Measuring Readiness for Change in Early Care and Education. OPRE Research Brief 2019-63 / Tamara Halle, Anne Partika and Kerensa Nagle.
Researchers and policymakers in the early care and education (ECE) field are interested in understanding the factors that contribute to successful quality improvement (QI) initiatives in ECE settings. They also want to learn about factors leading to improved outcomes for children and families throug...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Authors: | , , |
| Corporate Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2019.
|
| Subjects: |
| Summary: | Researchers and policymakers in the early care and education (ECE) field are interested in understanding the factors that contribute to successful quality improvement (QI) initiatives in ECE settings. They also want to learn about factors leading to improved outcomes for children and families through successful QI initiatives. The purpose of this brief is to provide a framework for understanding readiness within the ECE field and to share examples of how ECE researchers are currently attempting to capture the dimensions of readiness--and factors that support readiness--using different data collection methods and standardized measurement tools. The authors identified measures of readiness being used in ECE research and evaluation through a series of discussions with ECE researchers and evaluators who are working on various QI projects in states and nationally. The authors also identified measures of readiness through follow-up online literature searches. The review of measures highlights several insights about the current state of readiness measures used in ECE studies of quality improvement initiatives: (1) Although the definition of readiness is composed of two components (willingness and capacity), the authors found only one measure that captures both elements; (2) Eight readiness measures have been developed explicitly for use in early care and education settings and with the ECE workforce; (3) Several readiness measures have been adapted from other fields. The psychometric properties of any new or modified readiness measures should be assessed within the ECE context; and (4) There appear to be fuzzy boundaries between direct measures of readiness and factors associated with readiness (collectively referred to in this brief as factors affecting readiness). More work is needed both conceptually and empirically to distinguish readiness from other related constructs. |
|---|---|
| Item Description: | Availability: Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/. Contract Number: HHSP23320095631WC. Abstractor: ERIC. Educational level discussed: Early Childhood Education. |
| Physical Description: | 1 online resource (36 pages) |
| Type of Computer File or Data Note: | Text (Reports, Research) |
| Preferred Citation of Described Materials Note: | Administration for Children & Families. |