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University of Nebraska - Lincoln
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
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- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (5)
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Articles 1 - 8 of 8
Full-Text Articles in Education
Attitudes And Beliefs Of Marriage And Family Therapists Regarding Psychotropic Drugs And Therapy, Paul R. Springer, Steven M. Harris
Attitudes And Beliefs Of Marriage And Family Therapists Regarding Psychotropic Drugs And Therapy, Paul R. Springer, Steven M. Harris
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Clinical members of AAMFT were solicited by means of a randomized multi-staged clustering technique to identify their attitudes and beliefs regarding psychotropic drugs. All participants were blind to the overall purpose of the study (n = 322) and were directed to read a clinical vignette and then identify what course of action they would take with the client. They were then asked to complete a small questionnaire regarding their attitudes and beliefs regarding psychotropic drugs. Results of the study showed that 35.7% of the clinicians identified medication and a medication referral as a viable treatment option they might pursue with …
Young Children’S Decisions To Include Peers With Physical Disabilities In Play, Karen E. Diamond, Soo-Young Hong
Young Children’S Decisions To Include Peers With Physical Disabilities In Play, Karen E. Diamond, Soo-Young Hong
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The authors examined factors related to preschool children’s reasoning about including a hypothetical peer with a physical disability in different play activities. They hypothesized that children’s inclusion decisions would be influenced by features of the physical environment, attention to issues of fairness and equity, and individual child characteristics. Participants comprised 72 children enrolled in inclusive preschool classrooms. Children’s ideas about inclusion and their inclusion decisions were gathered in response to vignettes reflecting experiences that children are likely to encounter in preschool. The authors found that children were significantly more likely to say that they would include a child with a …
Parenting Self-Efficacy And Parenting Practices Over Time In Mexican American Families, Larry E. Dumka, Nancy A. Gonzales, Lorey A. Wheeler, Roger E. Millsap
Parenting Self-Efficacy And Parenting Practices Over Time In Mexican American Families, Larry E. Dumka, Nancy A. Gonzales, Lorey A. Wheeler, Roger E. Millsap
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Drawing on social cognitive theory, this study used a longitudinal cross-lagged panel design and a structural equation modeling approach to evaluate parenting self-efficacy's reciprocal and causal associations with parents' positive control practices over time to predict adolescents' conduct problems. Data were obtained from teachers, mothers, and adolescents in 189 Mexican American families living in the southwest U.S. After accounting for contemporaneous reciprocal relationships between parenting self-efficacy (PSE) and positive control, results indicated that parenting self-efficacy predicted future positive control practices rather than the reverse. PSE also showed direct effects on decreased adolescent conduct problems. PSE functioned in an antecedent causal …
Parent Engagement And School Readiness: Effects Of The Getting Ready Intervention On Preschool Children’S Social-Emotional Competencies, Susan M. Sheridan Dr., Lisa Knoche, Carolyn P. Edwards, James A. Bovaird, Kevin A. Kupzyk
Parent Engagement And School Readiness: Effects Of The Getting Ready Intervention On Preschool Children’S Social-Emotional Competencies, Susan M. Sheridan Dr., Lisa Knoche, Carolyn P. Edwards, James A. Bovaird, Kevin A. Kupzyk
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate …
The Learning Child: Keys To Enhancing Learning. Hef595 Participant's Guide, Janet S. Hanna, Eileen M. Krumbach, Sarah Effken Purcell, Debra E. Schroeder, Mary K. Warner, Tonia Renee Durden
The Learning Child: Keys To Enhancing Learning. Hef595 Participant's Guide, Janet S. Hanna, Eileen M. Krumbach, Sarah Effken Purcell, Debra E. Schroeder, Mary K. Warner, Tonia Renee Durden
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The goal of this program is to provide information about ways to create a responsive, stimulating, affirming, and developmentally appropriate environment for young children (birth–3 years).
The Nature Of Teacher Talk During Small Group Activities, Julie Rainer Dangel, Tonia Renee Durden
The Nature Of Teacher Talk During Small Group Activities, Julie Rainer Dangel, Tonia Renee Durden
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
This article examines teacher talk and its elements--kinds of language, functions of language, promoting children's thinking, and power--during small group activities with 2- and 3-year-olds. After observing and videotaping activities in two early childhood classrooms, we are convinced that teachers can promote children's thinking and encourage their participation in authentic conversations (Durden & Rainer Dangel 2008). We examine how two teachers (in toddler and preschool classrooms) talk to children and facilitate small group activities to encourage children's thinking.
Reflective Journeys Toward Culturally Relevant Pedagogy, Tonia Renee Durden, Diane M. Truscott
Reflective Journeys Toward Culturally Relevant Pedagogy, Tonia Renee Durden, Diane M. Truscott
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
In this qualitative case study we used Bronfenbrenner’s ecological systems theory methodologically and theoretically to investigate the reflections of three elementary pre-service teachers as they were learning about teaching culturally and linguistically diverse students. Data sources included a questionnaire, interview transcripts, course documents, and individual written records. Cross and within case analyses were conducted using a priori and open coding for all data utilizing the analytic strategy of relying on theoretical propositions. Findings suggested that participants’ reflected beyond the classroom on influences that impact the education of diverse students and there were program specific factors that encouraged critical reflectivity …
Implementation Of A Relationship-Based School Readiness Intervention: A Multidimensional Approach To Fidelity Measurement For Early Childhood, Lisa L. Knoche, Susan M. Sheridan, Carolyn P. Edwards, Allison Q. Osborn
Implementation Of A Relationship-Based School Readiness Intervention: A Multidimensional Approach To Fidelity Measurement For Early Childhood, Lisa L. Knoche, Susan M. Sheridan, Carolyn P. Edwards, Allison Q. Osborn
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively using a partial–interval recording system to identify and record early childhood professionals’ implementation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. …