start and VPI. Finally, publicly funded preschools in the U.S. have received a consistent message from many early childhood experts that collaboration between programs is a valuable venture in which programs should participate (Schilder & Leavell, 2015; Sowa, 2009; Wat & Gayl, 2009). We operationalize normative pressures by identifying affirmative responses on at least one of three dimensions that echo the rationales behind collaboration in the broader preschool field: (1) discussions of increasing preschool access for why they collaborate, (2) discussion of increasing overall preschool quality for why they collaborate, and (3) discussion of increasing overall equity for community children for why they collaborate.…”

Section: Methodsmentioning

confidence: 99%

Acquiesce, Compromise, or Avoid? Collaboration, Coordination, & Cooperation as Different Strategic Responses to Institutional Pressures

Sedgwick

Lemaire

2023

The American Review of Public Administration

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Collaboration is often touted as the ideal interorganizational relationship (IOR) to tackle many challenging social problems; however, collaboration is just one of many types of IORs that public managers can undertake. This article presents public managers’ decisions to cooperate, coordinate, or collaborate with program partners as strategic responses of avoiding, compromising, or acquiescing, respectively. We argue that perceptions of coercive, normative, and mimetic pressures influence the likelihood to undertake different IORs; specifically, as managers experience combined isomorphic pressures, they are more likely to acquiesce and collaborate with program partners. Findings from our qualitative study of federal and state preschool programs in Virginia, USA reveal that as managers perceive additional pressures they are more likely to pursue more involved IORs. Unexpectedly, we find that cooperators perceive few isomorphic pressures, and we also find that perceived deterrent isomorphic pressures distinguish coordinators from collaborators. These findings offer insight about how organizational field pressures can affect strategic IOR responses.

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A Descriptive Study of the Relationship Between Literacy Quality and Global Quality in Family Child Care Programs Engaged in Quality Rating and Improvement Systems

Buell

Hooper

Hallam

et al. 2018

Child Youth Care Forum

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Head Start/Child Care Partnerships: Program Characteristics and Classroom Quality

Cited by 15 publications

References 5 publications

Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children

Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children

Acquiesce, Compromise, or Avoid? Collaboration, Coordination, & Cooperation as Different Strategic Responses to Institutional Pressures

A Descriptive Study of the Relationship Between Literacy Quality and Global Quality in Family Child Care Programs Engaged in Quality Rating and Improvement Systems

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