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dc.contributor.advisorFiorello, Catherine A.
dc.creatorMellinger, Stacey
dc.date.accessioned2020-10-27T15:27:52Z
dc.date.available2020-10-27T15:27:52Z
dc.date.issued2009
dc.identifier.other864884673
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1901
dc.description.abstractThe purpose of this study was to examine the parent involvement attitudes and practices of early care and education teachers. A sample of 171 early care and education teachers rated the degree to which they agreed or disagreed with 25 statements regarding general attitudes of parent involvement, as well as family and teacher and/or center obligations in creating family-school partnerships. Teachers were also asked to indicate the frequency in which they engaged in 9 specified activities that could be used to engage families in their young child's education. The surveyed teachers were from 31 early care and education centers that were participants in a quality improvement initiative designed to improve the school readiness of the children they serve. Fifteen of the 31 centers received additional services from a family engagement specialist, who worked to increase parent involvement at the centers and to strengthen family-school partnerships. Results indicated that, overall, the teachers reported positive views about parent involvement and the families they served. They recognized the benefits of family-school partnerships for young children. The teachers reported feeling that it was an important part of their job to involve all families and that all families had strengths and abilities that could be used to help their children get ready for kindergarten. Modest differences were found in the responses between teachers who had received assistance from family engagement specialists and those who had not, with teachers who were part of the intervention indicating stronger support from their directors and center and being more likely to talk to families about concerns. All of the teachers surveyed reported using a wide variety of strategies to engage families, with teachers in the intervention group using parent workshops and newsletters more often that the non-intervention group. Slight but significant differences were found on some of the survey questions related to teacher characteristics, such as hours worked at the center per week and age of children taught. With increased emphasis being placed on quality improvement in early care and education, it is important to know how those being asked to implement possibly new and demanding changes in practice feel about and respond to what is being asked of them. Efforts to support them should be effective and responsive to their current views and practices.
dc.format.extent93 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Early Childhood
dc.subjectEarly Care and Education
dc.subjectParent Involvement
dc.titleA Survey of the Attitudes, Perceptions, and Practices of Early Care and Education Staff Regarding Parent Involvement
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberThurman, S. Kenneth
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberFarley, Frank
dc.contributor.committeememberRotheram-Fuller, Erin
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1883
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:27:52Z


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