Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.     

NAEYC Accreditation and High Quality Preschool Curriculum

In 1999, the Governing Board of the National Association for the Education of Young Children (NAEYC) appointed a commission to review NAEYC accreditation. Among the commission's recommendations is the goal of making NAEYC accreditation the standard-bearer of program excellence. While NAEYC accreditation is often used to support a claim that a program provides high-quality early care and education, this is not always the case. Under current accreditation criteria, a program can obtain NAEYC accreditation yet fall short of meeting the NAEYC guidelines concerning developmentally appropriate curriculum. This article analyzes current accreditation guidelines concerning the curriculum and reports results of a recent evaluation of 116 NAEYC-accredited preschool classrooms. While the mean total ECERS-R score was 5.77, classrooms exhibited a wide range of scores from inadequate to excellent on 11 curriculum-related items. Thirty-four classrooms scored in the inadequate or minimal range (1-3) on at least one of the curriculum-related items, and 18 scored in this range on 4 or more of these items. Results are used to support the position that currently, NAEYC accreditation criteria do not adequately address the quality of the curriculum. Finally, the paper evaluates the draft accreditation criteria and makes recommendations concerning the future of NAEYC accreditation.     

NAEYC Accreditation and High Quality Preschool Curriculum

In 1999, the Governing Board of the National Association for the Education of Young Children (NAEYC) appointed a commission to review NAEYC accreditation. Among the commission's recommendations is the goal of making NAEYC accreditation the standard-bearer of program excellence. While NAEYC accreditation is often used to support a claim that a program provides high-quality early care and education, this is not always the case. Under current accreditation criteria, a program can obtain NAEYC accreditation yet fall short of meeting the NAEYC guidelines concerning developmentally appropriate curriculum. This article analyzes current accreditation guidelines concerning the curriculum and reports results of a recent evaluation of 116 NAEYC-accredited preschool classrooms. While the mean total ECERS-R score was 5.77, classrooms exhibited a wide range of scores from inadequate to excellent on 11 curriculum-related items. Thirty-four classrooms scored in the inadequate or minimal range (1-3) on at least one of the curriculum-related items, and 18 scored in this range on 4 or more of these items. Results are used to support the position that currently, NAEYC accreditation criteria do not adequately address the quality of the curriculum. Finally, the paper evaluates the draft accreditation criteria and makes recommendations concerning the future of NAEYC accreditation.     

加强师资队伍建设提高高职教师素质

高职教师肩负着社会主义现代化建设，培养合格的高技术应用性人才的重要使命，学校必须加强师资队伍建设，提高高职教师的整体素质。     

参与国际认证对提升MBA教育质量的影响

以北京大学光华管理学院获得AACSB认证的经历为例,总结国际认证对光华管理教育办学理念的更新以及对建立持续的质量保障体系的促进作用。最后结合"中国高质量MBA认证"(CAAMBA)对中国商学院建立质量保障机制提出了建议。     

The Quality of Work Life in NAEYC Accredited and Nonaccredited Early Childhood Programs

This study assessed differences in the work environments of NAEYC accredited and nonaccredited centers. The sample included 5,008 directors, teachers, and support staff who worked in 60 accredited and 320 nonaccredited child care centers in 33 states. Individuals completed the Early Childhood Work Environment Survey assessing their perceptions of different organizational practices. Data were aggregated using the center as the unit of analysis. The results revealed that there were notable differences between accredited and nonaccredited programs relating to the quality of work life for staff. In 10 dimensions of organizational climate, there were statistically significant differences between accredited and nonaccredited programs. The four dimensions which together accounted for the greatest variation in differences were innovativeness, goal consensus, opportunities for professional growth, and clarity. Statistically significant differences were also registered in staffs level of job commitment, staff turnover, and teachers' current and desired levels of decision- making influence.     

提高农村初中教师素质的几点对策——“提高农村初中教师素质的对策研究”之二

提高农村初中教师素质，一是认真学习邓小平理论、江泽民“三个代表”重要思想，提高对素质教育的认识；二是加强继续教育，提高农村初中教师素质；三是深化高等师范教育改革，为农村初中培养高质量的新型师资。     

加强服务意识提高服务质量

鉴于高校设备管理工作涉及面广、工作量大,高校设备管理人员一方面要进一步提高自身的政治和业务素质,另一方要不断增强服务意识、提高服务质量。提出了加强高校仪器设备管理人员的服务意识并提高服务质量具体措施:强化管理职能,做好仪器设备管理工作;与院系团结协作努力做好服务工作;提高管理队伍素质,稳定设备管理队伍;创建学习型组织,建立良好和谐的工作环境。     

