The Child Care Center Director: Policy Perspectives on Increasing Requisite Qualifications

While the prevailing wisdom in the literature supports the proposition that the early childhood center director is the “gatekeeper to quality”, little is known about the type of formal and informal training center directors have had and their attitudes about the appropriateness of that training. The lack of reliable data about center directors has hampered efforts by child care advocates around the country to press for licensing standards that are reasonable and enforceable, yet also promote quality. This article provides a framework for understanding the many issues related to requisite qualifications. It synthesizes the research regarding directors' education, experience, and training and provides policy recommendations for the licensure of personnel assuming this position.     

Quality Management Procedures Influence the Food Safety Practices at Childcare Centers

Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual management and food safety training for both directors and staff in order to provide a safe environment for young children.     

民族地区中小学教科室主任培训效果评价

凉山州中小学教科室主任培训效果较好,但还存在培训内容空洞、方式单一、师资薄弱等问题.因此,四川省教育发展研究中心应通过丰富培训内容、培训方式多元化、培训环境地方化等方式,提高民族地区中小学教师培训的效果.     

The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers

This study investigated college and university counseling center directors’ perceptions of the adequacy of the preparation of master's‐level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors’ ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented.     

Defining Quality Child Care: Multiple Stakeholder Perspectives

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.     

Defining Quality Child Care: Multiple Stakeholder Perspectives

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.     

Explaining Local Variability in Child Care Quality: State Funding and Regulation in California

The uneven availability of child-care centers for different kinds of families has been detailed in recent years. Much less is known about the distribution of center quality across communities. Nor do we understand the role that local contexts or state policies may play in shaping quality levels. This paper describes several quality indicators, based on reports of 170 center directors situated in three California counties. We found that most centers in lower-income and working-class communities displayed at least moderate levels of quality along structural measures, such as class size, the ratio of children per staff member, and staff education levels. About one in six failed to meet recommended quality standards. Some quality indicators were lower for centers located in communities with lower supply of center enrollment slots per capita, possibly due to excess family demand for center-based care. Center quality was not consistently influenced by community conditions such as poverty levels, ethnic composition, or maternal employment rates. Quality was higher among centers receiving stronger flows of public subsidies. We discuss the success of state agencies in advancing quality among centers and remaining policy challenges.     

A Review of Interventions for Preschoolers with Aggressive and Disruptive Behavior

The uneven availability of child-care centers for different kinds of families has been detailed in recent years. Much less is known about the distribution of center quality across communities. Nor do we understand the role that local contexts or state policies may play in shaping quality levels. This paper describes several quality indicators, based on reports of 170 center directors situated in three California counties. We found that most centers in lower-income and working-class communities displayed at least moderate levels of quality along structural measures, such as class size, the ratio of children per staff member, and staff education levels. About one in six failed to meet recommended quality standards. Some quality indicators were lower for centers located in communities with lower supply of center enrollment slots per capita, possibly due to excess family demand for center-based care. Center quality was not consistently influenced by community conditions such as poverty levels, ethnic composition, or maternal employment rates. Quality was higher among centers receiving stronger flows of public subsidies. We discuss the success of state agencies in advancing quality among centers and remaining policy challenges.     

At the heart of child care: Predictors of teacher sensitivity in center-based child care

This study examined the extent to which characteristics of early childhood teachers and settings predicted observed teacher sensitivity. Participants included 41 head teachers at child care centers located in Northern California. Accreditation status, center size, and program quality were uniquely associated with teacher sensitivity. Accreditation was also associated with a number of other teacher (training, ethnic minority status, and depression) and setting characteristics (program quality, subsidies, and child ethnic minority enrollment). Other unique predictors included more teacher training, smaller center size, and perceived organizational health. Having a greater number of depressive symptoms or working in a larger center were identified as risks to teacher sensitivity, and were moderated by higher levels of teacher training and observed program quality The current study provides preliminary support for the importance of examining the ways that teacher and setting characteristics are related to teacher interactions with young children.     

Safety Training in Social Work Education

Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.     

Preparing the educational interpreter. A survey of sign language interpreter training programs

Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters.     

