Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

Sharon Wolf, Mahjabeen Raza, Sharon Kim, J. Lawrence Aber, Jere Behrman, Edward Seidman

Research output: Contribution to journalArticle

Abstract

In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.

Original languageEnglish (US)
Pages (from-to)18-30
Number of pages13
JournalEarly Childhood Research Quarterly
Volume45
DOIs
StatePublished - Oct 1 2018

Fingerprint

childhood
Education
classroom
teacher
education
Students
school
income
student
management
well-being
Learning
demand
interaction
Research
learning
evidence

Keywords

  • Pre-primary school
  • Process quality
  • School readiness
  • Sub-Saharan Africa
  • Teacher education
  • Teacher-child interactions

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS). / Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward.

In: Early Childhood Research Quarterly, Vol. 45, 01.10.2018, p. 18-30.

Research output: Contribution to journalArticle

@article{72cfddbbb7b944c7a9074776feb083f5,
title = "Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)",
abstract = "In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System{\circledC} (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.",
keywords = "Pre-primary school, Process quality, School readiness, Sub-Saharan Africa, Teacher education, Teacher-child interactions",
author = "Sharon Wolf and Mahjabeen Raza and Sharon Kim and Aber, {J. Lawrence} and Jere Behrman and Edward Seidman",
year = "2018",
month = "10",
day = "1",
doi = "10.1016/j.ecresq.2018.05.003",
language = "English (US)",
volume = "45",
pages = "18--30",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

AU - Wolf, Sharon

AU - Raza, Mahjabeen

AU - Kim, Sharon

AU - Aber, J. Lawrence

AU - Behrman, Jere

AU - Seidman, Edward

PY - 2018/10/1

Y1 - 2018/10/1

N2 - In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.

AB - In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.

KW - Pre-primary school

KW - Process quality

KW - School readiness

KW - Sub-Saharan Africa

KW - Teacher education

KW - Teacher-child interactions

UR - http://www.scopus.com/inward/record.url?scp=85047071258&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85047071258&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2018.05.003

DO - 10.1016/j.ecresq.2018.05.003

M3 - Article

VL - 45

SP - 18

EP - 30

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -