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 a quicker time to program accreditation, b) both the total enrollment of the center and the percentage of children receiving government subsidies do not predict time to accreditation, c) the number of total staff in a center is associated with a quicker time to accreditation, and d) there is no significant difference between the directors' attitudes and early learning specialists' attitudes toward accreditation and accreditation facilitation projects. AFPs looking to streamline their accreditation process and provide accountability to their stakeholders regarding their investments over time can use these findings to choose to collaborate with centers that have directors who have ...
This research study addressed the nutritional beliefs and habits of African-American parents of children aged 3 to 6 years old. Both quantitative and qualitative data collection methods were employed. Quantitative data was collected via the Comprehensive Feeding Practices Questionnaire as well as a demographic questionnaire. Qualitative data was collected from oral interviews conducted by the researcher. Seventy-five parents or guardians participated in the study. Findings for the research questions revealed the participants' beliefs about nutrition directly correlated with food they provided for their children and most believed nutrition rather than genetics played a role in their child(ren)'s weight. Furthermore, parents from lower income families consumed more home cooked meals per week and those with higher incomes did not consume more fast food per week. Food intake restriction and control in feeding was similar among all participants, regardless of restriction and control in feeding was similar among all participants, regardless of education or income level. Suggestions for future research were included.
The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's ...
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. Furthermore, EC-4 pre-service teachers reported to be most knowledgeable of the following discipline management techniques: "Student Input in Developing Classroom Rules," "Social Reinforcement and Praise," and "Direct Teach and Model Appropriate Behavior." In addition, certified EC-4 pre-service teachers had more knowledge of classroom discipline techniques than non-certified EC-4 pre-service teachers. The qualitative analysis revealed a consensus among all EC-4 pre-service teachers with regard to their training in discipline management. All EC-4 pre-service teachers indicated that their overall training was inadequate in the area of classroom discipline management and that more was needed.
The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group. This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than ...
The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.
The purpose of this study was to identify childrearing attitudes of Mexican-American mothers with children ages three to five years of age. Specifically the first purpose of this study was to determine childrearing attitudes of Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more as identified by the Parent As A Teacher Inventory (PAAT). The second purpose was to identify the relationship of the following demographic variables to childrearing attitudes: mother's age, mother's marital status, family income, sex of child, age of child, access to child, generational status, mother's language and mother's ethnicity. The PAAT and the Parent Information Questionnaire were administered to 112 Mexican-American mothers; 54 Mexican- American mothers with ten years of education or fewer and 58 Mexican-American mothers with eleven years of education or more. The population from which these subjects were drawn were mothers from Mexican-American communities in a North Texas county. Responses on the sample were analyzed using multivariate statistics. Based on the analysis of the data, the following conclusions seem tenable. 1. The Mexican-American mothers with eleven years of education or more have childrearing attitudes which are more positive than the Mexican-American mothers with ten years of education or fewer. 2. Control and teaching-learning are related to the mother's educational level, income, generational status and language. The mothers with more education and a higher income, who are third generation and who prefer English usage, tend to allow their children more independence. 3. Agreement may be expected between the childrearing attitudes of the Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more toward creativity, frustration, and play.
The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their ...
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 child development and parent-child relationship based on geographic region (Taiwan and the United States); (c) parents of children with autism in the United States overall have a more positive parent-child relationship and parenting attitude than parents of children with autism in Taiwan; (d) Children with autism who have a positive relationship with their parents have a higher pass rate on the evaluation of child development; (e) fathers reported higher pass rate on BDI-II than mothers in one of the standard deviations of over BDI-II performance; (f) parent-child relationships are positively correlated with parental stress; (g) parents who received services and ...
The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were faith-based early childhood teachers and administrators from seven states. Early childhood professionals representing 11 Christian faith traditions completed written surveys or online surveys. A total of 201 faith-based educators completed the survey; 20 respondents participated in semi-structured interviews. The concurrent triangulation mixed-method design provided data on 8 program dimensions which support children's spiritual development: prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. I analyzed quantitative data using descriptive and inferential statistics. All items were examined using mean, standard deviation, frequency, and percentages. Qualitative data gathered from semi-structured interviews were coded and analyzed using NVivo8® qualitative analysis software (QSR International, Inc., Cambridge, MA, http://www.qsrinternational.com). From this data I identified the extent to which faith-based preschool programs support children's spiritual development through the practices of prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. Data analyses revealed statistically significant differences in faith-based teachers' hours of training in children's spiritual development across all program practice dimensions. A key finding of the study was that training in children's spiritual development is important regardless of the education level of the early childhood professional. Qualitative data indicated no standardized spiritual development training in faith-based preschools represented in this study. The mixed-method analysis revealed that the 8 program practice dimensions were not always connected in a framework that supported children's spiritual development. Recommendations for professional practice include a program framework to support children's spiritual development in faith-based preschool programs; training for faith-based early childhood professionals in children's spiritual development; and formulating a definition of children's spiritual development.
