Skip to main content

Advertisement

SpringerLink
Log in

Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment, Third Edition (GGA) in Nine Countries

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Association for Childhood Education International. (2003). ACEI global guidelines assessment. Washington, DC: Author.

    Google Scholar 

  • Association for Childhood Education International. (2006). ACEI global guidelines assessment. Washington, DC: Author.

    Google Scholar 

  • Association for Childhood Education International. (2011). ACEI global guidelines assessment. Washington, DC: Author.

    Google Scholar 

  • Association for Childhood Education International and World Organization for Early Childhood Education. (1999). Global guidelines for education and care in the 21st century care in the 21st century. Washington, DC: Association for Childhood Education International.

    Google Scholar 

  • Association of South Asian Nation Secretariat. (2009). Implementing the roadmap for an ASEAN community 2015. Jakarta: Author.

    Google Scholar 

  • Barbour, A., Boyer, W., Hardin, B., & Wortham, S. (2004). From principle to practice: Using the global guidelines to assess quality education and care. Childhood Education, 80, 327–331.

    Article  Google Scholar 

  • Bergen, D., & Hardin, B. J. (2015). Involving early childhood stakeholders in program evaluation: The GGA story. Childhood Education, 91(4), 259–264.

    Article  Google Scholar 

  • Clifford, R. M., Reszka, S. S., & Rossbach, H.-G. (2010). Reliability and validity of the early childhood environment rating scale-revised. Chapel Hill, NC: Frank Porter Graham Child Development Institute.

    Google Scholar 

  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6, 304–312.

    Article  Google Scholar 

  • Hardin, B. J., Bergen, D., & Hung, H.-F. (2012). Investigating the psychometric properties of the ACEI global guidelines assessment (GGA) in four countries. Early Childhood Education Journal,. doi:10.1007/s10643-012-0523-z.

    Google Scholar 

  • Hardin, B. J., Bergen, D., & Hung, H.-F. (2013). Investigating the psychometric properties of the ACEI global guidelines assessment (GGA) in four countries. Early Childhood Education Journal, 41(2), 91–101.

    Article  Google Scholar 

  • Hardin, B. J., Vardell, R., & De Castañeda, A. (2008). More alike than different: Early childhood professional development in Guatemala. Childhood Education, 84, 128–134.

    Article  Google Scholar 

  • Hardin, B. J, Wortham, S., Mbugua, T., & Bergen, D. (2005). Assessing and improving early childhood program quality using the ACEI global guidelines assessment. Paper presented at the American Educational Research Association, Montreal, Canada.

  • Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale: Revised. New York, NY: Teachers College Press.

    Google Scholar 

  • Ministry of Development and Social Inclusion. (2012). A policy for development and social inclusion in Peru. Retrieved from http://www.midis.gob.pe/files/doc/midis_politicas_desarrollo_en.pdf.

  • Ministry of Education of the People’s Republic of China. (2014). Ministry of education objectives for 2015. Retrieved from http://english.moe.gov.tw/lp.asp?CtNode=11410&CtUnit=1331&BaseDSD=16mp=1.

  • Ministry of Education Republic of China (Taiwan). (2015). Ministry of education white paper on education. Retrieved from http://english.moe.gov.tw/ct.asp?xItem=14944&ctNode=11412&mp=1.

  • Myers, R. G. (2006). Background paper prepared for the education for all global monitoring report 2007 Strong foundations: Early childhood care and education. Quality in program of early childhood care and education (ECCE). Paris: UNESCO Publishing.

    Google Scholar 

  • Sandell, E. J., Hardin, B. J., & Wortham, S. C. (2010). Using ACEI’s global guidelines assessment for improving early education. Childhood Education, 86, 157–160.

    Article  Google Scholar 

  • Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29, 304–321.

    Article  Google Scholar 

  • The World Factbook 2013–14. (2014). Washington, DC: Central Intelligence Agency.

  • Tietze, W., Cryer, D., Bairrāo, J., Palacios, J., & Wetzel, G. (1996). Comparisons of observed process quality in early child care and education programs in five countries. Early Childhood Research Quarterly, 11, 447–475.

    Article  Google Scholar 

  • United Nations. (2015). 2030 Agenda for Sustainable development. Retrieved from http://www.undp.org/content/undp/en/home/sdgoverview/post-2015-development-agenda.html.

  • United Nations Educational, Scientific and Cultural Organization International Bureau of Education. (2006). Guatemala: Early childhood care and education (ECCE) programs. Country profile commissioned for the EFA global monitoring report 2007. Paris, France: Author.

  • United Nations Educational Scientific, and Cultural Organization International Bureau of Education. (2011). World data on education (7th Eds.). Retrieved from http://www.ibe.unesco.org/.

  • United Nations Children’s Fund (UNICEF). (2014). Children in China: An atlas of social indicators. Beijing: Author.

    Google Scholar 

  • World Health Organization. (2011). World report on disability. Paris: Author.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of North Carolina at Greensboro, Greensboro, NC, USA

    Belinda J. Hardin & Dionne Sills Busio

  2. Miami University in Ohio, Oxford, OH, USA

    Doris Bergen & William Boone

Authors
  1. Belinda J. Hardin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Doris Bergen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Dionne Sills Busio
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. William Boone
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Belinda J. Hardin.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hardin, B.J., Bergen, D., Busio, D.S. et al. Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment, Third Edition (GGA) in Nine Countries. Early Childhood Educ J 45, 297–312 (2017). https://doi.org/10.1007/s10643-016-0795-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-016-0795-9

Keywords

Search

Navigation