Appendix C Conceptual Frameworks and Research Questions

APPENDIX C
CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

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Figure 1. Conceptual Framework for Early Head Start

Inputs
Resources, assets, contributions, and information
available to achieving program goals

Early Head Start regulations/performance standards

National and regional/state policy, training/TA, and QRIS

Community
• Strengths and needs
• Resources
• Services

•
•
•

Program
Service option
Services provided by partners
Program structure and features
aligned with needs
Resources and funding
Management and support systems
Program policies

•
•
•
•
•
•

Staff
Demographics
Culture and language
Qualifications/ experience
Physical and mental health
Attitudes and beliefs
History of leadership

•
•
•

Child and Family
• Demographic and socioeconomic
characteristics
• Culture and language
• Special needs
• Risk factors

Activities
Plans and activities, services,
and processes designed to
achieve program goals
Community Engagement
• Service coordination
• Referrals
Program Processes
• Implementation of Early
Head Start management
and support systems
• Organizing data to inform
decisions
• Planning for implementation
of new initiatives and
policies
• EHS-CCP and other
partnerships
• Leadership
• Staffing and professional
development

Outputs
Direct, tangible results of program
efforts, such as level of service
delivery and participation
Comprehensive Services
• Partnerships and linkages
• Coordinated and complementary
services
• Ease of access to needed services
•
•
•

•
•
•
•
•

Program Functioning
Quality of program processes
Programmatic decisions supported
by data
New initiatives and policies
implemented
Organizational climate
Leadership
Staff retention
Staff trained
Staff competencies
Service Characteristics

•
•
•
•
•
•
•

Core Services
• Child development and
family support services
• Center-based caregiving
• Home visits
• Family child care
• Services for pregnant
women

Quality of services
Data-based individualized services
Use of curriculum and assessment
Continuity of care
Caregiver-child relationship
Parent-staff relationship
Engagement of families

Enhanced Outcomes
Benefits of program
participation for children and
families

Infant/Toddler Development
and Learning
• Safety and health
• Approaches to learning
• Social and emotional
development
• Language and literacy
• Cognition
• Perceptual, motor, and
physical development

•
•
•
•
•

Family Wellbeing and
Efficacy
Parent wellbeing
Self-sufficiency
Family resources and
competencies
Parenting and parent-child
relationship
Home environment

• Services offered and received

Note: Some of the input factors, for example, child and family characteristics, may directly influence other layers of the framework in addition to Activities. Child and family
outcomes learned may also influence the inputs and the activities that programs will take.
C.3

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Figure 2. Understanding Classroom Processes That Support Responsive Relationships in Early Head Start

RQ7-9.
Program Processes
Supporting Responsive
Relationships
(program director interview,
teacher interview)
• Program goals
• Program plans and decision
making processes
• T/TA and PD

RQ10

RQ10

RQ5a

RQ2a.
Classroom Processes Supporting
Responsive Relationships
-Relationship-based classroom
practices and other aspects of
classroom quality
(teacher interview, classroom
observation)
• Structural features (group size,
ratio etc.)
• Activities
• Use of curricula
• Materials
• Environment

RQ3a

RQ1.
Teacher-Child
Relationships
(Q-CCIIT, CLASS, STRS)

RQ6

RQ13.
Infant/Toddler
Outcomes
• Language and
literacy
• Social and
emotional
development

RQ4

RQ16

RQ12

RQ17

RQ12
RQ11. Program
Functioning
• Organizational climate (PD
and staff interview)
• Decisions supported by
data (PD interview)
• Staff retention (PD
interview)

RQ12

RQ2b.
Parent Engagement
Practices/Activities
(staff interview,
parent interview)

RQ3b

RQ1.
Parent-Teacher
Relationships (staff
interview, parent
interview)
RQ3b
RQ3b

RQ6

RQ15. ParentChild
Relationships
• Home
environment
• Parent
engagement
(parent report)

RQ17

RQ14.
Family
Wellbeing
• Parent
wellbeing
• Selfsufficiency
• Family
resources and
competencies

*As an example of mediation, green path shows teacher-child relationships mediate the associations between classroom processes and infant/toddler wellbeing (RQ5b).

