Using the Teaching and Guidance Policy Essentials Checklist to Build and Support Effective Early Childhood Systems

Garrity, Sarah; Longstreth, Sascha; Salcedo-Potter, Nina; Staub, April

doi:10.1007/s10643-015-0713-6

Cited by 9 publications

(5 citation statements)

References 16 publications

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“…The nonsignificant findings pointed to the ineffectiveness and poor quality of the current discipline policy. The results were consistent with prior research in the private childcare sector on the quality of discipline policies (Garrity et al, 2016) and led to a policy recommendation.…”

Section: Resultssupporting

confidence: 88%

“…Developmentally appropriate, fair, and equitable discipline policies contribute to positive school climates that promote prosocial behavior (Garrity et al, 2016;Gregory & Fergus, 2017;Wang & Degol, 2016). The Division of Early Childhood and the National Association for the Education of Young Children (2009) issued a joint policy statement to address the issue of social skill deficits and challenging behavior at a national level.…”

Section: Developmentally Appropriate Discipline Policiesmentioning

confidence: 99%

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Discipline Policies and Preschool Special Education Students' Personal-Social Skills

Tamagni

Wilson

2020

JERAP

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Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students’ personal–social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students’ BDI-2 scores. The personal–social skills for students in Title I and non-Title I schools (<em>n </em>= 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.

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Section: Resultssupporting

confidence: 88%

Section: Developmentally Appropriate Discipline Policiesmentioning

confidence: 99%

Discipline Policies and Preschool Special Education Students' Personal-Social Skills

Tamagni

Wilson

2020

JERAP

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“…En concreto, la calidad del profesorado es un factor clave que impacta en el proceso de enseñanza y aprendizaje (Clark et al, 2016) y en los resultados académicos. En el ámbito de la Educación Parvularia, las investigaciones han destacado que el profesorado debe ser de la más alta calidad, por cuanto su preparación e idoneidad influirá en el desarrollo de las capacidades y conocimientos de los futuros educadores de niños de temprana edad (Garrity et al, 2016).…”

Section: Las Condiciones De Entradaunclassified

Determinantes, Procesos y Resultados de la Formación Inicial de Profesores de Enseñanza Básica y Educación Parvularia en Chile: Una Aproximación Conceptual

2019

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Autor a quien debe ser dirigida la correspondencia ResumenSe identifica mediante una aproximación teórica, qué factores son determinantes para explicar los resultados académicos de los procesos de formación inicial docente de Profesores de Enseñanza Básica y Educación Parvularia en Chile. Para este fin se postula un conjunto de hipótesis las que permiten construir mediante inducción analítica un modelo integrador en el que los resultados académicos de ambas carreras estarían determinados tanto por las condiciones de entrada de los estudiantes a la universidad como por los procesos académicos. Así, se propone desde el punto de vista conceptual que diferentes relaciones entre condiciones de entrada y procesos académicos conducirán a resultados académicos. Se concluye que la originalidad del artículo viene dada por la propuesta del modelo que emerge del análisis conceptual profundo basado en la literatura del campo de la educación. Palabras clave: formación inicial de profesores; aproximación conceptual; educación básica; educación parvularia; resultados académicosAbstract Through a theoretical approach, the relationships between determinants, processes and results of the teachers of elementary and early childhood education are identified. A set of hypotheses is proposed, which, in turn, allow the construction of an integrative model through analytical induction. This theoretical research consists of proposing that the academic results of both careers would be determined both by the conditions of entrance of the students to the university and by the academic processes. Thus, it is postulated that different relationships between entry conditions and academic processes will lead to differentiated academic results, each other, systemically. It is concluded that the originality of the article is given by the proposal of the model that emerges from the conceptual analysis based on the literature of the field of education.

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“…Research to date has shown alarming rates of expulsion in early childhood settings. Addressing those rates can be problematic due to the nature of early childhood education, such as the funding disparities between program types (i.e., public schools, faith-based programs, Head Start, community-based and home-based childcare centers) and the absence of a universal system of oversight (Garrity, Longstreth, Salcedo-Potter, & Staub, 2016). The adverse effects of preschool and childcare expulsion on children make it even more critical to advance research and provide practical solutions for addressing expulsion policies and practices (AAPCSH, 2013).…”

mentioning

confidence: 99%

Preschool and Childcare Expulsion

DuShane,

2023

Infants &Amp; Young Children

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The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion, the purposes of the reviewed studies, and interventions used to mitigate expulsion rates. Results from this review revealed that researchers have examined the rates of expulsion and factors that could influence expulsion, such as predictive and risk factors (e.g., demographics, disability status), teachers' roles, teacher–family relationships, and interventions. Notably, the reviewed studies highlighted high rates of expulsion among Black male students and students with disabilities. Many teachers reported high stress, limited access to resources, and challenging relationships with administrators and parents during the process of expulsion. Although a variety of methods (e.g., survey, interview, observation) were used to measure expulsion rates, surveys were the primary method of data collection. Interventions targeting teacher well-being, mental health consultation, and classroom-wide interventions (e.g., Pyramid Model) were found to be promising methods for reducing expulsions. Based on the results, gaps in the literature and implications for future research and practice are discussed.

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Using the Teaching and Guidance Policy Essentials Checklist to Build and Support Effective Early Childhood Systems

Cited by 9 publications

References 16 publications

Discipline Policies and Preschool Special Education Students' Personal-Social Skills

Discipline Policies and Preschool Special Education Students' Personal-Social Skills

Determinantes, Procesos y Resultados de la Formación Inicial de Profesores de Enseñanza Básica y Educación Parvularia en Chile: Una Aproximación Conceptual

Preschool and Childcare Expulsion

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