You limited your search to:

  Access Rights: Public
  Partner: UNT Libraries
 Decade: 2010-2019
 Degree Discipline: Early Childhood Education
Accreditation Facilitation Projects:  Supporting High Quality Early Childhood Education and Care

Accreditation Facilitation Projects: Supporting High Quality Early Childhood Education and Care

Date: May 2013
Creator: Reinke, Stephanie L.
Description: High-quality early childhood education and care (ECEC) are linked to positive developmental outcomes for children. Systems have been created to define, measure and promote high-quality ECEC. National accreditation status is deemed the gold standard of a high-quality program, yet many centers are unable to achieve this without assistance. With the help of Accreditation Facilitation Projects (AFPs), many low-income centers are able to achieve accreditation. Centers collaborating with an AFP reap many benefits including financial support, ongoing training and mentoring, and guidance through the accreditation process. AFPs invest greatly in the centers they collaborate with and the longer the center takes to achieve accreditation, the more resources an AFP must expend. The purposes of this study were to understand if the educational level of center director, the total enrollment of a center, or the percentage of children receiving government subsidies could predict the time it takes for a center to complete the accreditation process while receiving assistance from an AFP, and to determine if there are differences in attitudes about program accreditation between center directors and early learning specialists who serve as accreditation mentors to the directors. Findings revealed that a) the higher educational level of program directors is associated with ...
Contributing Partner: UNT Libraries
Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory

Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory

Date: May 2012
Creator: Ma, Phoenix S.
Description: Autism is one of the fastest growing childhood disorders in the world, and the families that have children with autism experience frustration and stress due to many practical problems. with the increase in the prevalence of autism, it is urgent to raise awareness of autism and to provide services and support for children with autism and their parents to improve the parent-child relationship and moderate the parental stress. with regard to families with children diagnosed as autistic, the purposes of this study are to: (a) examine the group differences in parental stress and parent-child relationship between Taiwan and the United States based on racial and cultural differences; (b) identify factors, if any, that influence the parental stress and parent-children relationship; (c) investigate if there are differences in the results of child development when children are diagnosed with autism in these two countries; (d) establish the Battelle Development Inventory-II in Mandarin Chinese version for use of evaluation with development delays in Taiwan. Findings revealed that: (a) the Battelle Developmental Inventory, Second Edition (BDI-II), is highly reliable with a great value of internal consistency in the use with parents and children with autism in Taiwan; (b) there is no significant difference in ...
Contributing Partner: UNT Libraries
The Disney Influence on Kindergarten Girls' Body Image

The Disney Influence on Kindergarten Girls' Body Image

Date: May 2013
Creator: Asawarachan, Tanawan
Description: Media is now a part of the early childhood world. In many countries, including industrialized and developing countries, children spend more time consuming various kinds of media. The impact of media on children's perception of their body images has been and continues to be a concern of parents and early childhood professionals. This research examined the influence of Disney movies on Thai kindergarten girls' body images and self-esteem. Thai kindergarten girls completed three measures of body self-image: the Body Figure Preference Scale, the Body Esteem Scale, and the Self-Esteem Scale. The girl participants were randomly assigned to two groups: focused on a female theme (FFT) and focused on a non-human theme (FNT). The experimental group viewed "female" Disney movie themes, while the control group viewed "animal" Disney movie themes. Girls in the experimental group expressed greater body image dissatisfaction scores after watching Disney movies, which was an expected finding. Results from the present study suggest that girls in both groups become concerned about their body esteem after video exposure. However, there was no significant difference in self-esteem between girls in FFT and FNT. In summary, the findings of this study support the belief that Disney movies influence young girls' perceptions ...
Contributing Partner: UNT Libraries
Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications

Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications

Date: May 2012
Creator: Wang, Hui-Fen
Description: Because of shifting demographics, the Taiwanese government opened the country to immigrants from Southeast Asia. Foreign-born brides of Taiwanese men have contributed significantly to this trend of new immigration, inspiring fears that their children, inadequately prepared for the literacy requirements of early education, might negatively impact the educational system and society. to better understand the socio-political implications of this cultural shift, the researcher gathered data from one hundred and twenty immigrant and native families with first graders in six major cities in Taiwan. Purposes of this research are to: (a) investigate to what extent, if any parenting style is impacted by differences in immigration status between native Taiwanese and Southeast Asian immigrant mothers, (b) examine to what extent, if any maternal parenting styles relate to children’s early literacy, and (c) determine to what extent, if any maternal parenting styles along with the children’s and familial characteristics associate with children’s early literacy. the study found that (a) immigrant mothers are statistically lower on authoritative and higher on permissive parenting style than native mothers; (b) immigrant mothers’ participation in integration programs does not relate to maternal parenting styles or children’s literacy performances; (c) children from immigrant families are significantly lower than their ...
Contributing Partner: UNT Libraries
An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

Date: May 2011
Creator: Macias-Brown, Armandina A.
Description: This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent Involvement Survey. Additionally, the study also considered family income and child membership in special education as predictors of parent involvement. The survey instruments included the Early Childhood Environmental Rating Scale, Revised (ECERS-R) and the Hoover-Dempsey and Sandler Parent Involvement Survey. A total of 306 parents across 35 preschool classrooms participated in the study. Effect sizes, beta weights and structure coefficients from a series of multiple regression analyses measured the relationship between variables. A regression equation comprised of teacher quality, family income and child membership in special education was statistically significant in predicting parent school-based involvement. In the school-based involvement model the predictors teacher quality and child membership in special education accounted for a greater percentage of variance than did family income. Teacher quality demonstrated a small, negative beta weight but accounted for the greatest amount of variance among the three predictors within the school-based parent involvement model. A negative relationship between teacher quality and school-based parent involvement suggested that as teacher quality improved, parents reported less involvement in school-based activities and events. Findings for special ...
Contributing Partner: UNT Libraries
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.
Contributing Partner: UNT Libraries
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 ...
Contributing Partner: UNT Libraries
Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence

Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence

Date: December 2012
Creator: Chang, Wen-Chuan Rita
Description: With an increasing number of married mothers who participated in paid work roles, fathers with full-time employed spouses now are expected to assume the role of caregiver and have higher frequency of engagement in parenting practices. This study of 235 university students from dual-earner and single-earner families investigated their retrospective perceptions of both mothers' and fathers' frequency of engagement in overall and specific parenting behaviors. These perceptions were measured by the Parent Behavior Frequency Questionnaire-Revised Scale, which includes seven parenting characteristics and related behaviors. Paired samples t-tests suggested that married mothers, whether fully employed outside the home or not, engaged more frequently, than their full-time employed spouses, in parenting characteristics related to bonding, education, general welfare and protection, responsivity, and sensitivity. However, mothers' employment status had little influence upon the frequency at which either parent engaged in any of the seven parenting characteristics and related behaviors. University students who perceived that both parents were more frequently engaged in specific parenting behaviors related to education, responsivity and sensitivity rated themselves higher on interpersonal competence, as measured by the Interpersonal Competence Questionnaire-Revised Scale. Students who perceived that both parents were less frequently engaged in negative parenting behaviors rated themselves higher on competence ...
Contributing Partner: UNT Libraries
Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives

Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives

Date: May 2013
Creator: Jeong, Hyunjeong
Description: The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by ...
Contributing Partner: UNT Libraries