C.5

Figure 3. Understanding Home Visit Processes That Support Responsive Relationships in Early Head Start

RQ7-8.
Program Processes Supporting Responsive
Relationships
(program director interview,
home visitor interview)
• Program goals
• Program plans and decision making processes
• T/TA and PD

RQ11

RQ9

RQ2a.
Home Visit Processes Supporting Responsive
Relationships
-Relationship-based home visit practices
and quality
(home visitor interview and home
visit observation)
• Curricula
• Interactions
• Activities and content

RQ9

RQ3a

RQ3a

RQ12.
Infant/Toddler Outcomes
• Language and literacy
• Social and emotional
development

RQ15

RQ16

RQ11
RQ10.
Program Functioning
• Organizational
climate (PD and staff
interview)
• Decisions supported
by data (PD
interview)
• Staff retention (PD
interview)

RQ11

RQ2b.
Parent Engagement
Practices/Activities
(staff interview,
parent interview)

RQ3b

RQ1.
Parent-Home Visitor
Relationships
(staff interview, parent
interview)
RQ3b

RQ4

RQ14. ParentChild
Relationships
• Home
environment
• Parent
engagement
(parent report)

RQ3b

*Green path shows parent-child relationships mediate the associations between home visit processes and infant/toddler wellbeing (RQ5).
C.6

RQ16

RQ13.
Family
Wellbeing
• Parent
wellbeing
• Self-sufficiency
• Family
resources and
competencies

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Table 1. Research questions for Baby FACES 2018—pathways for centerbased programs
Service characteristics
1.

2a.

2b.
3a.
3b.
4.
5a.
5b.
6.

What does relationship quality look like in center-based Early Head Start?
 Teacher-child relationships

Parent-teacher relationships
How are relationship-based approaches to supporting infant/toddler development embedded in classroom
practices, such as interactions, activities, use of curricula and materials, and other features of the
environment?
What do parent engagement practices and activities look like?
How do classroom practices and other aspects of classroom quality relate to teacher-child relationships?
How do parent engagement practices and activities relate to parent-teacher relationships, parent-child
relationships, and family well-being?
Are teacher-child relationships associated with infant/toddler outcomes?
Are classroom practices or other aspects of classroom quality associated with infant/toddler outcomes?
Do teacher-child relationships mediate the associations between classroom practices and other aspects of
classroom quality and infant/toddler outcomes?
How do parent-teacher relationships relate to teacher-child relationships and infant/toddler outcomes?

Program processes
7.
8.
9.

10.

Are program goals aimed at supporting relationships between caregivers (parents/staff) and infants/toddlers?
Do program plans and decision-making processes reflect support for relationship-based practices and
activities?
How do staff training, technical assistance, and professional development activities target practices that
support the development of nurturing, responsive relationships between caregivers (parents/staff) and
infants/toddlers?
How do program processes and supports (e.g., goals, plans, training and technical assistance, and
professional development) relate to quality of practices in the classroom, teacher-child relationship quality,
parent engagement practices and activities, parent-teacher relationships, and parent-child relationships? Do
classroom practices and quality mediate the associations between program processes and supports and
teacher-child relationship quality? Do parent engagement practices and activities mediate the associations of
program processes and supports with parent-teacher relationships and parent-child relationships?

Program functioning
11.
12.

What are the features of program functioning (such as organizational climate, staff retention) in center-based
Early Head Start programs?
How do features of program functioning mediate the associations between program processes and classroom
practices and quality, and associations between program processes and parent engagement practices?

Infant/toddler outcomes
13.

How are Early Head Start infants and toddlers faring in key domains of development and learning (e.g.,
language and social-emotional development)?

Family well-being
14.
15.
16.
17.

How are Early Head Start families functioning (e.g., social/economic well-being, family resources and
competencies)?
What do parent-child relationships and home environment look like among Early Head Start families?
How are parent-child relationships associated with infant/toddler outcomes?
How is family well-being associated with parent-child relationships and infant/toddler outcomes?

C.7

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Table 2. Research questions for Baby FACES 2018—pathways for home-based
programs
Service characteristics
1.
2a.

2b.
3a.
3b.
4.
5.

What does relationship quality look like in home-based Early Head Start?

Parent-home visitor relationships
How are relationship-based approaches to supporting infant/toddler development embedded in home visit
practices, such as interactions, activities and content, and use of curricula? How are parent-home visitor
relationships and parent-child relationships supported in home visits?
What do parent engagement practices and activities look like?
How do home visit practices and quality relate to parent-home visitor relationships and parent-child
relationships?
How do parent engagement practices and activities relate to parent-home visitor relationships, parent-child
relationships, and family well-being?
How do parent-home visitor relationships relate to parent-child relationships?
Do parent-child relationships mediate the associations between home visit practice quality and infant/toddler
well-being?

