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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Author:Fenech, Marianne [remove]; New in five years [remove];
11 results found.|
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Discerning childcare quality: Parents as potential informants of policy beyond regulation An examination of parents' perspectives on child care quality, based on data from 29 parents whose children attend child care centers in Australia |
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Far from ideal: Everyday experiences of mothers and early childhood professionals negotiating an inclusive early childhood experience in the Australian context A study of the practical and policy challenges surrounding the inclusion of disabled children in Australian child care settings, based on interviews with 39 mothers of disabled children and 27 child care workers |
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Identifying high-quality centre-based childcare using quantitative data-sets: What the numbers do and don't tell us A study of the consistency and correspondence over time of three center based quality measures: the Early Childhood Environment Rating Scale-Revised, the Infant-Toddler Environment Rating Scale, and Australia’s nationally administered Quality Improvement and Accreditation System, based on two sources of quantitative data collected over five years at 74 full-day child care centers in Australia |
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More than a shortage of early childhood teachers: Looking beyond the recruitment of university qualified teachers to promote quality early childhood education and care A study of issues and challenges attracting, training, and retaining university qualified early childhood teachers and a study of the motivations, beliefs and expectations from a survey of 15 mature age postgraduate students in an Australian early childhood education program |
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Optimising professionalism and quality in long day care: Early childhood professionals' perceptions of the impact of the regulatory environment An Australian investigation of early childhood professionals' perceptions of the impact of statutory, regulatory and other externally determined requirements on their capacity to provide high quality care and education for young children |
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Parent users of high-quality long day care: Informed consumers of child care? A study of parents' perspectives of center quality, based on data from 139 parents whose children attend six high quality child care model centers in New South Wales, Australia |
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Promoting early childhood teacher professionalism in the Australian context: The place of resistance An examination notions of early childhood staffs' notions of professionalism and quality in early care and education, based data from interviews and focus groups with participants of one early care and education center that is part of a larger Investigating Quality research project in Australia |
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Promoting high quality early childhood education and care services: Beyond risk management, performative constructions of regulation A study of staff opinions about the two-tiered regulatory environment in which long-day child care centers in New South Wales operate, based on the questionnaire responses of 212 members of the child care workforce |
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The regulatory environment in long day care: A 'double-edged sword' for early childhood professional practice An examination of how Australian child care professionals working in long day care centers perceive government regulations and their feelings on how the regulations impact their practice |
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The regulatory environment: A source of job (dis)satisfaction for early childhood professionals? An examination of the influence of regulatory requirements on job satisfaction among early childhood professionals employed in private sector child care centers in New South Wales, Australia |
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Working by the rules: Early childhood professionals' perceptions of regulatory requirements Results of a survey of Australian full-time care givers of infants through 6-year-olds on their perceptions of state regulatory requirements, including premises of regulatory environments, and feelings of general and day-to-day support of professional practices and professional esteem |
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