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 Degree Discipline: Early Childhood Education
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Effects of a Brain Improvement Program on Students' Reading Achievement

Effects of a Brain Improvement Program on Students' Reading Achievement

Date: May 2013
Creator: Sánchez, Edelmira
Description: How to close the reading achievement gap among K-12 students is an ongoing emphasis for educators in the 21st century. The purpose of the study was to determine if using kinesthetic movements from the Brain Gym® program improved the reading achievement of Grade 3 Hispanic and African American students. Students from four elementary schools participated in the study. The students in the control and experimental groups completed a 2004 release TAKS third grade reading assessment for the pretest and posttest. Students in the experimental group completed five selected kinesthetic movements from the Brain Gym® program five minutes at the beginning of each Monday through Friday school day. The intervention lasted 30 days and a total of 150 minutes. Data were analyzed using a 2 x 2 mixed between-within subjects analysis of variance. Findings revealed that performing the five kinesthetic movements from the Brain Gym® program did not increase students' reading achievement scores. Only the variable of time between pretest and posttest affected students' reading scores. The results from this study did not support the findings of other studies of the effectiveness of kinesthetic movements.
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The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills.

The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills.

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Date: December 2003
Creator: Alman, Lourdes Fraga
Description: This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the ...
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The Effects of a Parent Program Focused Upon Enhancing Social-Emotional Development of Young Children Through Parent Instruction in Affective-Interpersonal Facilitation

The Effects of a Parent Program Focused Upon Enhancing Social-Emotional Development of Young Children Through Parent Instruction in Affective-Interpersonal Facilitation

Date: December 1974
Creator: Wawrykow, Lea Anna
Description: Twenty-seven parents with young children were randomly assigned to an experimental group which underwent an affective skill-building program, or one of two control groups. Pre and postassessments measured levels of communication, discrimination, and child vocalization for each parent. Multilinear regression analysis indicated that final communication skills among the three groups were significantly different. Final communication skills of the experimental group were significantly greater than those of the Hawthorne control group. Final discrimination skills for the three groups showed a trend toward being significantly different. Levels of child vocalization did not show significant changes. The experimental program was successful in improving accurate parent-child communication in the affective realm.
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The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior

The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior

Date: December 2000
Creator: Lopez, Helen Trevino
Description: This study employed a pretest/posttest control group design to investigate the achievement of second grade Hispanic students from a predominantly low socio-economic school in a large metropolitan city. The thirty Hispanic students with the lowest scores on the Gates MacGinitie Reading Test were randomly assigned to the experimental group (n =15) or the control group (n=15). The treatment consisted of 16, 30-minute sessions of play intervention--2 times per week for 8 weeks. The providers of play therapy were school personnel trained in the principles of child-centered play therapy including tracking, reflecting feelings, and setting limits. Instruments were administered to all subjects prior to the 8 week treatment period and in the two-week period following treatment and included the GMRT, the Joseph Pre-School Primary Self-Concept Test (JPPSCST) and the Child Behavior Checklist Teacher Report Form (CBCTRF). Statistical analyses included a (t-test; 2 tail; p > .05), discriminant analysis, and cross validation. The results indicated that children who received play therapy did not achieve notably higher mean scores in reading. However, play therapy did improve the experimental group's self-concept scores and their internal behavior scores, though not significantly. All differences between the experimental and the control groups were within 1 point except ...
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Effects of Background Music on Preschoolers' Attention.

Effects of Background Music on Preschoolers' Attention.

Date: December 2009
Creator: Dartt, Kevin Maurine
Description: Background music is often used in preschool classrooms with the belief that music makes children smarter and increases attention. The purpose of this study was to determine if background music increased children's focused attention during play activities. Focused attention occurs when children maintain attention to a task regardless of distractions. This quasiexperimental study investigated background music and play in a laboratory setting. I videotaped individual children during play with math manipulatives in a pretest-posttest research design with background music used as the treatment. Forty-three 3-, 4-, and 5-year-olds played for 15 minutes. The first 5 minutes of play had no music (pretest), the second 5-minute play episode had background music (treatment), and the final 5-minute play episode had no background music (posttest). Data were analyzed using one-way repeated measures analysis of variance. Findings revealed that the subjects paid less attention to the play task with background music than they did during the pretest, with no music. Another key finding was that children with more musical experiences at home, as reported by the Child's Home Musical Experience Survey (CHIMES), exhibited longer periods of focused attention with background music. This study confirmed previous research that 3-year-old children have shorter focused attention than ...
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Effects of Child Development Associate Credential System 20 on Candidate Success Rates

Effects of Child Development Associate Credential System 20 on Candidate Success Rates