Program processes
6.
7.
8.

9.

Are program goals aimed at supporting parent-home visitor relationships and parent-child relationships?
Do program plans and decision-making processes reflect support for relationship-based home visit practices
and activities?
How do staff training, technical assistance, and professional development activities target practices that
support the development of nurturing, responsive relationships between parents and home visitors and
between parents and infants/toddlers?
How are program processes and supports (e.g., goals, plans, training and technical assistance, and
professional development) associated with quality of practice in home visits, parent engagement practices and
activities, parent-home visitor relationships, and parent-child relationships? Do home visit practices and quality
mediate the associations of program processes and supports with parent-home visitor relationships and
parent-child relationships? Do parent engagement practices and activities mediate the associations of program
processes and supports with parent-home visitor relationships and parent-child relationships?

Program functioning
10.
11.

What are the features of program functioning (such as organizational climate, staff retention) in home-based
Early Head Start programs?
How do features of program functioning mediate the associations between program processes and home visit
processes and quality, and associations between program processes and parent engagement practices?

Infant/toddler outcomes
12.

How are Early Head Start infants/toddlers faring in key domains of development and learning (e.g., language
and social-emotional development)?

Family well-being
13.
14.
15.
16.

How are Early Head Start families functioning (e.g., social/economic well-being, family resources and
competencies)?
What do parent-child relationships and home environment look like among Early Head Start families?
How are parent-child relationships associated with infant/toddler outcomes?
How is family well-being associated with parent-child relationships and infant/toddler outcomes?

C.8

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Table 3. Research questions for center-based programs, domains and constructs, and measures
Research questions

Constructs

Measures recommended

Source of data

Teacher-child relationships
 Closeness and conflict
 Support for social-emotional, cognitive, and
language and literacy development
 Number of months teacher has been working
with the child

Teacher-child relationships
 Student-Teacher Relationship Scale, Short Form
(STRS-SF)
 CLASS-Infant; CLASS-Toddler
 Q-CCIIT
 Survey item

Teacher-child relationships
Classroom observation, staff
child report – teachers

Parent-teacher relationships
 Support, endorsement, undermining,
agreement
 Trust, clarity of communication,
 Language of communication
 Ability to understand one another

Parent-teacher relationships
 Cocaring Relationship Questionnaire (CRQ)
 NCEDL home-school relationship measure

Parent-teacher relationships
Parent survey, staff child report
– teachers

2a. How are relationship-based
approaches to supporting
infant/toddler development
embedded in classroom practices
and features?

Classroom features and practices
 Staff:child ratios and class size
 Physical environment and practices
 Implementation of curricula and assessment
 Use of data for planning and individualization
 Languages used for communication and
instruction

Classroom features and practices
 Survey items
 Adapted Baby FACES 2009 Teacher Survey
 Adaptation of select Language Interaction Snapshot
(LISn) items

Classroom features and
practices
Classroom observation, staff
survey – teacher, center
director survey

2b. What do parent engagement
practices and activities look like?

Parent engagement practices
 Family's level of engagement in program
 Involvement in program activities

Parent engagement practices
 NCEDL family involvement measure
 Survey items

Parent engagement practices
Parent survey, staff child report
– teachers

1. What does relationship quality
look like in center-based Early
Head Start?
 Teacher-child relationships
 Parent-teacher relationships

3a. How do classroom practices and other aspects of classroom quality relate to teacher-child relationships?

C.9

see above for same constructs,
measures, and data source

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions
3b. How do parent engagement
practices and activities relate to
parent-teacher relationships,
parent-child relationships, and
family well-being?

4. Are teacher-child relationships
associated with infants' and
toddlers' outcomes?

Constructs

Measures recommended

Source of data

Parent-child relationships
 Parents' perception of closeness and conflict
 Parent-child interactions

Parent-child relationships
 Child-Parent Relationship Scale, Short Form (CPRSSF)
 Healthy Families Parenting Inventory (HFPI)

Parent-child relationships
Parent child report

Home environment
 Bookreading/storytelling, home learning
activities
 Household chaos
Family routines, screen time

Home environment
 Confusion, Hubbub, and Order Scale (CHAOS)
 Baby FACES 2009 parent interview
Survey items

