This study examined the effects of the length of tenure in child care centers and the instructional strategies used by teachers. Data were collected on twelve child care centers in high poverty areas during the past seven years. The program has been externally studied since its beginning, with extensive data collected including demographic composition of centers and individuals, student achievement, annual observation of all classrooms using the Infants and Toddlers Environmental Rating Scale, Revised (ITERS-R) and the Early Childhood Environmental Rating Scale (ECERS-R), nationally standardized instruments, interviews with about one-half of staff and all directors, staff length of employment, reaction to professional development, annual perceptions of directors, staff, and parents, and general outcomes of the program. This report specifically examined the effect of the staff’s length of tenure and their change in teaching strategies. The length of tenure of nearly 200 teachers was significantly related to the quality of classroom instruction as measured through classroom observations.
|Keywords:||Early Childhood Education, Child Care Centers, Professional Development|
John and Rebecca Moores Distinguished Professor, Institute for Urban Education, College of Education, University of Houston, Houston, Texas, USA
Senior Research Associate, Institute for Urban Education, College of Education, University of Houston, Houston, Texas, USA