The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity of task-involvement in each child-selected activity depended more upon the age than the sex of children. In addition, individual differences in children's intensity of task-involvement were examined using mean, frequency distribution, and range. The finding was that children differed from one another in their degrees and variability of intensity of task-involvement in child-selected activities.
Interactions of children and adults in two child care groups were observed and examined. Each group was observed as a same-age multiple caregiver group and eight months later as a multi-age constant caregiver group. Twenty indicators were used to evaluate positive interactions. Analysis showed positive interactions occur in multi-age constant caregiver groups. Multi-age constant caregiver groups enhance the interest of caregivers in children and promote development and interaction of language between caregivers and peers. This study indicates a multi-age constant caregiver group is an alternative to meet the needs of young children by increasing and enhancing positive interactions with caregivers and peers.
The purposes of this study were to compare the childrearing attitudes of church-related Korean American immigrant parents and Korean parents as measured by the Parent As A Teacher Inventory (PAAT), and to identify relationships between the PAAT childrearing subsets and demographic variables including sex of child, sex of parent, education of parent, family income level, maternal employment, accessibility to the child, language of parent, and length of residence in America.
Expectations in six areas of concern were explored by means of a questionnaire distributed to parents, staffs, and directors of three day care centers. These included physical setting, educational activities, social development, staff relationships with children, staff relationships with parents, and parent relationships with the center. Responses averaged over 50 per cent in each category of respondent. Analysis showed that although there were areas of almost total agreement, there were a number of statements that demonstrated a wide divergence in the expectations of the respondents. This study and the related literature indicate that there is cause for concern that children's needs for consistency in child-rearing practices are not always being met.
This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
The problem of this study was a comparison of the roles and needs of middle and lower class Thai parents in helping their children's reading development. The sample was selected from the parents of the preprimary schools in Bangkok, Thailand, in the fall of 1986. A total of 366 parents, including 185 from middle class and 181 from lower class, participated in this study.
The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than non-educator mothers. This research explores the mothers' perceptions of their children, views of reading, methods of promoting a positive reading environment, dealing with personal demands and emotions, and their expectations related to promoting reading. The participants in the study are 2 elementary school teachers with preschool children and 2 non-educator mothers with preschool children. Results indicated that being an educator is not an isolated characteristic of providing a rich home environment. The educational attainment of the mother was discovered to have greater influence on home literacy environment than the mother's profession. Higher educated mothers provided richer home environments than their less educated counterparts.
This study investigated decision making factors used by child caregivers to identify suspected child abuse and neglect and collected data on caregiver training in the recognition and reporting of suspected child abuse and neglect. Data was collected in July 1999 in fourteen north Texas childcare programs. One hundred twenty three teaching and administrative staff completed a survey based on Jacobson, A., Glass, J. and Ruggiere, P. (1998). Five teachers and five administrators chosen for convenience were read eleven vignettes describing possibly abusive situations to decide whether they were reportable or non-reportable, and to indicate factors used to make their decisions. Administrators (50%) and teachers (13.3%) reported being unfamiliar with child abuse and neglect definitions and reporting laws. Two thirds (66.7%) of the administrators and 39.8% of the teachers had received specific training in recognizing and reporting child abuse and neglect. Administrators were more likely than teachers to report suspected child abuse and neglect. Teachers often reported to program administrators rather than state designated authorities. All subjects relied on information about children, but administrators also used information about parents, with teachers more likely to make excuses for parental actions. With 110 reporting opportunities, training was cited as a factor only twice by administrators. No teachers made reports to anyone other than program administrators, a factor named deference in this study. Four of five administrators expected deference from teachers when reporting decisions were made. Present training in the recognition and reporting of suspected child abuse and neglect is inadequate. Caregivers need additional training in differences between accidental and intentional injuries, detection of child sexual abuse and emotional neglect, recognition and assessment of injuries among infants and toddlers, and mandated reporting procedures. Further research on optimal training for accurate reporting of suspected abuse and neglect is needed. A mandate to report to authorities ...
