Teacher-Child Relationships: Contribution of Teacher and Child Characteristics
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Choi, Ji Young; Dobbs-Oates, Jennifer
2016-01-01
This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…
ERIC Educational Resources Information Center
Banerjee, Neena
2013-01-01
This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…
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Howes, Carollee; Shivers, Eva Marie
2006-01-01
The goal of the research reported in this article was to examine the process of forming attachment to caregivers in children new to childcare. We examined child and adult behaviors and the adult's perception of the child at entry, and the ethnic/racial match between the child and caregiver as predictors of attachment relationship quality measured…
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Iruka, Iheoma U.; Winn, Donna-Marie C.; Kingsley, Susan J.; Orthodoxou, Yannick J.
2011-01-01
This study uses National Center for Early Development and Learning (NCEDL) data to examine the moderating effects of child ethnicity and family income on the links between parent-teacher relationships and kindergartners' social skills. This study includes 481 Caucasian, African American, and Latino children from low-income households. Overall,…
Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children
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Wissink, Inge B.; de Haan, Mariette
2013-01-01
This study examines whether teachers' and parental attributions for children's school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher-parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that,…
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Thijs, Jochem; Westhof, Saskia; Koomen, Helma
2012-01-01
Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…
Leijten, Patty; Raaijmakers, Maartje A J; Orobio de Castro, Bram; Matthys, Walter
2016-01-01
Ethnic minority families in Europe are underrepresented in mental health care-a profound problem for clinicians and policymakers. One reason for their underrepresentation seems that, on average, ethnic minority families tend to perceive externalizing and internalizing child behavior as less problematic. There is concern that this difference in problem perception might limit intervention effectiveness. We tested the extent to which ethnic differences in problem perception exist when ethnic minority families engage in mental health service and whether lower levels of problem perception diminish parenting intervention effects to reduce disruptive child behavior. Our sample included 136 mothers of 3- to 8-year-olds (35% female) from the 3 largest ethnic groups in the Netherlands (43% Dutch; 35% Moroccan; 22% Turkish). Mothers reported on their child's externalizing and internalizing behavior and their perception of this behavior as problematic. They were then randomly assigned to the Incredible Years parenting intervention or a wait list control condition. We contrasted maternal reports of problem perception to teacher reports of the same children. Moroccan and Turkish mothers, compared with Dutch mothers, perceived similar levels of child behavior problems as less problematic, and as causing less impairment and burden. Teacher problem perception did not vary across children from different ethnic groups. Importantly, maternal problem perception did not affect parenting intervention effectiveness to reduce disruptive child behavior. Our findings suggest that ethnic differences in problem perception exist once families engage in treatment, but that lower levels of problem perception do not diminish treatment effects. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Teacher Ethnicity, Student Ethnicity, and Student Outcomes
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Driessen, Geert
2015-01-01
A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…
Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting
ERIC Educational Resources Information Center
Lyon, Aaron R.; Gershenson, Rachel A.; Farahmand, Farahnaz K.; Thaxter, Peter J.; Behling, Steven; Budd, Karen S.
2009-01-01
This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool…
Li, Yan; Hughes, Jan N.; Kwok, Oi-man; Hsu, Hsien-Yuan
2012-01-01
This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and non-significant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with two latent factors provided a better fit to the data than a model with one factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed. PMID:21767024
Teacher-Child Relationship Quality: The Roles of Child Temperament and Teacher-Child Interactions
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Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.
2009-01-01
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819…
Lansford, Jennifer E; Wager, Laura B; Bates, John E; Dodge, Kenneth A; Pettit, Gregory S
2012-01-01
This study was designed to examine whether African American and European American mothers differ in their discipline use when reasoning, denying privileges, yelling, and spanking are considered simultaneously and whether there are ethnic group differences in how these four forms of discipline are associated with child externalizing behavior. Structural equation models were used to examine relations between children's externalizing behavior in kindergarten (age 5), mothers' discipline in grades 1-3 (ages 6-8), and children's externalizing behavior in grade 4 (age 9) in a sample of 585 mothers and children. African American and European American mothers showed the same rank order frequency of reported use of each of the four forms of discipline, most frequently using reasoning, followed by yelling, denying privileges, and least frequently spanking. However, European American mothers more frequently reported using three of the four forms of discipline than did African American mothers, with no ethnic differences in the frequency with which mothers reported spanked. For European American children, higher levels of teacher-reported child externalizing in kindergarten predicted mothers' more frequent report of denying privileges, yelling, and spanking in grades 1-3; only spanking was associated with more child externalizing behaviors in grade 4. For African American children, teacher-reported child externalizing in kindergarten was unrelated to mothers' report of discipline in grades 1-3; considering predictions from discipline to grade 4 child externalizing, only denying privileges was predictive. European American and African American families differ in links between children's teacher-reported externalizing behaviors and subsequent mother-reported discipline as well as links between mother-reported discipline and children's subsequent teacher-reported externalizing.
