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This research compares two ECE quality improvement systems in Turkey and North Carolina by evaluating classroom quality with ECERS-R and administrative practices with the Program Administration Scale, using 40 programs and interviews plus documentation review.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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sample was used for the comparison?",{"text":71,"@type":63},"The sample included 40 ECE programs, with 20 in Turkey and 20 in North Carolina, and one preschool-aged classroom per program was selected for ECERS-R observation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585671,1792905239,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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QUALITY: A CROSS-CULTURAL COMPARISON  \nInternational comparative education studies contribute to improvements in education systems by highlighting strengths and identifying challenges found in the different cultural contexts of different countries. Comparative early childhood education (ECE) studies provide new ideas and insights into how local and national systems can be improved. There are, however, few comparative international ECE studies that report data collected at the individual program level (Li, 2015; Sheridan et al., 2009) . Further, there is scant research that examines the relationship between administrative practices and classroom practices in ECE programs (Lower and Cassidy, 2007; McCormick, 2010a; McCormick, 2010b) .  \nQuality improvement systems in ECE exist in many countries (OECD, 2015) . In the United States, 49 states have or are developing a quality rating and improvement system (QRIS). Dilara Yaya-Bryson, Catherine Scott-Little, and Deborah Cassidy, researchers at the University of North Carolina at Greensboro, and Berrin Akman, a researcher at Hacettepe University, in Ankara, Turkey, examined the quality of programs in two ECE quality improvement systems, one in Turkey and one in North Carolina, USA (Yaya-Bryson et al., 2020) . In this study, the Early Childhood Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 2005) was used to evaluate the quality of the early childhood classrooms, and the Program Administration Scale (Talan and Bloom, 2004) was used to evaluate the quality of administrative practices.  \nCULTURAL CONTEXT OF STUDY  \nThe two ECE quality improvement systems included in this research differed in several key areas, including the auspice of the system, the length of time the system had been in place, and the degree to which standards for program quality were developed.  \nTurkey  \nThe centralized early childhood system in Turkey is administered by the Ministry of National Education. The regulation of ECE programs began in the 1960s,  \nwith new standards published in 2015. At the time the research was conducted, these standards had not been empirically tested.  \nNorth Carolina  \nThe United States utilizes a state-based early childhood system of quality monitoring and improvement. The QRIS in North Carolina, the Star Rated License System, has been operating since 1999. It includes ongoing quality assessments using the Early Childhood Environment Rating Scale-Revised (ECERS-R) and other instruments to award a Star Rated License rating of 1 to 5 stars for all regulated early care and education programs in the state.  \nThe purpose of the study was to compare the quality of programs in two different early childhood systems—Turkey, a developing country with emerging standards for quality early childhood education, and North Carolina, a state with a well-established quality improvement system for early care and education programs.  \nMETHODS  \nThe sample for the study included 40 ECE programs, 20 located in Turkey and 20 located in North Carolina. In each program, one classroom serving preschool-aged children was selected using convenience sampling for observation using the ECERS-R. The director of each program was interviewed based on the 25 items of the Program Administration Scale (PAS) . Documentation from the program was reviewed immediately following the interview to verify the director’s responses to interview questions.  \nOverall, the auspice of the program and the qualifications of the staff differed between the Turkey and North Carolina sample programs. There were more public programs in the Turkish sample (70%) than in the North Carolina sample (5%) . In Turkey, the vast majority (95%) of directors had a bachelor’s degree or higher, while in North Carolina, a majority (60%) had  \na bachelor’s degree or higher. A similar pattern was seen with teacher qualifications. In Turkey, 85% of observ","cbCaiuxWGW83hHWO","https://ap.wps.com/l/cbCaiuxWGW83hHWO","pdf",180691,"English","# Research Notes: Winter 2022\n## Cultural context of study\n## Methods\n## Findings","[{\"question\":\"What is the study’s main research goal?\",\"answer\":\"To compare program quality between two ECE quality improvement systems—Turkey and North Carolina—and examine how administrative practices relate across cultural contexts.\"},{\"question\":\"How were classroom and administrative quality measured?\",\"answer\":\"Classroom quality was evaluated using the Early Childhood Environment Rating Scale-Revised (ECERS-R), and administrative practices were assessed using the Program Administration Scale (PAS) based on director interviews and documentation review.\"},{\"question\":\"What sample was used for the comparison?\",\"answer\":\"The sample included 40 ECE programs, with 20 in Turkey and 20 in North Carolina, and one preschool-aged classroom per program was selected for ECERS-R observation.\"}]","THE RELATIONSHIP BETWEEN GLOBAL CLASSROOM AND ADMINISTRATIVE QUALITY: A CROSS-CULTURAL COMPARISON | PDF",1792055485]