Critical Competencies of Program Quality as Perceived by Extension Educators

Jeantyl Norze

doi:doi:10.11648/j.ash.20200602.11

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Critical Competencies of Program Quality as Perceived by Extension Educators

Jeantyl Norze

Published in Advances in Sciences and Humanities (Volume 6, Issue 2)

Received: 13 March 2020 Accepted: 26 March 2020 Published: 14 April 2020

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Abstract

This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.

Published in	Advances in Sciences and Humanities (Volume 6, Issue 2)
DOI	10.11648/j.ash.20200602.11
Page(s)	52-57
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Staff Training, Program Quality, Diversity, Positive Youth Development

References

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Jeantyl Norze. (2020). Critical Competencies of Program Quality as Perceived by Extension Educators. Advances in Sciences and Humanities, 6(2), 52-57. https://doi.org/10.11648/j.ash.20200602.11

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Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv. Sci. Humanit. 2020, 6(2), 52-57. doi: 10.11648/j.ash.20200602.11

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AMA Style

Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv Sci Humanit. 2020;6(2):52-57. doi: 10.11648/j.ash.20200602.11

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@article{10.11648/j.ash.20200602.11,
  author = {Jeantyl Norze},
  title = {Critical Competencies of Program Quality as Perceived by Extension Educators},
  journal = {Advances in Sciences and Humanities},
  volume = {6},
  number = {2},
  pages = {52-57},
  doi = {10.11648/j.ash.20200602.11},
  url = {https://doi.org/10.11648/j.ash.20200602.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20200602.11},
  abstract = {This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.},
 year = {2020}
}

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TY  - JOUR
T1  - Critical Competencies of Program Quality as Perceived by Extension Educators
AU  - Jeantyl Norze
Y1  - 2020/04/14
PY  - 2020
N1  - https://doi.org/10.11648/j.ash.20200602.11
DO  - 10.11648/j.ash.20200602.11
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 52
EP  - 57
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20200602.11
AB  - This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.
VL  - 6
IS  - 2
ER  -

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Author Information

Jeantyl Norze

College of Agriculture, Biotechnology & Natural Resources, University of Nevada Cooperative Extension, Las Vegas, USA

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APA Style

Jeantyl Norze. (2020). Critical Competencies of Program Quality as Perceived by Extension Educators. Advances in Sciences and Humanities, 6(2), 52-57. https://doi.org/10.11648/j.ash.20200602.11

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ACS Style

Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv. Sci. Humanit. 2020, 6(2), 52-57. doi: 10.11648/j.ash.20200602.11

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AMA Style

Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv Sci Humanit. 2020;6(2):52-57. doi: 10.11648/j.ash.20200602.11

Copy | Download

@article{10.11648/j.ash.20200602.11,
  author = {Jeantyl Norze},
  title = {Critical Competencies of Program Quality as Perceived by Extension Educators},
  journal = {Advances in Sciences and Humanities},
  volume = {6},
  number = {2},
  pages = {52-57},
  doi = {10.11648/j.ash.20200602.11},
  url = {https://doi.org/10.11648/j.ash.20200602.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20200602.11},
  abstract = {This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Critical Competencies of Program Quality as Perceived by Extension Educators
AU  - Jeantyl Norze
Y1  - 2020/04/14
PY  - 2020
N1  - https://doi.org/10.11648/j.ash.20200602.11
DO  - 10.11648/j.ash.20200602.11
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 52
EP  - 57
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20200602.11
AB  - This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.
VL  - 6
IS  - 2
ER  -

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