Technical Review of the Analytical Benefits to be Gained from Collecting Staff-Level Data on ECEC

Transcription

1 Technical Review of the Analytical Benefits to be Gained from Collecting Staff-Level Data on ECEC Thomas Bäumer University of Bamberg 14th Meeting of the OECD Network on ECEC: "Curriculum and Child Development" December 2013 Wellington, New Zealand

2 Agenda Preliminary Remarks (NEPS) Indicators and Items Advice Conclusions Slide 2

3 Preliminary Remarks Input - process - output not chain but loop Different levels - focus on class/group level Inputs = structural & orientational quality Process child-staff-interactions Different perspectives on processes valuable Outcomes on staff level to be considered Process quality accounts of staff may be biased No best-practice example but experiences from NEPS Slide 3

4 NEPS A D M I N I S T R A T I O N A N D C E N T R A L C O O R D I N A T I N G D E P A R T M E N T OF T H E N E P S AT THE INSTITUTE FOR EDUCATIONAL LONGITUDINAL RESEARCH BAMBERG (INBIL) PILLAR 1 COMPETENCE DEVELOPMENT PILLAR 2 LEARNING ENVIRONMENTS PILLAR 3 EDUCATIONAL DECISIONS PILLAR 4 MIGRATION BACKGROUND PILLAR 5 RETURNS TO EDUCATION STAGE 8 STAGE 7 STAGE 6 STAGE 5 STAGE 4 STAGE 3 STAGE 2 STAGE 1 A D U L T E D U C A T I O N A N D L I F E L O N G L E A R N I N G F ROM H I G H E R E D U C A T I O N TO T H E L A B O R M A R K E T F ROM V O C A T I O N A L T R A I N I N G TO T H E L A B O R M A R K E T F ROM U P P E R S EC. S C H O O L TO H I G H E R E D./VOC. T R A I N I N G /LABOR M A R K E T F ROM L O W E R TO U P P E R S E C O N D A R Y S C H O O L F ROM E L E M E N T A R Y S C H O O L TO L O W E R S E C O N D A R Y S C H O O L F ROM K I N D E R G A R T E N TO E L E M E N T A R Y S C H O O L F ROM B I R T H TO E A R L Y C H I L D C A R E M E T H O D S D E P A R T M E N T USER SERVICE, SURVEY MANAGEMENT, DATA WAREHOUSE Slide 4

5 Age Starting Cohort 2: Kindergarten 279 ECEC settings 2996 target children Participants: Child, 1 Parent, ECEC Staff Instruments: Tests, CATI, PAPI KIG KIG 1. GR 2. GR 3. GR 4. GR Refreshing 5. GR 6. GR GR 8. GR Elementary School Kindergarten (KIG) Early Childhood (1. 4. Y) 9. GR VOC 10. GR VOC 11. GR VOC 12. GR VOC 13. GR 1. YJ 1. AJ Years YJ: Years in the Job VOC: Vocational Training AY: Academic Year BA: Bachelor MA: Master GR: Grade KIG: Kindergarten Y: Early Childhood (Years) Further Education and Higher Education Upper Secondary School Lower Secondary School

6 Indicators and Items Evaluation Relevance low medium high Availability new development with adaptation direct use Slide 6

7 Indicators and Items Personal Characteristics Qualification Further Education Salary Working Hours/Working schedule Work Experience Staff Responsible for Class Composition of class R A Slide 7

8 Indicators and Items Pedagogical beliefs & attitudes Self-Efficacy / Job Satisfaction R A Slide 8

9 Indicators and Items Pedagogical Practices Activities Materials / Facilities Interaction with Children Interaction among Staff Interaction with Parents Cooperation Primary Schools R A Slide 9

10 Advice Insights Staff-level data - inevitable for staffs' attitudes & perceptions - important source for educational processes Constraints - single actor account on processes Other Research Questions - outcomes on staff level Slide 10

11 Advice Scope - professional development - staff attitudes and beliefs - pedagogical practices Operational Risks - (de)motivation to participate Respondents Staff in - centre-based programs - education-focused programs (, integrated programs) - (public providers) Slide 11

12 Conclusions TALIS teacher questionnaire as primary source Adaptations to ECEC necessary Development of new items for process quality Focus on staff Slide 12

13 Thanks for your attention! For further information please go to: Contact: / Slide 13