Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia

Autores/as

  • Iram Siraj University of Wollongong, Wollongong, Austrália; University of Oxford, Oxford, UK http://orcid.org/0000-0001-6752-881X
  • Steven J. Howard University of Wollongong, Wollongong, Austrália
  • Denise Kingston University of Sussex, Brighton, UK
  • Cathrine Neilsen‑Hewett University of Wollongong, Wollongong, Austrália
  • Edward C. Melhuish University of Wollongong, Wollongong, Australia; University of Oxford, Oxford, UK; Birkbeck, University of London, London, UK
  • Marc de Rosnay University of Wollongong, Wollongong, Austrália http://orcid.org/0000-0001-8333-9541

DOI:

https://doi.org/10.18222/eae.v30i75.6925

Palabras clave:

National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación

Resumen

Este estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios   de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación –  la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.

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Citas

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Publicado

2019-12-20

Cómo citar

Siraj, I., Howard, S. J., Kingston, D., Neilsen‑Hewett, C., Melhuish, E. C., & de Rosnay, M. (2019). Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia. Estudos Em Avaliação Educacional, 30(75), 958–982. https://doi.org/10.18222/eae.v30i75.6925

Número

Vol. 30 Núm. 75 (2019): set./dez. 2019

Sección

Artículos

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Derechos de autor 2020 Estudos em Avaliação Educacional

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