The Predictive Relationships Between Head Start Teacher Background And Beliefs And Their Ratings Of Children S Externalizing Behaviors
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The Predictive Relationships Between Head Start Teacher Background And Beliefs And Their Ratings Of Children S Externalizing Behaviors
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Author : Annalee N. Kelly
language : en
Publisher:
Release Date : 2022
The Predictive Relationships Between Head Start Teacher Background And Beliefs And Their Ratings Of Children S Externalizing Behaviors written by Annalee N. Kelly and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with Discipline of children categories.
While high quality ECE programs can help all children acquire academic and social-emotional skills, there are persistent disparities in access to these learning environments. One source of the disparities is children being suspended or expelled. In the 2017-18 school year, Black students represented 15 percent of student enrollment but 38 percent of students who received one or more out-of-school suspensions. Young students who are expelled or suspended are up to 10 times more likely to drop out of high school, experience academic failure and grade retention, and face incarceration than those who are not. While there has been a focus on children's socio-emotional deficits and SES as drivers of problem behaviors, little is known about which teacher characteristics are likely to predict how they rate children's behaviors. Teachers are important agents in helping to address school discipline disparities. The purpose of this study was to examine whether teacher background and beliefs predict their reports of aggressive and hyperactive child behavior, which in turn may influence which children are recommended for punitive exclusionary discipline. This study used secondary data analysis to examine nationally representative Head Start teacher and child data from the Family and Child Experiences Survey, 2014. 1,850 children and their 246 teachers were included in the analytic sample. Variations in teacher-reported child behavior scores were examined by child race/ethnicity and sex. Hierarchical Linear Models (accounting for grouping of children into classrooms/teachers) were used to examine teacher characteristics (highest grade, field of highest degree, beliefs about developmentally appropriate practice) and teacher beliefs and attitudes about family engagement (including family-teacher communication, teacher respect for families, and teacher family-specific knowledge) to determine whether these factors predicted child externalizing behavior ratings. Teachers' field of highest degree, beliefs about developmentally appropriate practice, and attitudes and beliefs about family engagement were significant predictors of teacher ratings of children's externalizing behaviors. Policy implications and recommendation include increasing training and supports for teachers and ECE leaders around family engagement and social emotional development as well as recommendations for diversifying and retaining the ECE workforce. Keywords: Head Start, teacher ratings, problem behaviors, preschool, behavior, discipline, teacher beliefs
The Effects Of The Classroom Schedule And Teacher Beliefs On Head Start Teacher Child Interactions
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Author : Margaret McMannr Holley
language : en
Publisher:
Release Date : 2013
The Effects Of The Classroom Schedule And Teacher Beliefs On Head Start Teacher Child Interactions written by Margaret McMannr Holley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Electronic dissertations categories.
Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of the relationships between the predictor and criterion variables. Research question 1 asked how teacher's learner-centered use of time in the early childhood classroom, (EECCS), was related to Head Start classroom interactions and child engagement, (CLASS and inCLASS). Results indicated that EECCS was not a statistically significant predictor of CLASS scores or inCLASS scores. Research question 2 asked how teacher beliefs, (TBS), were related to Head Start classroom teacher-child interactions (CLASS), and Head Start classroom teacher-child, peer-peer, and child-material interactions, (inCLASS). No statistically significant results were found. Research question 3 asked how the early childhood classroom schedule moderated the relationship between developmentally appropriate teacher beliefs and Head Start Classroom interactions. No statistically significant results were found. Supplementary analyses were performed with activity settings and yielded several significant findings. Statistically significant changes were found for all instruments from fall to spring. Teacher beliefs and the classroom schedule were statistically significantly correlated. This study will also add to the body of literature a connection between teacher child interactions (CLASS) and child engagement with teachers, peers and tasks (inCLASS)
Handbook Of Psychology Educational Psychology
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Author : Irving B. Weiner
language : en
Publisher: John Wiley & Sons
Release Date : 2012-10-05
Handbook Of Psychology Educational Psychology written by Irving B. Weiner and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-10-05 with Psychology categories.
Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.
Self Regulation And Early School Success
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Author : Megan M. McClelland
language : en
Publisher: Routledge
Release Date : 2016-04-08
Self Regulation And Early School Success written by Megan M. McClelland and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-04-08 with Education categories.
Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2002
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Dissertations, Academic categories.
Examining The Relationships Between Behavior Policies And Procedures Teachers Perceptions Of Efficacy And Job Satisfaction And Children S Social Skills And Challenging Behaviors In Head Start Settings
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Author : Amanda C. Quesenberry
language : en
Publisher: ProQuest
Release Date : 2007
Examining The Relationships Between Behavior Policies And Procedures Teachers Perceptions Of Efficacy And Job Satisfaction And Children S Social Skills And Challenging Behaviors In Head Start Settings written by Amanda C. Quesenberry and has been published by ProQuest this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Due to an increase in the number of young children who are beginning their school experiences without the emotional, social, behavioral, and academic skills necessary for school success; educators, researchers, and policy makers have begun to recognize the importance and interconnectedness of these skills. There is a clear need for comprehensive approaches to support young children's social emotional development and address challenging behaviors; however little research exists on the availability of such support. The purpose of this study was to examine the relationships between program behavior policies and procedures and perceived levels of job satisfaction and teacher efficacy as reported by teachers in six Head Start programs. In addition, the relationship between teacher efficacy and job satisfaction and children's social skills and challenging behaviors was examined. The results indicate that the quality and implementation of behavior policies and procedures is significantly related to teachers' perceptions of personal efficacy. Findings also suggest that teachers who perceive themselves as more efficacious rate the social skills of the children in their classrooms higher than teachers who perceive themselves as less efficacious. Findings also indicate that teachers with higher job satisfaction rate children's social skills higher and children's challenging behaviors lower than teachers who report being less satisfied with their job. Limitations of the study and implications for research and practice are discussed.
The Effect Of Head Start On Teacher Child Relationships
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Author : Alexis Tracy
language : en
Publisher:
Release Date : 2014
The Effect Of Head Start On Teacher Child Relationships written by Alexis Tracy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Head Start programs categories.
Positive teacher-child relationships, characterized by warmth and closeness, are associated with better behavioral and academic outcomes for children in preschool and elementary school (Hamre & Pianta, 2005). Supporting teachers to establish these positive relationships with children is important in all early care and education (ECE) programs. Head Start programs, designed to address the needs of the whole child, including healthy relationships with teachers, may be particularly effective in facilitating positive teacher-child relationships (Zigler & Styfco, 2010). The current study examined the role of Head Start in supporting teachers in establishing more positive and less conflictual relationships with children, including potential mechanisms of influence, and moderation by children's levels of problem behaviors. The study utilized data from the Head Start Impact Study, a nationally representative randomized control trial of 4,442 Head Start-eligible children and families assigned to either Head Start (n= 2,783) or a community control group (n= 1,884; U.S. DHHS, 2010a). No significant direct effect of Head Start on teacher-child closeness was detected. Indirect effects of Head Start on teacher-child relationships mediated through teacher supports and mentoring were only found for children without problem behaviors. Findings from the current study suggest a greater need for professional development efforts, specifically providing strategies effective in managing children with problem behaviors.
Examining Relationships In Head Start Relations Among Risk Relationships Child Characteristics And Social And Academic Outcomes
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Author : Julia Beth Rudin-Gorelik
language : en
Publisher:
Release Date : 2010
Examining Relationships In Head Start Relations Among Risk Relationships Child Characteristics And Social And Academic Outcomes written by Julia Beth Rudin-Gorelik and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with School psychology categories.
School Psychology
The Efficacy Of Child Teacher Relationship Training As An Early Childhood Mental Health Intervention In Head Start Centers
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Author : Kim Coggins
language : en
Publisher:
Release Date : 2016
The Efficacy Of Child Teacher Relationship Training As An Early Childhood Mental Health Intervention In Head Start Centers written by Kim Coggins and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Counseling categories.
