Quality at the point of service: profiles of practice in after-school settings.
Quality at the point of service: profiles of practice in after-school settings.
复制标题
服务点质量：课后环境中的实践概况。
DOI：
10.1007/s10464-010-9315-z
复制
发表时间：
2010
影响因子：
3.1
通讯作者：
Akiva,Tom
中科院分区：
文献类型：
--
作者：
Smith,Charles;Peck,StephenC;Denault,Anne-Sophie;Blazevski,Juliane;Akiva,Tom
一个独特的观察数据集被用来探索在服务点的质量在课后计划。在一系列与员工行为密切相关的单维量表中，教师在课后环境中的做法得到了体现。为了解释员工绩效的异质性，我们采用了以模式为中心的方法来构建常见员工实践的概况。结果显示，根据课后工作人员提供的三大类表现，可以划分出六种教学方式：(1)积极的青少年发展，(2)以教师为中心，(3)低质量。这些概况中的工作人员组成与青年与工作人员比例无关。然而，结果显示，在提供的内容和设置青年的年龄之间的配置文件的显著差异。
A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior. In order to account for heterogeneity of staff performances, pattern-centered methods were used to construct profiles of common staff practices. Results revealed six pedagogy profiles that were classified in terms of three broad types of performances delivered by after-school staff: (1) positive youth development, (2) staff-centered, and (3) low-quality. Staff membership in these profiles was not related to youth-staff ratio. However, results revealed significant differences between the profiles on the content of the offering and the age of youth in the setting.