Browsing by Author "Perkins, Kelley J."
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Item A multi-case study of the onsite assistance systems, activities and supports of quality rating and improvement systems(University of Delaware, 2016) Perkins, Kelley J.In order to ensure quality outcomes for all children in early childhood programs, U.S. policymakers and researchers have increased their focus on discovering how best to support and strengthen systems for early childhood education. Most U.S. states and territories have implemented Quality Rating and Improvement Systems (QRIS) to improve the quality of their early childhood programs with the expectation that higher quality programs will lead to more positive outcomes for children. One type of QRIS support commonly offered is onsite assistance, which involves sending a professional to the program site to help improve the quality of the program. Despite the widespread use of onsite assistance across QRIS, there is limited information about existing systems for onsite assistance, the activities of onsite assistance providers, and the supports available to them. This descriptive research used a multi-case study approach to solicit new information and map the system of statewide onsite assistance, its activities, and its supports for onsite assistance providers. Findings indicate different and complex models of onsite assistance within statewide QRIS. Despite these differences, commonalities were found within components of the models, supports provided and the activities of onsite assistance providers. Keywords: onsite assistance, QRIS, systemsItem What are the daily experiences of low-income kindergarten children based on the poverty density of schools?(University of Delaware, 2011) Perkins, Kelley J.It is clear that the poverty density of schools is related to children’s educational outcomes and yet our educational policies result in an educational system with high concentrations of low-income children in certain schools and or school systems. This paper explores the everyday experiences of low-income kindergarten children according to the poverty density of the schools they attend. Analysis of the experiences the children have such as teacher child interactions indicate that there are both commonalities and differences according to the poverty density of the schools. Knowledge of these similarities and differences can guide future educational policy.