This randomized repeated-measures active control group study examined the efficacy of Child-Teacher Relationship Training (CTRT) as a mental health intervention in Head Start programs with at risk children. Specifically, this study was designed to assess the following research questions: Is CTRT effective in reducing children’s behavior problems in a Head Start program? Is CTRT effective in increasing teachers’ empathic behaviors with children in a Head Start program? The experimental group consisted of teachers (n = 4) and children (n = 11) who were further divided into children of focus (n = 4) and non-children of focus (n = 7). The active control group consisted of teachers (n = 3) and children (n = 18) who were further divided into children of focus (n = 3) and non-children of focus (n = 15). All participants lived in the Rocky Mountain region of the United States and were teachers/aides or children in participating Head Start centers. Teachers and aides in the experimental group all identified as Caucasian females who ranged in age from 26 to 65 years old and had an average of 10.5 years of experience teaching in early childhood education. Children of focus in the experimental group were an average age of 4 years old and all identified as males. Of these children, 75% identified as Caucasian and 25% identified as Hispanic or Latino. Non-children of focus in the experimental group were an average age of 3.57 years old, all identified as Caucasian, and 72% identified as male. Teachers in the active control group all identified as Caucasian females who ranged in age from 37 to 51 years old and had an average of 5.3 years of experience teaching in early childhood education. Children of focus in the active control group were an average age of 4 years old and all identified as males. Of these children, 66% identified as Caucasian and 33% identified as Hispanic or Latino. Non-children of focus in the experimental group were an average age of 4.13 years old and 53% identified as female. Of these children, 87% identified as Caucasian and 13% identified as Hispanic or Latino. Teachers/aides and children in the experimental group participated in CTRT; teachers/aides and children in the active control group participated in Conscious Discipline training. Children’s problem behaviors that included internalizing, externalizing and total problem behaviors were measured at pre-, mid-, and posttest using the Child Behavior Checklist 11⁄2-5 Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000). Teachers’ empathic behaviors were measured at pre- and posttest using the Measurement of Empathy in Adult-Child Interactions (MEACI; Bratton, 1993; Stover, B. Guerney, & O’Connell, 1971). Results of the study indicate that child participants in the experimental group demonstrated statistically significant decreases in the total problem behaviors and non-children of focus in the experimental group exhibited statistically significant decreases in both internalizing and total problem behaviors. No other assessments of children’s behaviors achieved statistical significance. All child participants and children of focus in the experimental group demonstrated clinically significant positive behavioral changes on externalizing and total problem behaviors. Non-children of focus in the experimental group exhibited clinically significant behavioral improvements for total problem behaviors. Overall, in the experimental group, all child participants exhibited improvements in the targeted behaviors with small-to-moderately large treatment effects, children of focus showed behavioral improvements with small-to-moderate treatment effects, and non-children of focus demonstrated positive behavioral changes with moderate-to-large treatment effects. Furthermore, teachers who received CTRT displayed statistically significant increases in their use of empathic behaviors with very large effect sizes. The findings of this study suggest that CTRT positively influences teachers’ use of empathy as well as facilitating decreases of children’s problem behaviors.
The Transactional Model Of Development
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Author : Arnold J. Sameroff
language : en
Publisher: Amer Psychological Assn
Release Date : 2009-01-01
The Transactional Model Of Development written by Arnold J. Sameroff and has been published by Amer Psychological Assn this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-01-01 with Psychology categories.
Originally proposed in 1975, the transactional model has become central to our understanding of how nature and nurture interact in the development of positive and negative outcomes for children. Although scientists have long acknowledged that nature and nurture work together in producing particular developmental outcomes, such cooperation has been difficult to demonstrate because of inadequate conceptual models, experimental designs or statistical methodologies. This book documents the state-of-the-art research in developmental psychology for overcoming these inadequacies, and present new ideas for future work.