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Reliability of Indicators Measuring Early Childhood Education for Sustainability: A Study in Turkey Using Generalizability Theory

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Abstract

Integrating basic principles, values, and practices of education for sustainability in early childhood education (ECE) is important for developing and developed countries. In this context, there is a need to identify and evaluate indicators that measure sustainable practices in ECE programs. This study was conducted in 18 preschools in Turkey to provide statistical analyses of the sustainability indicators. OMEP Environmental Rating Scale for Sustainable Development in Early Childhood with three subscales for sustainability (economic, environmental, and sociocultural) was utilized as the data collection tool. The reliability analyses are framed on generalizability theory, which identifies the sources of variation across schools, raters, and indicators on the three subscales. The study finds that the sustainability indicators can be redefined and adapted to be employed in the Turkish context as a way to ensure more reliable measurement of sustainability practices in early childhood education settings.

Résumé

L’intégration de principes, valeurs et pratiques relevant d’éducation au développement durable (EDD) en éducation de la petite enfance (ÉPE) est importante dans les pays développés et dans les pays en développement. Dans ce contexte, il est nécessaire d’identifier et d’évaluer les indicateurs mesurant les pratiques de développement durable dans les programmes d’ÉPE. Cette étude a été réalisée dans 18 maternelles de Turquie afin d’apporter des analyses statistiques sur les indicateurs de durabilité. L’outil de collecte de données utilisé est l’Échelle d’évaluation de l’environnement pour le développement durable en éducation préscolaire de l’OMEP (ERS-SDEC) à trois sous échelles (durabilité économique, environnementale et socioculturelle). L’analyse de fiabilité dans le cadre de la théorie de la généralisabilité identifie les sources de variations entre les écoles, les évaluateurs et les indicateurs aux trois sous échelles. Il est recommandé que les indicateurs de durabilité soient redéfinis et adaptés pour utilisation dans le contexte turc afin d’assurer une mesure plus fiable des pratiques de développement durable dans les contextes d’éducation de la petite enfance.

Resumen

La integración de principios, prácticas y valores básicos de la Educación Sostenible (EfS, abreviatura en inglés) en la Educación Preescolar (ECE, abreviatura en inglés) resulta importante para los países desarrollados y en vías de desarrollo. En este contexto, existe la necesidad de identificar y evaluar indicadores que midan prácticas sostenibles en los programas de Educación Preescolar. El presente estudio se llevó a cabo en 18 escuelas de preescolar en Turquía con el fin de brindar un análisis estadístico de los indicadores de sostenibilidad. La herramienta de medición de datos que se utilizó fue la Escala de Valoración Ambiental para el Desarrollo Sostenible en la Educación Preescolar de la OMEP (ERS-SDEC, abreviatura en inglés) con tres sub-escalas: sostenibilidad económica, ambiental y socio-cultural. El análisis de fiabilidad dentro del marco de la Teoría de Generalidad identifica las fuentes de variación en las diferentes escuelas, medidores e indicadores en las tres sub-escalas. Se recomienda redefinir y adaptar los indicadores de sostenibilidad al contexto de Turquía para así asegurar una medición más fiable de las prácticas de sostenibilidad en ambientes de educación preescolar.

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Author information

Authors and Affiliations

  1. Department of Early Childhood Education, Faculty of Education, Mersin University, 33160, Yenişehir, Mersin, Turkey

    Deniz Kahriman-Pamuk

  2. Department of Measurement and Evaluation in Education, Faculty of Education, Mersin University, 33160, Yenişehir, Mersin, Turkey

    N. Bilge Uzun

  3. Department of Early Childhood Education, Faculty of Education, Hacettepe University, Ankara, Turkey

    Tülin Güler Yıldız

  4. Department of Early Childhood Education, Faculty of Education, Ankara University, Ankara, Turkey

    Gelengül Haktanır

Authors
  1. Deniz Kahriman-Pamuk
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  2. N. Bilge Uzun
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  3. Tülin Güler Yıldız
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  4. Gelengül Haktanır
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Corresponding author

Correspondence to Deniz Kahriman-Pamuk.

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Appendix: Summary of Means and Standard Deviation Scores of Indicators

Appendix: Summary of Means and Standard Deviation Scores of Indicators

Subscales

Rater

No. of indicators

M

SD

Levels

Environmental sustainability

1

4

5.78

1.07

Good

4

5.64

1.02

Good

4

4.67

1.22

Good

2

.39

.10

Inadequate

1

1.65

.24

Inadequate

2

4

5.64

1.20

Good

4

6.17

.92

Good

4

5.10

1.13

Good

2

.63

.18

Inadequate

1

1.75

.25

Inadequate

Economical sustainability

1

4

4.72

1.14

Good

4

3.26

1.30

Minimal

4

1.60

.53

Inadequate

3

1.60

.46

Inadequate

2

2.04

.59

Minimal

2

4

5.15

1.17

Good

4

3.60

1.24

Minimal

4

2.19

.82

Minimal

3

1.12

.68

Inadequate

2

2.92

.64

Minimal

Sociocultural sustainability

1

4

2.87

1.03

Minimal

4

2.67

1.05

Minimal

4

3.16

1.32

Minimal

3

1.99

.58

Inadequate

1

1.65

.24

Inadequate

2

4

3.21

1.12

Minimal

4

2.58

1.21

Minimal

4

3.84

1.10

Minimal

3

1.85

.41

Inadequate

1

1.65

.24

Inadequate

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Kahriman-Pamuk, D., Uzun, N.B., Yıldız, T.G. et al. Reliability of Indicators Measuring Early Childhood Education for Sustainability: A Study in Turkey Using Generalizability Theory. IJEC 51, 193–206 (2019). https://doi.org/10.1007/s13158-019-00243-6

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