Download full textERIC Number: ED626850
Record Type: Non-Journal
Publication Date: 2022-Dec
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
ECERS-3: Identifying Gaps and Equity Challenges Focus Group Themes
Telfer, N. A.; Kaplan, R.; Yazejian, N.; Iruka, I.
FPG Child Development Institute
This report summarizes themes that emerged from six listening sessions held in April 2022 with Black and Latine Pre-K teachers, directors, and technical assistance providers. The purpose of the listening sessions was to understand participants' perceptions of the Early Childhood Environment Rating Scale (ECERS-3) and to gauge the extent to which the tool is culturally grounded.
Descriptors: Equal Education, African American Teachers, Hispanic Americans, Minority Group Teachers, Technical Assistance, Preschool Teachers, Teacher Attitudes, Rating Scales, Educational Quality, Early Childhood Education, Racial Composition, Scores, Institutional Characteristics, Teaching Methods, Classroom Environment, Race, Ethnicity, Native Language, Cultural Background, Diversity, Economic Factors, Disabilities, Preschool Children
FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: University of North Carolina at Chapel Hill, FPG Child Development Institute
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale
Grant or Contract Numbers: N/A
Author Affiliations: N/A
