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dc.contributor.advisorPetrill, Stephen
dc.contributor.advisorJustice, Laura
dc.creatorServick, Megan M.
dc.date.accessioned2008-06-04T01:25:18Z
dc.date.available2008-06-04T01:25:18Z
dc.date.issued2008-06
dc.identifier.urihttp://hdl.handle.net/1811/32177
dc.description.abstractIn 2003, Ohio initiated “Step up to Quality (SUTQ)” as a voluntary program evaluating the effectiveness of preschools across the state. This quality preschool rating scale recognizes characteristics such as child-staff ratios, staff education, specialized training, administrative practices and curriculum development as important to child outcome, but fails to consider the interaction of these aspects within the context of a child’s multi-faceted learning environment. A large scale screening of over 300 preschool programs participating in SUTQ will yield approximately 15,000 completed questionnaires from preschool parents, teachers and program directors. Ahead of the larger sample, this pilot study (parents/students, n=101; teachers, n=40) analyzed parents’ demographic data and home environments, preschoolers’ language and cognitive skills, and teachers’ demographics, experience, and methodologies. The study supports previous findings of a positive correlation between parents’ workweeks and home order, and finds a significant relationship between a father’s workweek and order. Also, the data indicates a negative, though nonsignificant, correlation between a parent’s workweek and child outcome. Contradictory to previous findings, this pilot sample shows a negative correlation between age and progressive methodologies. As more data becomes available, these relationships should be further explored with a large sample. Additionally, inclusion of both teacher and director responses to questionnaires will show how the many aspects of a child’s learning environment (demographics, school, classroom, family) interact to predict child outcome. Such findings have the potential to indicate the benefits and drawbacks to a given teaching attitude dependent upon demographics, SES or other variables. Advisors: Stephen Patrill, Ph.D. & Laura Justice, Ph.D.en_US
dc.description.sponsorshipStep up to Qualityen_US
dc.description.sponsorshipOhio Department of Job and Family Servicesen_US
dc.language.isoenen_US
dc.publisherThe Ohio State Universityen_US
dc.relation.ispartofseriesThe Ohio State University. Department of Human Development and Family Science Honors Theses; 2008en_US
dc.subjectpreschooler educationen_US
dc.subjectearly childhood developmenten_US
dc.subjectprogressive teachingen_US
dc.subjecttraditional teachingen_US
dc.subjectStep up to Qualityen_US
dc.titleMulti-Faceted Learning Environments: A Study of Preschool Developmenten_US
dc.typeThesisen_US
dc.description.embargoNo embargoen_US
dc.rights.ccAttribution-NoDerivs 3.0 Unporteden_US
dc.rights.ccurihttp://creativecommons.org/licenses/by-nd/3.0/en_US


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