提升乡镇中心园办园质量的途径与策略

乡镇中心园是建立健全农村学前教育体系的重要基础,提升乡镇中心园的办园质量由此具有重要意义.乡镇各级政府在创办乡镇中心幼儿园时首先应统筹规划,高度重视乡镇中心幼儿园环境创设,为其配备完善的设施设备,以最大限度地满足幼儿园教育教学的需要,同时应重视优化环境的育人功能.幼儿园不仅应在一日生活环节、各项保教工作中充分利用各种功能室和先进的设施设备,更应积极营造和谐的文化氛围,逐步创设主题景观,让环境会说话,充满童趣和乡土特色.乡镇中心幼儿园管理应追求精细化,包括细化管理制度、实行分层管理、推进民主管理、稳定教师队伍、建立年龄结构合理的教师梯队等,以为幼儿园长远发展奠定坚实的基础.针对教师业务素质普遍较弱的现状,乡镇中心园还必须把加强教师业务学习放在重要位置,通过引进专家、促进教师自主式学习、依托课题开展研讨式学习等方式,努力提高教师保育和教育的能力.此外,乡镇中心园还应加强家长工作,服务社区,通过充分发挥示范、幅射与引领的作用,带动所在地区农村幼教事业的发展.     

试论提高高职院校全员的综合素质

高职院校的办学宗旨是培养适应社会需要的、动手能力强的、高技能的“实用型”人才。为了完成这一使命,高职院校必须建立一支高素质的教职员工队伍。就如何提高全员的综合素质从三个方面进行了论述。     

工会在建设高素质教师队伍中的作用

实施高职教育，关键在于建设一支高素质的教师队伍。工会应当充分发挥自身特色和优势，不断提高自身工作水平，以建设高素质教师队伍为中心，创新性地开展各项工作。     

提高质量:高职院校师资队伍建设的着力点

基于高职教育兼具高教性和职教性的特点,突出职教性、彰显高教性、凸显行业(区域)性是高职院校师资队伍建设的出发点,提高质量是高职院校师资队伍建设的着力点,应着眼于教师队伍建设的基本要求、特殊要求和个性要求三个方面。完善体现教师的高教性与职教性相统一要求的专任教师考核、评价和晋升机制,促进兼职教师的动力机制和保障机制相结合,完善专任教师企业挂职锻炼的保障机制是加强高职院校师资队伍建设的应然选择。     

强化竞争激励机制提高教师队伍整体素质

创建一流远程开放大学,关键要有一支高水平的师资队伍.加强教师队伍建设,必须深化学校用人制度改革,引入竞争激励机制,实行教师聘任制,加强聘后管理,建立健全考核机制和岗位分配制度,以提高教师队伍的整体素质.     

游泳运动对提高国民综合素质的作用

通过分析游泳运动的特点和作用．进一步证明了大力推广和普及游泳运动对全面提高国民的综合素质具有极其重要的意义．     

浅谈导师在提高研究生教育质量中的作用

导师在提高研究生教育质量中起着关键作用。当前,我国研究生导师在指导研究生的数量与质量、传承知识与科研创新、学术研究与为人处事、主观努力与客观环境等方面的矛盾日益突出。提高研究生教育质量,必须注重研究生培养的全面性、全程性和创新性,加强导师队伍建设。     

Accreditation and Quality Assurance in Europe

This article provides comprehensive information about new developments in the field of quality evaluation in Europe. It focuses on the most important international documents adopted and signed by the European authorities responsible for higher education--the Sorbonne and the Bologna Declarations and the Prague Communique´. It briefly analyzes the follow-up activities of the Bologna process initiated by the academic community of European higher education institutions, their students and their various organizations, and describes certain important consequences linked to them. Some background information about several European countries is given so as to highlight real situations.     

Professional Accreditation in the Construction Sector: The Role of the UK's JBM

Arrangements for qualification as a professional engineer in the UK are briefly described, giving emphasis to the initial university educational component. The part played by the Institutionally administered accreditation process is discussed within the particular context of the Board responsible for the construction sector.     

提高教职工素质是适应教师专业发展的必然要求

随着教师专业化进程的加快,教职工素质已成为教育学院实现可持续发展要关注的重要课题。教育学院人要不断提高认识,明确提高素质的重要性,采取有效措施,增强素质提高工作的针对性和实效性。