Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2010 Oct;180(9):1203-1213.
doi: 10.1080/03004430902907640.

Education reform and the quality of kindergartens in Jordan

Suha M Al-Hassan  1 , Osama M Obeidat, Jennifer E Lansford
Affiliations

Education reform and the quality of kindergartens in Jordan

Suha M Al-Hassan et al. Early Child Dev Care. 2010 Oct.

Abstract

The present study evaluates a major education reform in Jordan-the implementation of public kindergartens-and provides an example of how evaluation can be incorporated into education reform. In the context of education reform in Jordan, 532 public kindergartens have been created over the last five years. A stratified random sample of kindergartens was selected to represent these new public kindergartens (n = 84) and previously existing private kindergartens (n = 23). Independent observers rated the quality of kindergarten environments in seven domains. Overall, 13% of public kindergarten environments were observed to be inadequate, 43% were of minimal quality, 43% were good, and 1% were excellent. In four of the seven domains, the quality of public kindergartens was significantly higher than the quality of private kindergartens; there were no significant differences in the other domains. Findings suggest the importance of continuing to implement high quality kindergartens in Jordan and of incorporating evaluations into education reform.

PubMed Disclaimer

References

    1. Barnett S. Long-term effects of early childhood programs on cognitive and school outcomes. Future of Children. 1995;5:25–35.
    1. Baskett R, Bryant K, White W, Rhoads K. Half-day to full-day kindergarten: An analysis of educational change scores and demonstration of an educational research collaboration. Early Child Development and Care. 2005;175:419–430.
    1. Cryer D, Harms T, Riley C. All about the ECERS-R. Lewisville, NC: Pact Press; 2003.
    1. Farran D. Another decade of intervention for children who are low-income or disabled: What do we know now? In: Shonkoff J, Meisels S, editors. Handbook of early childhood intervention. 2. New York: Cambridge University Press; 2000. pp. 510–548.
    1. Goldstein LS. Kindergarten teachers making “street-level” education policy in the wake of No Child Left Behind. Early Education and Development. 2008;19:448–478.

LinkOut - more resources