Home environment
Parent survey

Parent well-being
 Health, depressive symptoms, substance
abuse
 Parenting stress, family conflict, economic
stress, social support
Self-sufficiency

Parent well-being
 Center for Epidemiological Studies-Depression (CESD)
 Parenting Stress Index (PSI-SF), Family Environment
Scale (FES), Economic Strain Questionnaire (ESQ),
Healthy Families Parenting Inventory (HFPI)
 Baby FACES 2009 parent interview
Survey items

Parent well-being
Parent survey, parent-child
report

Infant/toddler outcomes
 Expressive and receptive vocabulary
 Gestures, combining words, grammatical
complexity (age specific)
 Behavior problems and emotional
competence

Infant/toddler outcomes
 Child Development Inventory (CDI) age specific forms
 Brief Infant Toddler Social Emotional Assessment
(BITSEA)

Infant/toddler outcomes
Parent child report, staff child
report – teachers

5a. Are classroom practices or other aspects of classroom quality associated with infants' and toddlers' outcomes?
5b. Do teacher-child relationships mediate the associations between classroom practices and other aspects classroom quality and infants' and
toddlers' outcomes?

see above for same constructs,
measures, and data source

6. How do parent-teacher relationships relate to teacher-child relationships and infants' and toddlers' outcomes?

see above for same constructs,
measures, and data source

7. Are program goals aimed at
supporting relationships between
caregivers (parents and staff) and
infants and toddlers?

Program goals related to supporting
responsive relationships and how they are
developed and met
 Setting program goals
 Evaluating progress toward goals

Program goals related to supporting responsive
relationships and how they are developed and met
 Survey items

Program goals related to
supporting responsive
relationships and how they
are developed and met
Program director survey

8. Do program plans and decisionmaking processes reflect support
for relationship-based practices
and activities?

Program processes supporting responsive
relationships
 Considerations in assigning primary
caregivers
 Processes for facilitating relationship with
primary caregiver

Program processes supporting responsive
relationships
 Survey items
 Continuity of Care scale (Ruprecht)

Program processes
supporting responsive
relationships
Center director survey, staff
child report – teachers

C.10

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions

Constructs

Measures recommended

Program processes supporting responsive
Program processes supporting responsive
9. How do staff training, technical
relationships
relationships
assistance, and professional
development activities target
 Supervision
 Adapted Baby FACES 2009 PDI
practices that support the
 Mentoring/coaching
 Adapted FACES 2014 Center Director SAQ
development of nurturing,

Training
 Survey items
responsive relationships between
caregivers (parents and staff) and
 Classroom observation
infants and toddlers?
10. How do program processes and supports (for example, goals, plans, training and technical assistance, and professional development) relate to
quality of practices in the classroom, teacher-child relationship quality, parent engagement practices and activities, parent-teacher relationships, and
parent-child relationships?
Do classroom practices and quality mediate the associations between program processes and supports and teacher-child relationship quality? Do
parent engagement practices and activities mediate the associations of program processes and supports with parent-teacher relationships and
parent-child relationships?

Source of data
Program processes
supporting responsive
relationships
Center director survey, staff
survey – teacher

see above for same constructs,
measures, and data source

Program functioning
Organizational climate
 Leadership, communication, supportiveness
and collaboration
 Staff stress, staff satisfaction

Program functioning
Organizational climate
 TCU-Survey of Organizational Functioning (Cohesion,
Communication, Stress, and Satisfaction subscales)
 Organizational Climate Description Questionnaire for
Elementary Schools [OCDQ-RE] (Supportive behavior)

Program functioning
Center director survey
Staff survey – teacher

Data-supported decision making
 Availability of data, uses of data for program
planning
Barriers and supports for data use

Data-supported decision making
Survey items

Data-supported decision
making
Program director survey

Staff retention
 Turnover
 Positions unfilled
Hiring practices

Staff retention
Adapted from Baby FACES 2009 PDI

Staff retention
Program director survey, center
director survey

12. How do features of program
functioning mediate the
associations between program
processes and classroom practices
and quality and associations
between program processes and
parent engagement practices?

see above

see above

see above

13. How are EHS infants/toddler
faring in key domains of
development and learning (for
example, language and socialemotional development)?

see above

see above

see above

11. What are the features of
program functioning (such as
organizational climate and staff
retention) in center-based Early
Head Start programs?