Date: December 2015
Creator: Davis, Travis J.
Description: The purpose of this research was to identify the impact of process changes that have been made to the Child Development Associate (CDA) credential, which is a beginning early childhood teacher credential that focuses on competency based standards widely seen as necessary for early childhood teachers to possess. The process in which early childhood teachers receive their credential changed in 2013 with the implementation of CDA credential 2.0. Changes included taking a computerized exam and the implementation of a professional development specialist conducting an on-site classroom observation. In order to determine the impact that CDA 2.0 had on teacher credentialing success rates, a mixed-method sequential design was employed. First, existing data sets of success rates from a national scholarship program were reviewed. Following, interviews with CDA credential seekers were conducted. Findings revealed that while candidate success rates increased for those receiving CDA credentials under the 2.0 system, the actual number of candidates receiving scholarships to pursue the CDA credential through the national scholarship program decreased. Qualitative analysis of the semi-structured interviews indicated that three areas that impacted CDA 2.0 candidate success rates were the professional education programs and instructors, the CDA Exam, and Professional Development Specialists. This is the first ...
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Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children

Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children

Date: December 1996
Creator: Gutierrez-Gomez, Catalina
Description: The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited ...
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English language learners: Does summer school make a difference in young children's literacy scores?

English language learners: Does summer school make a difference in young children's literacy scores?

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Date: August 2006
Creator: Wickert, DeAnna S.
Description: Many school districts consider literacy and oral language as a top priority for pre-kindergarten students. In the district under study, pre-kindergarten English language learner (ELL) students are encouraged to attend a special summer school program to increase their oral language ability in English. This study compared three groups of children: ELL students attending summer school v. ELL students not attending summer school v. English speaking students not attending summer school. The students' primary reading inventory scores from the end of pre-kindergarten to the middle of kindergarten in the areas of reading, writing and oral language were compared. As expected, ELLs who attended summer school showed significant growth in oral language development from the beginning of summer school to the end of summer school. While it was hypothesized that ELL students attending summer school would show more improvement in oral language than other children over time, there was no significant difference between summer school and non-summer school children's scores by the middle of kindergarten.
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An Evaluation of the Effect of a Specific Perceptual Training Program on Classroom Skills in Kindergarten

An Evaluation of the Effect of a Specific Perceptual Training Program on Classroom Skills in Kindergarten

Date: May 1977
Creator: Cook, Grace H.
Description: The purpose of the evaluation was to test effectiveness of a visual, visual-motor, and auditory perceptual skills training program devised by Dr. Jerome Rosner, and to confirm or deny application of this training to improved classroom skills. Subjects were 38 kindergarten children, 20 in the Contrast Group, and 18 in the Experimental Group. Both groups received the same training in the basic curriculum of readiness skills. The Experimental Group also received training in the Visual Analysis and Auditory Analysis Skills programs. Pretests and posttests were administered, tabulated, and analyzed. Differences in raw score means were sufficient to indicate more than a chance factor and all tests demonstrated a plus factor for children in the Experimental Group.
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Exploring Team Performance as an Independent Variable: Can Performance Predict Resource Allocation?

Exploring Team Performance as an Independent Variable: Can Performance Predict Resource Allocation?

Date: December 2007
Creator: Lopez, Nicolette P.
Description: Encouraging positive work team growth depends on, in part, the form and availability of organizational resources and support. Support systems have been found to be important for work team health and survival. However, managers are challenged to make resource decisions while working within company budgetary restraints. Previous research has indicated a positive relationship exists between teams provided with appropriate resources and support, and increased team performance. This study extended previous research by exploring if team performance can predict resources and support. Specifically, the means by which managers allocate resources based on team performance was examined. Archival data included 36 work teams and their managers drawn from four geographically dispersed manufacturing companies. Information gathered from a modified version of an original team support system instrument was used to assess the importance and presence of four resource systems. Additionally, a gap score was calculated from these scores to assess the alignment between resource need and resource existence. Data was used to assess the potential relationships between managers' perceptions of team performance and the manner by which resources are allocated. All hypotheses produced non-significant findings. Results of the hypotheses, data patterns, and limitations of the study are discussed, and opportunities for future research ...
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Fantasy-Reality Distinctions of Four- and Five-Year-Old Middle-Income White Children in Relation to their Television Viewing Preferences and Habits

Fantasy-Reality Distinctions of Four- and Five-Year-Old Middle-Income White Children in Relation to their Television Viewing Preferences and Habits

Date: May 1977
Creator: Linn, Hilda
Description: Methods of study include two questionnaires and eight photographs of television characters used while interviewing sixty children, ages four and five. The data showed that the children actively selected the television programs they watched rather than watching at random. They watched television regularly and named the programs they watched. The children perceived a great amount of parental supervision in their viewing of television. Most children were able to understand the concepts of fantasy and reality, to distinguish between those concepts, and to apply them to specific television program characters and their actions. However, the five-year-olds showed a greater tendency to identify television program characters as make-believe.
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Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Date: December 2007
Creator: Gottshall, Dorothy Lee
Description: Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. ...
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The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?