The Counseling-Community Psychologist in the CMHC: Employer Perceptions

A questionnaire devised to measure community mental-health center directors' perceptions of requisites for doctoral-level employment was mailed to 302 directors in Department of Health, Education and Welfare Region IV (southeastern United States); 117 (39%) returned completed questionnaires. The data are discussed, and a model is proposed for the training of doctoral-level counseling-community psychologists.     

工程训练下的创新实习

提高学生综合素质,培养学生的创新精神和工程实践能力,建立工程训练教学体系和工程训练教学示范中心是当前各高校工程实践教学改革的重要任务。通过实行金工实习与电子实习的实践教学改革,为学生提供一个综合工程训练平台,激励引导学生向能力、素质、创新等方向发展。     

Preschool Directors’ Attitudes Towards the Integration of Children with Disabilities Into Regular Preschools in New South Wales

THE ATTITUDES of preschool directors in New South Wales towards the integration of children with disabilities were surveyed using a questionnaire that had been developed in early studies in this area. Analysis of data showed that directors were most positive about children with mild impairments, for whom they felt they had appropriate training and resources. They were least positive about children who required additional help that was outside their regular duties. Skills required by teachers and directors involved in integration included general competence, knowledge of specialised techniques that are required and an ability to work with therapists, special advisors and other support staff. Directors who had postgraduate qualifications and those from community preschools tended to be more positive about integration than other groups. Overall, it was concluded that integration is most likely to be successful if children are placed in centres where staff are positive and feel they have the necessary skills.     

创建工程训练教学中心

以提高学生综合素质为宗旨,以培养学生的创新精神和工程实践能力为重点的工程训练教学体系的建立和工程训练教学示范中心建设是当前各高校工程实践教学改革的重要任务之一。该文讨论工程训练教学中心建设中的几个主要问题。     

The Counseling Center: An Undervalued Resource in Recruitment,Retention, and Risk Management

A primary responsibility for directors of college and university counseling centers is to explain to various audiences the multiple ways such units are of value to their institutions. This article reviews the history of how counseling center directors have been encouraged to develop and describe the work of their centers. Often overlooked are the contributions that counseling centers make to institutional recruitment, retention, and risk-management activities. Research that demonstrates the relationship between counseling centers and each of these functions is reviewed and some recommendations for counseling center directors are offered.     

Creating communities: a consortium model for early childhood leaders

The current paper describes an urban university-anchored but community-based consortium of early childhood centers and community partners in a large Midwestern US city. The goal of the Consortium is to provide professional development opportunities that include networking, coaching, and collaboration as part of a community of practice (CoP) intended to improve program quality. Our findings suggest that early childhood center directors who are part of the Consortium describe benefits consistent with a CoP, specifically in terms of connection, resources, and community. Our findings also show that sense of community is associated with deeper engagement with the Consortium and program quality rating of the member center. Implications of the findings for future practice, especially in urban settings, are discussed.     

广西国有林场场长业务能力建设调查研究

国有林场是我区林业的重要组成部分,林场场长业务能力素质关系我区林业发展全局。调查显示,我区林场场长业务能力总体状况良好,培训态度积极,培训需求内容总量大,但个性需求有一定差异。研究国有林场场长业务能力现状和培训需求,分析林场场长的业务能力状况、培训态度和培训需求内容对今后培训工作的开展非常重要。     

The programme director and the Teaching Excellence Framework: How do we train the former to survive the latter?

The programme director undertakes a key role within UK universities in linking the department, or school, directly with the student and their experience of the university. The role is multifaceted and complex with a number of competencies required to successfully undertake it. Furthermore, the UK’s Teaching Excellence Framework (TEF) was fully introduced in 2016 and utilises existing measures such as student satisfaction, retention rates and destination of leavers as a proxy for teaching excellence. Many of these metrics are also part of the day‐to‐day concerns of programme directors within universities. This research surveyed 89 programme directors on the training they have received to carry out their role and how it links to the TEF outcomes. The article argues that there is insufficient training for programme directors and an increase in training may have a beneficial outcome for a university’s TEF results.     

湖北职院护理实训基地建设的探索与实践

实训基地是培养学生实践能力、创新能力和职业素质的场所,是提高人才培养质量的重要基础和保证。文章结合湖北职院近几年的办学实践,论述了护理实训基地建设的必要性、建设思路,介绍了湖北职院在护理实训基地建设方面所取得的成效。