Description:
An examination of alternative scoring methods for and the psychometric properties of the Early Childhood Environment Rating Scale, Revised Edition (ECERS-R), and a discussion of ECERS-R content and its implications for policy, based on secondary analyses of observation data for 261 early childhood classrooms from three studies and on survey responses from 16 experts
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
California;
Missouri;
Tennessee