C.11

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions

Constructs

Measures recommended

Source of data

14. How are EHS families
functioning (for example, social and
economic well-being and family
resources and competencies)?

see above

see above

see above

15. What do parent-child
relationships and home
environment look like among Early
Head Start families?

see above

see above

see above

16. How are parent-child
relationships associated with
infants' and toddlers' outcomes?

see above

see above

see above

17. How is family well-being
associated with parent-child
relationships and infants' and
toddlers' outcomes?

see above

see above

see above

C.12

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Table 4. Research questions for home-based programs, domains and constructs, and measures
Research questions
1. What does relationship quality look
like in home-based Early Head Start?
 Parent-home visitor relationships

2a. How are relationship-based
approaches to supporting
infant/toddler development embedded
in home visit practices, such as
interactions, activities and content, and
use of curricula? How are parent-home
visitor relationships and parent-child
relationships supported in home visits?

Constructs

Measures recommended

Source of data

Parent-home visitor relationships
 Parent-home visitor collaboration
- Support, Goal setting, Tasking, Bonding
- Trust, Clarity of communication
 Parents' satisfaction with home visit

Parent-home visitor relationships
 Cocaring relationship questionnaire (CRQ; parents
only)
 Working Alliance Inventory (WAI)
 NCEDL home-school relationship measure
 Parent's satisfaction with home visitor and home
visit

Parent-home visitor
relationships
Parent survey, staff child
report – home visitors

Parent-home visitor communication
 Communication between visits (how often and
mode)
 Language of communication
 Ability to understand one another

Parent-home visitor communication
 Survey items
 Mother and Infant Home Visiting Program
Evaluation (MIHOPE) weekly log (adapted)

Parent-home visitor
communication
Parent survey, staff child
report – home visitors

Curriculum use and home visit plans
 Curriculum and assessment use and home visit
plans
 Use of data for planning and individualization

Curriculum use and home visit plans
 Survey items

Curriculum use and home
visit plans
Staff survey – home visitor,
program director survey

Home visit alignment
 How well did the home visit align with visitor's
lesson plan for the visit? If not aligned, why
not?

Home visit alignment
 Content and Characteristics Form (adapted)

Home visit alignment
Staff child report – home
visitors

Home visit length, content, and language
 Topics and activities addressed with family,
referrals made for family
 Who participated in home visit, parent
engagement, and parents' follow-through from
previous visit
 Language of home visit, if interpreter used

Home visit length, content, and language
 MIHOPE weekly log (adapted)
 Content and Characteristics Form (revised)

Home visit length, content,
and language
Staff child report – home
visitors, staff survey – home
visitor

Home visit dosage

Home visit dosage
 Survey items

Home visit dosage
Parent survey

Continuity of care
 Time home visitor has been working with the
family

Continuity of care
 Survey items

Continuity of care
Staff child report – home
visitors

C.13

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions

Constructs

Measures recommended

Source of data

2b. What do parent engagement
practices and activities look like?

Parent engagement practices
 Family's level of engagement in program
 Involvement in program activities

Parent engagement practices
 Survey items

Parent engagement
practices
Parent survey, staff child
report – home visitors

3a. How do home visit practices and
quality relate to parent-home visitor
relationships and parent-child
relationships?

Parent-home visitor relationship
see above

Parent-home visitor relationship
see above

Parent-home visitor
relationship
see above

Parent-child relationships
 Parents' perception of closeness and conflict
 Parent-child interactions

Parent-child relationships
 Child-Parent Relationship Scale, Short Form
 Healthy Families Parenting Inventory (HFPI)

Parent-child relationships
Parent child report

Home environment
 Bookreading/storytelling, home learning
activities
 Household chaos
 Family routines, screen time

Home environment
 Baby FACES 2009 parent interview
 CHAOS
 Survey items

Home environment
Parent survey

Parent-home visitor relationship
see above

Parent-home visitor relationship
see above

Parent-home visitor
relationship
see above

Parent-child relationships
see above

Parent-child relationships
see above

Parent-child relationships
see above

Parent well-being
 Health, depressive symptoms, substance
abuse
 Parenting stress, family conflict, economic
stress, social support
 Self-sufficiency

Parent well-being
 Center for Epidemiological Studies-Depression
(CES-D)
 Parenting Stress Index (PSI-SF), Family
Environment Scale (FES), Economic Strain
Questionnaire, Healthy Families Parenting
Inventory
 Baby FACES 2009 parent interview
 Survey items

Parent well-being
Parent survey, parent-child
report

3b. How do parent engagement
practices and activities relate to
parent-home visitor relationships,
parent-child relationships, and family
well-being?

