A new scoring approach for ECERS-R. Richard Clifford, PhD John Sideris, PhD Jennifer Neitzel, PhD Beatriz Abuchaim, MSc University of North Carolina FPG Child Development Institute Chapel Hill, April 2012. Previous studies.
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Several studies have found that there is an underlying factor structure in the ECERS-R, beyond the subscale level (e.g., Clifford & Rossbach, 2005; Early, et al., 2005; Sakai, Whitebook, Wishard, & Howes, 2003)
Most commonly, two factors have emerged: (1) Teaching and Interaction and (2) Provisions for Learning)
Studies have showed that results of the ECERS-R are related to a variety of children outcomes, but this relationship is only modest (Aboud, 2006; Burchinal et al., 2000; McCartney, Scarr, Phillips, & Grajek, 1985; Phillips, McCartney, & Scarr, 1987; Buchinal et al., 2011)
Concern has been raised about factor scores and category disordering that may help explain the very modest relations to child outcomes, particularly in higher quality classrooms (Gordon, et al., in press)
Our hypothesis is that a new scoring system, using the indicator information, can improve the predictive power of the ECERS-R
Richard Clifford has a financial conflict of interest as a result of receiving royalty and consulting payments in connection with use of the ECERS-R. His work on this effort is conducted under IRB approval from the University of North Carolina at Chapel Hill which includes a management plan for dealing with the conflict of interest noted here.