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LI, JIAYAO, Ph.D. What Do We Know About the Implementation of the Quality Rating and Improvement System?: a Cross-Cultural Comparison in Three Countries

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LI, JIAYAO, Ph.D. What Do We Know About the Implementation of the Quality Rating and Improvement System?: a Cross-Cultural Comparison in Three Countries LI, JIAYAO, Ph.D. What Do We Know about the Implementation of the Quality Rating and Improvement System?: A Cross-cultural Comparison in Three Countries. (2015) Directed by Dr. Linda Hestenes. 248 pp. Quality Rating and Improvement Systems (QRISs) provide an infrastructure that maintains as well as supports the enhancement of early childhood education (ECE) programs quality. It is being established worldwide. However, little is known about the implementation process and how this relates to implementation success. The purpose of this study was to have a better understanding of QRIS implementation through investigating QRIS in three regions within three countries (U.S., China, Singapore) based on implementation science framework (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005), and cultural background of each country. A case study approach was used to examine the components of QRIS, implementation process, effect, and stage of each region’s QRIS. Results showed that the components of QRIS in each region looked different, with U.S. (North Carolina) having the most comprehensive components, and China (Beijing) and Singapore having fewer, although each still had critical components within their systems. The three countries also possess different values, strategies, and resources to support the implementation of QRIS. Based on each region’s implementation process, QRIS in North Carolina is in its full implementation stage with several major and minor adjustments going on; Beijing’s QRIS is at a mixed stage with variations in the development of different drivers; Singapore’s QRIS is clearly at an initial implementation stage. Implications for each region’s QRIS are discussed under their unique cultural, political, and historical backgrounds within each country. Further implications for implementation science framework as well as how it might be adjusted for each region’s QRIS implementation is discussed at the end. WHAT DO WE KNOW ABOUT THE IMPLEMENTATION OF THE QUALITY RATING AND IMPROVEMENT SYSTEM?: A CROSS-CULTURAL COMPARISON IN THREE COUNTRIES by Jiayao Li A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2015 Approved by Linda Hestenes Committee Chair © 2015 Jiayao Li APPROVAL PAGE This dissertation, written by Jiayao Li, has been approved by the following committee of the Faculty of The Graduate School at The University of North Carolina at Greensboro. Committee Chair Linda Hestenes Committee Members Deborah Cassidy Karen La Paro Catherine Scott-Little Date of Acceptance by Committee Date of Final Oral Examination ii ACKNOWLEDGMENTS I must first thank my dissertation committee chair, professor Linda Hestenes. I would never be who I am now without Linda’s generous support and step by step guidance since the first day we worked together. In my five and half years in graduate school, she provided thoughtful critiques that have strengthened my work, helped me with adjustment in a new country and culture, and encouraged me to be myself, as well as walk out of my comfort zone to accept challenges. I also want to thank the other members of my dissertation committee: professor Deborah Cassidy, Karen La Paro, and Catherine Scott-Little. I am amazed at their passion and great achievement in creating quality early care and education environments for all young children. Each of them taught me what it means to be a scholar, a teacher, and a better human being. Thank you for pushing me to be my best and providing encouragement along the way. I also appreciate all the faculty members, staff, and graduate students in the department of Human Development and Family Studies for creating a supportive and inspiring environment. Special gratitude goes to professor Jonathan Tudge, who allowed me to do what I was interested in and to be who I wanted to be. I would not have completed this study without the willingness of the early childhood teachers and directors, and government administrators who participated in the interviews and surveys. Thank you for your daily work with young children. iii My friendships at UNCG have sustained me personally and professionally. In no particular order, I thank Alyson, Amy, Angel, Christine, Elisabeth, Hongjian, Jinni, Nan, Rebekah, Teressa, Yudan, and Yue. I will never be able to thank my family adequately for their love and support. My mother and father encouraged me to pursue a life that I want to live. My other family members showed their biggest support in every domain. I am grateful for the opportunity to call you family. I also thank my honey, Zhiyuan, for supporting me through the process. iv TABLE OF CONTENTS Page LIST OF TABLES ........................................................................................................... viii CHAPTER I. INTRODUCTION ................................................................................................1 II. INTRODUCTORY LITERATURE REVIEW .....................................................5 The Cultural and Political Context in Three Countries/Regions .................5 North Carolina .............................................................................................6 Culture and Political Context of the U.S. ........................................6 Development of QRIS in U.S. and in North Carolina .....................8 QRIS in North Carolina ...................................................................9 People’s Republic of China (China) ..........................................................12 Culture and Political Context of China ..........................................12 Development of Early Childhood Education in China ..................14 QRIS in Beijing..............................................................................16 Singapore ...................................................................................................18 Culture and Political Context of Singapore ...................................18 History of Early Childhood Education in Singapore .....................18 QRIS in Singapore .........................................................................19 III. IMPLEMENTATION SCIENCE AND LINKS TO QRIS ................................23 Definition and Model Description .............................................................24 Definition .......................................................................................24 Model Description .........................................................................24 Utilization of Implementation Science ..........................................28 Applying Implementation Science to QRIS ..............................................30 Drivers............................................................................................31 Stage of Implementation ................................................................33 Components of QRIS .................................................................................37 Quality Standards ...........................................................................39 Quality Measurement and Rating ..................................................49 Quality Improvement .....................................................................53 Financial Incentives .......................................................................57 Consumer Education ......................................................................60 Integrating QRIS Components under Implementation Science .................63 v Research Questions ....................................................................................65 IV. METHODOLOGY .............................................................................................66 Selection of Methodology ..........................................................................66 Procedure ...................................................................................................68 Sampling ....................................................................................................69 Interview Sampling ........................................................................69 Survey Sampling ............................................................................71 Position Statement .....................................................................................73 Measurement ..............................................................................................75 Document Review ..........................................................................75 Survey ............................................................................................75 Interview Protocol ..........................................................................76 Reliability and Validity ..................................................................78 Data Analysis Plan .....................................................................................78 V. RESULTS ...........................................................................................................81 North Carolina ...........................................................................................81 Components of QRIS in North Carolina ........................................81 QRIS Implementation in North Carolina .......................................88 The Effect of QRIS Implementation in North Carolina...............100 Implementation Stages of QRIS in North Carolina .....................115
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