4. How do parent-home visitor relationships relate to parent-child relationships?

5. Do parent-child relationships
mediate the associations between
home visit practice quality and infants'
and toddlers' well-being?

see above for same
constructs, measures, and
data source

Infant/toddler outcomes
 Expressive and receptive vocabulary, gestures,
combining words, grammatical complexity
Behavior problems and emotional competence

C.14

Infant/toddler outcomes
 Child Development Inventory (CDI) age specific
forms
 Brief Infant Toddler Social Emotional Assessment
(BITSEA)

Infant/toddler outcomes
Parent child report, staff child
report – home visitors

APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions

Constructs

Measures recommended

Source of data

6. Are program goals aimed at
supporting parent-home visitor
relationships and parent-child
relationships?

Program goals related to supporting
responsive relationships and how they are
developed and met
 Setting program goals
 Evaluating progress toward goals

Program goals related to supporting responsive
relationships and how they are developed and
met
 Survey items

Program goals related to
supporting responsive
relationships and how they
are developed and met
Program director survey

7. Do program plans and decisionmaking processes reflect support for
relationship-based home visit practices
and activities?

Program processes supporting responsive
relationships
 Program policy about home visitor continuity

Program processes supporting responsive
relationships
 Survey item

Program processes
supporting responsive
relationships

8. How do staff training, technical
assistance, and professional
development activities target practices
that support the development of
nurturing, responsive relationships
between parents and home visitors
and between parents and infants and
toddlers?

Program processes supporting responsive
relationships
 Supervision
 Mentoring/coaching, including methods and
topics covered in, frequency and usefulness of
mentoring/coaching
 Training, including topics covered in, and
usefulness of training
 Observation of home visits
 Program support for home visitor’s safety

Program processes supporting responsive
relationships
 Adapted BFACES 2009 PDI
 Adapted FACES 2014 Staff Survey
 Survey items

Program director survey

9. How are program processes and supports (for example, goals, plans, training and technical assistance, and professional development) associated
with quality of practice in home visits, parent engagement practices and activities, parent-home visitor relationships, and parent-child relationships?
Do home visit practices and quality mediate the associations of program processes and supports with parent-home visitor relationships and parentchild relationships? Do parent engagement practices and activities mediate the associations of program processes and supports with parent-home
visitor relationships and parent-child relationships?
10. What are the features of program
functioning (such as organizational
climate and staff retention) in homebased Early Head Start programs?

Program processes
supporting responsive
relationships
Program director survey, staff
survey – home visitor

see above for same
constructs, measures, and
data source

Program functioning
Organizational climate
 Leadership, communication, supportiveness
and collaboration
 Staff stress, staff satisfaction

Program functioning
Organizational climate
 TCU - Survey of Organizational Functioning
(Cohesion, Communication, Stress, and
Satisfaction subscales)
 Organizational Climate Description Questionnaire
for Elementary Schools [OCDQ-RE] (supportive
behavior)

Program functioning
Staff survey – home visitor

Data-supported decision making
 Availability of data
 Uses of data for program planning
 Barriers and supports for data use

Data-supported decision making
 Survey items

Data-supported decision
making
Program director survey

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APPENDIX C: CONCEPTUAL FRAMEWORKS AND RESEARCH QUESTIONS

Research questions

Constructs

Measures recommended

Source of data

10. What are the features of program
functioning (such as organizational
climate and staff retention) in homebased Early Head Start programs?
(continued)

Staff retention
 Turnover
 Positions unfilled
 Hiring practices

Staff retention
 Adapted Baby FACES 2009 PDI

Staff retention
Program director survey

11. How do features of program
functioning mediate the associations
between program processes and
home visit processes and quality and
associations between program
processes and parent engagement
practices?

see above

see above

see above

12. How are Early Head Start infants
and toddlers faring in key domains of
development and learning (for
example, language and socialemotional development)?

see above

see above

see above

13. How are Early Head Start families
functioning (for example, social
andeconomic well-being, family
resources, and competencies)?

see above

see above

see above

14. What do parent-child relationships
and home environment look like
among Early Head Start families?

see above

see above

see above

15. How are parent-child relationships
associated with infants' and toddlers'
outcomes?

see above

see above

see above

16. How is family well-being
associated with parent-child
relationships and infants' and toddlers'
outcomes?

see above

see above

see above

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