Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

John Flohr

Abstract

Early childhood educators serving children ages birth through 8 years seek to continuously improve the quality of the learning environment and curriculum practice. All 50 states created a Quality Rating Improvement System (QRIS) to assess childcare center program quality and provide coaching for teachers. Early childhood education programs with intentional coaching score higher on several measures of quality associated with better child outcomes. Research demonstrates that there is a gap in understanding the relationship of coaching to quality scores within one Northcentral state’s childcare centers. The purpose of this quasi experimental quantitative study was to determine the difference in mean QRIS scores between two groups of childcare centers. Vygotsky’s sociocultural theory of learning provided a theoretical framework. The research questions addressed to what extent there was a difference in initial quality rating scores upon QRIS entry and difference scores after prolonged time in the QRIS. Archival data were used from a population of 208 center- and home-based programs that were quality rated. One-way analysis of variance results showed that the precoaching group scored higher on the initial quality rating than programs without prior coaching. Analysis of covariance results showed the groups that previously received no coaching increased more from the initial to final rating relative to the precoaching group. The findings of the present study may help educators and parents who initiate and support early childhood systems analyze current supports and renegotiate financial supports to raise program quality and promote positive social change.

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