The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?

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Date: May 2003
Creator: Pierce, Laura Boehl
Description: Many children in the United States cannot read on level by fourth grade. Traditionally, teachers have delayed reading instruction until first grade. However, involving children sooner in literary activities may provide skills needed to enable them to read on grade level. The purpose for this study was to determine the extent to which daily writing in kindergarten influences the development of invented spelling and learning to read. Five teachers modeled writing with 78 kindergarten children who wrote every day or almost every day for 20 weeks. There were 51 children in an experimental group, and 27 in a control group who were given a pretest and a posttest using the Observation Study (Clay, 1993). Results from a mixed model ANOVA indicated a significant difference between the control group and the experimental group on the Dictation Task F (1, 76) = 11.76, P≤ .001 and the Writing Test F (1, 76) = 4.33, P≤ .01. Results from a z-Test of dependent proportions indicated there were significant differences in the reading levels of the control group from the pretest to the posttest (z = 7.51, P ≥ .05) because (z = 7.51, Zcv = 1.96). The experimental group results from pretest to ...
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Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Date: May 2009
Creator: Thomson, Donna R.
Description: Experts do not agree on the definition of spiritual development although positive spiritual development benefits society in many ways. Without agreement on the definition of spiritual development and a common understanding of spiritual development, parents, teachers, and pastors who are entrusted with the task of fostering positive spiritual development in Christian settings face the challenges of determining what spiritual development is (definition), the desired goals (culmination) of spiritual development, and the most effective ways to meet those goals (context and content). The purpose of this study was to use data, from the social sciences and Christian points of view, to inform Christian education programs and arrive at recommendations for fostering young children's spiritual development. Data sources include textual literature from the social science and Christian points of view. In addition, the researcher gathered interview data from twenty children's pastors. Research results included: 1. It is possible that spirituality is associated with sensory awareness. 2. Examining spirituality as sensory awareness may lead to focusing on innate qualities of spiritual capacity with a more focused inclusion of children with special needs in faith-based programs, a God-given conscience, and consideration that children may be born with spiritual gifts to express their spiritual nature. ...
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Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development

Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development

Date: December 1996
Creator: Williams, Patricia H. (Patricia Howard)
Description: This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with teachers; observations at parent/child workshop sessions, which were also videotaped; and work samples, including a home literacy portfolio from each child. Findings indicate that parents are involved in their children's literacy development. Also, at home, children participate in both open-ended literacy activities and drill-oriented literacy activities, with most of the activities falling into the open-ended category. According to the findings, all of the parents were more aware of their child's literacy achievements after attending the parent/child workshop and developing a home literacy portfolio. In addition, the home literacy portfolio proved to be a useful tool for sharing information at parent/teacher conferences. Parents and teachers exchanged literacy information at the parent/teacher conference. In the process of explaining the portfolios, the parents ...
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Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development

Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development

Date: May 2013
Creator: Gonzalez, Lauren
Description: Although prior research has shown that parental involvement positively affects a child's literacy development, attention should also be directed to the factors that keep parents from being involved in their children's education. The study reported in this dissertation examined five factors: socioeconomic status, level of education, employment, culture, and language that may be influential in parental assistance of their children's literacy development in the home. The data sources for this investigation included interview responses and a demographic survey. Data from 17 parents, each from a different household, and each with a child in kindergarten were obtained and used for the study. For analyses of these data, content analysis was used to identify similar themes among the interview responses and the demographic survey. Results indicated the following: (1) the time parents spent assisting their child with literacy activities was affected by long work hours, (2) parents with a yearly income of $25,000 or less were unable to provide additional literacy materials for their children, (3) lack of multicultural literature caused culturally diverse parents to feel devalued, and (4) parents who did not speak English fluently lacked the strategies to assist their children in completing English literacy homework. The findings suggest there ...
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Incarcerated mothers in Cuenca, Ecuador: Perceptions of their environment and the impact it has on the lives of their young children and their education.

Incarcerated mothers in Cuenca, Ecuador: Perceptions of their environment and the impact it has on the lives of their young children and their education.

