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  Partner: UNT Libraries
 Department: Department of Counseling, Development and Higher Education
 Degree Discipline: Early Childhood Education
Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?

Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?

Date: December 2002
Creator: Brunson, Mary Nelle
Description: The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in ...
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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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To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities

To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities

Date: August 2000
Creator: Aldrich, Jennifer E.
Description: The first purpose of this study was to develop and validate the Inventory of Opinions About Persons with Disabilities (IOPD). The IOPD was developed to collect preservice early childhood educators’self-report data related to inclusion. A total of 332 participants enrolled in graduate programs in a college of education served as the validation sample. After validation and revision of the IOPD, the researcher used the instrument to investigate preservice early childhood educators’ beliefs, attitudes, and knowledge about students with disabilities and their inclusion in general education classrooms. Data were collected from 172 participants from 10 universities in Texas during their student teaching/final intern semesters. This research demonstrated that an instrument, the IOPD, could be developed to effectively measure preservice early childhood educators’ beliefs, attitudes, and knowledge about the inclusion of children with disabilities in their classrooms. The participants reported positive self-perceptions (mean = 2.0388) about their beliefs and attitudes toward inclusion. However, the participants reported less positive attitudes about training (mean = -.09884). Discriminant function analyses indicated a negligible statistical effect for type of program (professional development school or traditional) and a statistically significant effect for preferred classroom setting (non-inclusive, special education, inclusive). Further research with the same participants or similar ...
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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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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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A survey study of entry transition practices used by teachers of infants and toddlers.

A survey study of entry transition practices used by teachers of infants and toddlers.

Date: December 2004
Creator: Fernandez, Mary Elizabeth Poteet
Description: This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices.
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An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques

An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques

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Date: May 2006
Creator: Short, Selena Gutierrez
Description: The purpose of this study was to examine the perceptions of pre-service Texas Wesleyan University teachers' knowledge and use of classroom discipline techniques. The study was conducted to obtain data utilized for the evaluation of the research questions. A non-experimental, mixed research design using survey methodology was used. Part one of the Allen Classroom and Discipline Management Instrument (ACDMI) consisted of demographic information: current position, ethnicity, level of education, gender, age, teaching certification obtained, teaching certification anticipated to be obtained, type of teacher certification training, and number of clock hours received in discipline management. The demographic information was used as independent variables for comparing responses to survey items. Part two contained discipline management techniques from Skinner, Canter, Dreikurs, Gathercoal, Glasser, Faye and Funk, Curwin and Mendler, and Berne and Harris. These techniques were used to determine mean differences with the independent variables. Finally, part three was the qualitative section which consisted of four questions requesting information about helpful discipline techniques. The sample population consisted of 150 pre-service teachers from a small liberal arts university in Texas. Findings from the study indicated that EC-4 pre-service teachers' predicted use of discipline management techniques were the ones in which they were most knowledgeable. ...
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Patterns of verbal communication in children with special needs.

Patterns of verbal communication in children with special needs.

Date: May 2006
Creator: Conde, Joann M.
Description: The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements ...
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Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand

Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand

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Date: December 2001
Creator: Phisalaphong, Rathdow
Description: This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and ...
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Direct and Indirect Effects of Parenting Style with Child Temperament, Parent-Child Relationship, and Family Functioning on Child Social Competence in the Chinese Culture: Testing the Latent Models

Direct and Indirect Effects of Parenting Style with Child Temperament, Parent-Child Relationship, and Family Functioning on Child Social Competence in the Chinese Culture: Testing the Latent Models

Date: May 2007
Creator: Xu, Changkuan
Description: Interactional and contextual models have been conceptually proposed in understanding parental influences on children. Yet, empirical model testing has been limited. The purpose of this exploratory study was to investigate the direct and indirect effects of parenting style on child social competence using structural equation modeling in a sample of 544 Chinese families with 6-9 years old children, mainly singleton, residing in Nanjing, China. Five latent models were tested: (a) the direct model between parenting style and child social competence, (b) child temperament as a moderator, (c) parent-child relationship as a mediator, (d) the interaction model between parenting style and family functioning, and (e) bidirectional models of parenting style concurrently with parent-child relationship, and family functioning predicting child social competence. Findings showed: (a) The direct relationship between parenting style and child social competence was significant in both parents with authoritative parenting style on the positive direction, whereas authoritarian and permissive parenting styles on the negative direction; (b) child temperament did not moderate parenting style on child social competence; (c) father-child relationship mediated paternal parenting style on child social competence, whereas maternal parenting style did not; (d) family functioning neither moderated nor mediated the relationship between parenting style and child social ...
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