Twenty-four teachers completed questionnaires and demographic data forms to describe the types of books they chose most often, where they got them, how they selected them, and how important they felt it was to expose children to good literature. A criteria sheet was used to describe the types and currency of books in each center. The teachers used a variety of sources to select and obtain books. Most teachers knew how literature aids some aspect of development. Every type of book was represented in all collections, but poetry and wordless picture books were least represented.
This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.
Based on the survey results of 150 South Korea toddler caregivers about training needs, I developed a relationship-based approach for a toddler caregiver training program. The training program was modified using suggestions provided by 6 South Korean professors, who were asked to review the program. Survey findings revealed that: (a) All participants (toddler caregivers) perceived that it is necessary for caregivers to attend training. However, most (72.2%) found that it was difficult to attend training programs more than 1 time per year because it was hard to find a substitute teacher (64%). Participants desired to attend training programs on toddler care because of the lack of in-service education (26%), curriculum (24%), and training programs (15.3%); (b) Caregivers who had the third-degree caregiver certification preferred to learn parent education more than child development. However, caregivers who had a higher degree of caregiver certification preferred to learn child development more than parent education; and (c) Caregivers who had more than 5 years of teaching experience preferred to learn about the teacher's role more than caregivers who had fewer than 4 years of teaching experience. Future studies need to evaluate the effect of this relationship-based training program for toddler caregivers in relation to improvement in the quality of child care and interaction between caregivers and toddlers. A large-scale study would increase the generalizability of research findings. A larger sample size from different cities in South Korea and random sampling would generate more reliable findings.
This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children with that of American and Genevan children whose performances had been described in the literature, and examined the influence of adult assistance during Chinese children's performances on some of the place-value tasks.
The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and private kindergarten teachers; (h) hierarchical regression analyses using teacher's personal demographic variables as the first block and numbers of boys and girls as the second block were generally not effective; (i) there were different sets of best predictors from the backward regression for different dimensions of developmentally appropriate beliefs and practices; and (j) beliefs about DAP and DIP were usually more powerful than the demographic and classroom variables in predicting the DAP and DIP activities. Future studies are needed to refine the Teacher Belief Scale and Instructional Activity Scale instruments and include classroom observations to verify and expand the findings. ...
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 competence for both parents; and (e) The four-factor prediction models on child social competence turned out to be unidirectional. For the mothers, the best model was from family functioning to mother-child relationship, to maternal parenting style, and finally to child social competence. Maternal parenting style was the significant proximal factor. For the fathers, it was from family functioning to paternal parenting style, to father-child relationship, and then to child social competence. Father-child relationship had the direct impact, whereas the influence of paternal parenting style was distal through father-child relationship. Findings from this study suggest that the Chinese parents should use ...
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 of their body image, and they have an awareness of their body size. It can be concluded that Disney movies have an influence on Thai girls' body image dissatisfaction and body esteem. The results also indicated that Thai girls are not totally aware of the influence of Disney media on their self-esteem. Understanding how Disney movies, in particular, and other media, in general, influence young children, especially girls, can encourage parents and educators to identify risk factors associated with children's body image dissatisfaction and low self-esteem.
This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children. Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group. Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of rapidity of word recognition. The MVA strategy could be a useful strategy for Thai early childhood teachers to use in helping Thai children learn English vocabulary.
Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.
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 peers from native families on receptive vocabulary and phonological awareness; (d) children from higher income families perform better on receptive vocabulary than their lower income peers; (e) children whose mothers are senior high school graduates achieve significantly better on literacy skills than others. Furthermore, children of mothers with higher education perform better on receptive vocabulary than those whose mothers have lower education levels; (f) there was little relationship between children’s literacy development and the three maternal parenting styles; (g) age and gender are the most significant predictors of children’s literacy development. the limited influence of parenting styles on childhood literacy ...
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 education membership, however, demonstrated a reverse effect in the model and appeared to have a positive significant effect on school-based involvement of parents. The study contributes to the literature on the relationship between teacher quality and parent involvement in early childhood preschool programs.
