Quality Interventions for Early Care and Education (QUINCE) -- Partners for Inclusion, 2004-2007 [California, Iowa, Minnesota, Nebraska, North Carolina]
Bryant, Donna M.;
Wesley, Patricia W.;
Hegland, Susan M.;
Torquati, Julia C.;
Susman-Stillman, Amy R.;
||The Quality Interventions for Early Care and Education Partnership for Inclusion (QUINCE-PFI) study is one half of a multistate study of two assessment based, individualized on-site consultation models. The Partnerships for Inclusion (PFI) consultation model, was implemented in California, Iowa, Minnesota, Nebraska, and North Carolina and included consultations of child care provider training for providers and teachers in both centers and homes, with a special emphasis on providers in family child care homes, including license-exempt care. The goal of this research was to determine the conditions under which a very specific assessment based, on-site consultation model of child care provider training enhances the quality of the family home or child care classroom and results in positive child change.
The PFI consists of two main components, the assessment tools used to index quality -- The Infant/Toddler Environment Rating Scale-Revised, (ITERS), 2003, The Early Childhood Environment Rating Scale--Revised, (ECERS ), 1998, and Family Day Care Rating Scale (FDCRS), 1989, measures developed by Harms, Clifford and Cryer, and the theory-based, collaborative, problem-solving model of consultation developed by Pat Wesley. The model builds on the literature that suggests greater change is possible when individuals are involved in assessing their own needs, receive individualized support over an extended period of time, and have opportunities to apply new knowledge and skills in their own work setting.
The public release of the data files includes only datasets containing summary variables from direct interviews and scale scores. The restricted release contains all data available for release including all direct interview variables, roster information and demographic variables.
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||QUINCE - PFI
||Bryant, Donna, Pat Wesley, Peg Burchinal, Sue Hegland, Kere Hughes, Kathryn Tout, Marty Zaslow, Helen Raikes, Julia Torquati, Amy Susman-Stilman, Carollee Howes, and Hyun-Joo Jeon. Quality Interventions for Early Care and Education (QUINCE) -- Partners for Inclusion, 2004-2007 [California, Iowa, Minnesota, Nebraska, North Carolina] [Computer file]. ICPSR28124-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], YYYY-MM-DD. doi:10.3886/ICPSR28124
||Recruitment of children into the study occurred in the school year just following providers' participation in the PFI or control intervention. The providers helped the researchers recruit children into the study by giving to the parents of eligible children the study description, consent forms and contacts for the research team in each state.
Two cohorts of consultants were recruited and randomized, one in 2004 and one in 2005. At the end of their first year, control consultants in the first cohort were offered the opportunity to continue in the study, receive PFI training, and serve providers in the next year using the PFI model. Because the providers they served were randomly assigned to receive PFI or control consultation, all providers of the crossover consultants are included in the intent-to-treat outcomes analyses and the fidelity analyses. However, in descriptive analyses, these "crossover" consultants are always considered controls.
Altogether, 101 consultants (46 PFI treatment and 55 control), 108 child care teachers (55 PFI, 53 control) and 263 family child care providers (127 PFI, 136 control) agreed to be in the study. A total of 710 children were involved (352 PFI, 358 control).
The study design included randomization at two levels, consultants and child care providers (teachers and FCC providers). Consultants who agreed to participate in the study were randomly assigned to either a PFI Treatment group who implemented the PFI model of consultation or a control group who continued to offer quality enhancement activities as typically provided by their agencies. In other words, the controls were conducting "business as usual." The control group was not a no-treatment group. About six months after random assignment of consultants, during which time the PFI consultants were trained on the model for one week of group training in North Carolina and then implemented the model with a pilot site, random assignment of classroom teachers and family child care providers took place in one of two ways. If an agency had both PFI and control consultants, providers were randomly assigned to PFI or control conditions.
If an agency had only one consultant, whether PFI or control, or assigned providers to consultants within geographic areas where only a PFI or a control consultant was available, consultants received their study providers via random selection. Specifically, providers were randomly selected from lists of those seeking quality enhancement services from the participating agency and were asked to participate in the study. Thus, about 50 percent of study providers were randomly assigned to a consultant and about 50 percent were randomly selected to be in the study.
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