Donna S. Lero

TL;DR: This study, the largest and most extensive ever undertaken in Canada, used the Caregiver Interaction Scale (CIS) to rate the adult–child interactions in the classrooms and the Infant–Toddler Environment Rating Scale (ITERS) and the Early Childhood Environment Rating scale-Revised (ECERS-R) to measure the quality of classroom learning environments.

TL;DR: In this article, the theoretical framework and rationale that underlie a large-scale international study of the work-family interface is described, using a multi-level, theoretic approach.

TL;DR: The Handbook as mentioned in this paper synthesizes theory, research, policy, and workplace practice/organizational policy issues in one place, which is useful as a reference for researchers in the area, as a guide to practitioners and policy makers, and as a resource for teaching in both undergraduate and graduate courses.

TL;DR: In this article, a study of 231 regulated family child care providers proposed a theoretical model to explore the effects on quality of: (1) provider level of general education; (2) provider degree of intentionality; (3) provider training and experience in family care; (4) provider use of support services; and (5) provider work environment.

TL;DR: There are knowledge and methods gaps around all of the domains of care arising from failure to measure, or measure consistently, the costs; failure to account for contexts within which care is delivered; and lack of consistency in specifying care thresholds influencing labor force exit and employment consequences.