{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1628"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1628","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Differences in Early Childhood Environmental Rating Scale Scores in Collaborative and Non-Collaborative West Virginia Pre-K Classrooms located in Child Care Facilities","abstract":"Quality of pre-k collaborative and non-collaborative classrooms was investigated for differences in environmental quality between the two types of classrooms. Data was collected through the West Virginia Department of Health and Human Resources grant titled, \"Quality Rating and Improvement for West Virginia Child Care.\" Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores.","abstract_html":"Quality of pre-k collaborative and non-collaborative classrooms was investigated for differences in environmental quality between the two types of classrooms. Data was collected through the West Virginia Department of Health and Human Resources grant titled, "Quality Rating and Improvement for West Virginia Child Care." Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores.","abstract_has_math":false,"creators":["Day, Jessica S."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Barbara G. Warash","Reagan Curtis","Suzanne Hartman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-01T07:00:00Z","date_published":"2013-05-01T07:00:00Z","updated_at":"2026-07-24T06:14:46Z","subjects":["Early childhood education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/625"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/625","href":"https://researchrepository.wvu.edu/etd/625","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.625","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara G. 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Data was collected through the West Virginia Department of Health and Human Resources grant titled, \"Quality Rating and Improvement for West Virginia Child Care.\" Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores."]},{"key":"dc:title","label":"Title","values":["Differences in Early Childhood Environmental Rating Scale Scores in Collaborative and Non-Collaborative West Virginia Pre-K Classrooms located in Child Care Facilities"]}]}],"canonical_facts":{"dc:contributor":["Barbara G. Warash","Reagan Curtis","Suzanne Hartman"],"dc:creator":["Day, Jessica S."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["Quality of pre-k collaborative and non-collaborative classrooms was investigated for differences in environmental quality between the two types of classrooms. Data was collected through the West Virginia Department of Health and Human Resources grant titled, \"Quality Rating and Improvement for West Virginia Child Care.\" Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores."],"dc:identifier":["https://doi.org/10.33915/etd.625","https://researchrepository.wvu.edu/etd/625"],"dc:subject":["Early childhood education"],"dc:title":["Differences in Early Childhood Environmental Rating Scale Scores in Collaborative and Non-Collaborative West Virginia Pre-K Classrooms located in Child Care Facilities"],"thesis:degree_discipline":["Learning Sciences and Human Development"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:46Z"}