Date: May 2008
Creator: McBride, Rachel L.
Description: The number of children whose mothers are incarcerated is increasing around the world. Educators of young children are faced with new challenges in their classrooms as they work with these children during their formative years for social-emotional development. The purpose of this qualitative study was to interview the mothers, in order to gain their perspective on how they feel their incarceration has affected their relationship with their children; how they believed it would affect their children in the future, and to investigate the perceptions of early childhood teachers who worked with children of incarcerated mothers. Using interviews, observations, journal, and field notes the researcher collected information from 3 incarcerated mothers, 3 of their children, and the 2 teachers who worked with these children. Overall findings were that the mother-child relationships are of extreme importance to the mothers. They have high hopes for a better life for their child, which includes concerns about their education. Mothers had fears that their incarceration would repeat itself in their children and desired for things to be different in their children's futures. They reported their incarceration affecting their children in negative ways. Their children had difficulty depicting their mothers in their drawings. Lastly, the teachers ...
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An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children

An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children

Date: May 2003
Creator: Boatman, Vikki
Description: The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs. Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted. Statistically ...
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Juvenile Justice Sentencing: Are There Alternatives?

Juvenile Justice Sentencing: Are There Alternatives?

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Date: December 2000
Creator: Youngblood, Michelle K.
Description: Research indicates that states have implemented juvenile justice reforms to enact harsher punishments, to transfer greater numbers and younger juvenile offenders to adult criminal court, and to restrict discretion of the juvenile court judges. Social science studies have found that harsher punishments, transfers to adult criminal court and other measures do not work, but that comprehensive approaches which address the numerous major factors contributing to juvenile offending have been successful. This study examined the legal status of the juvenile justice system by focusing upon ten diverse sample states and analyzed the social science research on factors contributing to juvenile offending and on prevention, treatment, and rehabilitation approaches. The study was accomplished by legal research, qualitative social science research, and analysis of both. Findings indicated: a) state statutes require and allow adult punishment of juvenile offenders, transfer of juvenile offenders to adult criminal court, and direct filing of charges against juveniles in adult criminal court; most states begin these proceedings at age 14, some have no age minimum; b) social science research indicates numerous factors contribute to juvenile offending with most of the factors categorized into the major factors of early antisocial behavior, deviant peers, parents and family, sociomoral reasoning, biological ...
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Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Date: August 1973
Creator: Hicks, Vivian Agnes
Description: This study is concerned with the problem of determining the competencies which inservice kindergarten teachers and kindergarten-teacher trainers consider most important for teaching kindergarten. There are four purposes of the study: to identify specific competencies needed to teach kindergarten, to determine the teacher competencies considered most important by kindergarten teachers, to determine teacher competencies considered most important by teacher trainers, and to compare the rankings of teacher competencies by kindergarten teachers and kindergarten-teacher trainers.
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Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Date: August 1993
Creator: Emerson, Stacia B. (Stacia Brewster)
Description: This study describes the language behaviors and social strategies of English as Second Language (ESL) and English as Primary Language (EPL) pre-kindergarten students during cooperative Computer Assisted Instruction (CAI) experiences. Thirty-three pre-kindergarten subjects ages four to five years, were videotaped at two personal computers during self-selected center time. The sources of data for this descriptive study were a parent computer survey, videotapes, a subject interview derived from the Young Children's Computer Inventory, and written records.
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Long-Term Effects of Quality Preschool for Disadvantaged Children

Long-Term Effects of Quality Preschool for Disadvantaged Children

Date: December 1987
Creator: Petrik, Rebecca D. (Rebecca Diane)
Description: The eleven studies which comprise the Consortium for Longitudinal Studies were described in order to determine long-term effects of preschool education on disadvantaged children. Research methods and results of the studies were evaluated and compared. An historical overview details the sociopolitical milieu from the time the eleven studies began in the 1960s to the present. Theories which impacted the preschool movement in the 1960s were also discussed, particularly those which concern the development of intelligence, the importance of early education and environmental impact on the development of intelligence. Demographic data were used to describe disadvantaged children's needs for quality early intervention programs. The results of the eleven Consortium studies indicate positive long-term effects for disadvantaged children enrolled in quality preschool programs.
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Mass media in the writing process of English as a second language kindergarteners: A case study examination

Mass media in the writing process of English as a second language kindergarteners: A case study examination

Date: August 2001
Creator: Melton, Janet Moody
Description: Mass media such as television, video players, video games, compact disks, and the computers are commonplace in current American culture. For English as a Second Language children, television may be the only source of English in the home serving as models of grammar, syntax, story structure. An investigation was made using English as a Second Language (ESL) kindergarteners, the classroom writing center, participant-observation, teacher as researcher, and case study methodology to investigate the following questions: Do ESL kindergarten children use media in their writing? If so, how do they use media in their writing? Upon examination of the data, it was found that all these ESL children did use media in the writing process. The function and form of the media references varied from child to child. Media was a cultural context for the childrenÕs social interactions. Oral language (with and without media references) not only informed the writing for some, but also served: to initiate, participate in, and sustain social relationships with peers. Findings indicated that two case study subjects used social dialogue as a separate operation from the production of a written story. Language informed the writing but it also had a socialization function in addition to what ...
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Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.

Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.

Date: May 2009
Creator: He, Su-Chuan
Description: This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood. The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of ...
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