This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews, document analysis of curricula and lesson plans, and nonparticipant observations. Six schools were selected as the sites. Participants for interview included 6 principals and 24 teachers. The researcher observed one inclusive classroom for each of the 6 selected schools. The study concentrated on 3 questions: (a) What contributes to appropriate instructional curricula to promote teaching of students with autism in inclusive classrooms in Thailand? (b) What teaching strategies improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand? (c) What are the problems of curricula for teaching students with autism in inclusive classroom in Thailand? Key findings for the research questions were as follows: Common features of effective curricula for teaching students with autism in inclusive classrooms include opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies include varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication (use gestures with speech), using appropriate language for the child (short sentence structure), providing visual materials (books, computers, or real objects), starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise (active movement activity), providing time to be alone, and using math activity (to include counting one-to-one, odd and even, and patterns). Moreover, ...
Although technology is available and used in early childhood classrooms, little is known about what early childhood teachers believe about the use of technology and how technology is integrated into early childhood curricula. This study was designed to (a) determine the beliefs of early childhood teachers about technology integration into early childhood curricula and (b) describe the extent to which early childhood teachers integrate technology in their early childhood curricula. The participants included 39 prekindergarten teachers who volunteered to participate in a technology integration project. The treatment group accessed a Web-based technology integration training program and participated in two classroom observations, along with completing an attitudinal questionnaire pretest and posttest. The Prekindergarten Web-based Technology Integration Training included four modules each expanding the following themes: (a) national and state standards and guidelines for technology; (b) setting up a computer center; (c) integrating technology; (d) using the digital camera. The control group participated in two classroom observations without the benefit of the Web-based technology integration training program and completed the attitudinal questionnaire pretest and posttest. Results indicate that Prekindergarten teachers believe that technology can enhance a child's learning, but there was no statistically significant difference between the control and the treatment group.
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.
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 Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.
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.
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 the JPPSCST self-concept mean scores were 1.53 in favor of the experimental group. The CBCTRF Internal behavior mean scores were 1.20 in favor of the experimental group indicating a positive trend. The CBCTRF External behavior scores were 2.74 in favor of the control group. None of the differences was statistically significant and the 4 null hypotheses were accepted. The sample size (N =30) suggests the need to exercise caution in interpreting these findings.Further research utilizing a longer time period between pretesting and posttesting is recommended and may provide more definite information regarding the impact of play therapy on children's reading, ...
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 4- and 5-year-old children with and without background music. These findings have implications for teachers and parents that background music, instead of increasing attention in children, might indeed decrease children's focused attention during play activities.
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 research study to examine the CDA credential process. The findings demonstrate that the 2.0 system provides candidates with necessary supports to be successful. A significant question arising out of the data is how a determination is made to issue a credential. Before QRIS and public policy initiatives employ more efforts to professionalize the field of early childhood – primarily through the CDA credential – the process by which one obtains a credential should be more thoroughly examined.
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 extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.
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.
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.
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 are presented.
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.
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. Statistics also show that Hispanics are more likely to benefit.
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 posttest were also statistically significant (z = 6.48, P ≥ .05) because (z = 6.48, Zcv = 1.96). At the end of kindergarten 82.35% of the experimental group was reading, while only 48.15% of the control group was reading. This research indicates that if kindergarten children are encouraged to write daily and use invented spelling there is a greater possibility they will enter first grade reading.
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. 3. Congregations/parishes under utilize intergenerational activities, time for quiet and reflection, and opportunities to talk to children about spiritual matters.
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 shared information about their child's drawing development, writing development, and reading development. In contrast, the teachers shared some literacy information with the parents, but much of the information teachers shared reflected the child's participation in class or general information about the child. The findings suggest that the parent/child workshop is a cost-effective vehicle for directly involving parents in their child's education. Moreover, developing a home literacy portfolio provides a means of involving parents with their child and of helping parents' become more aware of their child's literacy development.
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 are significant factors in the home environment that impact the quality and amount of literacy activities that parents provide for their children. In order for teachers to support parents in providing for their children's literacy development, they need to be aware of these factors. In addition, teachers should be culturally sensitive by including multicultural literature in the curriculum.
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 highly encouraged parental involvement, even though the mother was incarcerated. They expressed the importance of the mother-child relationship impacting the child's ability to learn, and teachers believed special training and preparation are necessary for working with these children.
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 significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses. Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
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 factors, and violence which interact with each other creating a complicated web; and c) prevention, treatment, and rehabilitation efforts should be comprehensive, multidimensional and multimodal addressing the interacting major factors contributing to juvenile offending and the needs of the juvenile, the family, and the home environment. Implications include the need for legislators to access the social science research to craft legislation and programs which are effective. Suggestions for improvement include collaboration within communities and with knowledgeable and committed social science professionals and educators. Areas suggested for further research include education of the public, the media, and stakeholders; long term follow-up ...
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