Lansford, Jennifer E.; Wager, Laura B.; Bates, John E.; Dodge, Kenneth A.; Pettit, Gregory S.
2012-01-01
Synopsis Objective This study was designed to examine whether African American and European American mothers differ in their discipline use when reasoning, denying privileges, yelling, and spanking are considered simultaneously and whether there are ethnic group differences in how these four forms of discipline are associated with child externalizing behavior. Design Structural equation models were used to examine relations between children's externalizing behavior in kindergarten (age 5), mothers' discipline in grades 1-3 (ages 6-8), and children's externalizing behavior in grade 4 (age 9) in a sample of 585 mothers and children. Results African American and European American mothers showed the same rank order frequency of reported use of each of the four forms of discipline, most frequently using reasoning, followed by yelling, denying privileges, and least frequently spanking. However, European American mothers more frequently reported using three of the four forms of discipline than did African American mothers, with no ethnic differences in the frequency with which mothers reported spanked. For European American children, higher levels of teacher-reported child externalizing in kindergarten predicted mothers' more frequent report of denying privileges, yelling, and spanking in grades 1-3; only spanking was associated with more child externalizing behaviors in grade 4. For African American children, teacher-reported child externalizing in kindergarten was unrelated to mothers' report of discipline in grades 1-3; considering predictions from discipline to grade 4 child externalizing, only denying privileges was predictive. Conclusions European American and African American families differ in links between children's teacher-reported externalizing behaviors and subsequent mother-reported discipline as well as links between mother-reported discipline and children's subsequent teacher-reported externalizing. PMID:23750114
ERIC Educational Resources Information Center
Oren, Meral; Jones, Ithel
2009-01-01
The purpose of the study was to examine the relationships between child temperament, teacher-child relationships, and teacher-child interactions in four preschool classrooms. The preliminary analyses revealed classroom differences for all variables. In all the classrooms except one, the temperament factor Reactivity had positive and high…
Ziguras, Stephen; Klimidis, Steven; Lewis, James; Stuart, Geoff
2003-04-01
Research in the United States has indicated that matching clients from a minority group with clinicians from the same ethnic background increases use of community mental health services and reduces use of emergency services. This study assessed the effects of matching clients from a non-English-speaking background with bilingual, bicultural clinicians in a mental health system in Australia that emphasizes community-based psychiatric case management. In an overall sample of 2,935 clients served in the western region of Melbourne from 1997 to 1999, ethnic minority clients from a non-English-speaking background who received services from a bilingual, bicultural case manager were compared with ethnic minority clients who did not receive such services and with clients from an English-speaking background. The clients' engagement with three types of services-community care teams, psychiatric crisis teams, and psychiatric inpatient services-was assessed. Compared with ethnic minority clients who were not matched with a bilingual clinician, those who were matched generally had a longer duration and greater frequency of contact with community care teams and a shorter duration and lower frequency of contact with crisis teams. Clients born in Vietnam who were matched with a bilingual clinician had a shorter annual mean length of hospital stay and a lower annual mean frequency of hospital admission than Australian-born clients. The benefits of matching clients with psychiatric case managers on the basis of ethnic background include a lower level of need for crisis intervention and, for clients from some ethnic groups, fewer inpatient interventions. These Australian results support findings of the effectiveness of client-clinician ethnic matching in the United States.
Teacher-child relationships and academic achievement: a multilevel propensity score model approach.
McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G
2013-10-01
A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
"My Teacher Helps Me": Assessing Teacher-Child Relationships from the Child's Perspective
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White, Kelley Mayer
2016-01-01
The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…
Preschoolers' Academic Readiness: What Role Does the Teacher-Child Relationship Play?
ERIC Educational Resources Information Center
Palermo, Francisco; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.; Reiser, Mark
2007-01-01
We examined the role of the teacher-child relationship quality (close, dependent, and conflictive) on preschoolers' (N=95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically…
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Papadopoulou, Elena; Gregoriadis, Athanasios
2017-01-01
The purpose of this study was to examine young children's perceptions about the quality of their interactions with their teachers and the possible association of teacher-child relationships with children's school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers' and children's perceptions. Young…
Teacher-Child Relationships in Prekindergarten: The Influences of Child and Teacher Characteristics
ERIC Educational Resources Information Center
Koles, Bernadett; O'Connor, Erin; McCartney, Kathleen
2009-01-01
The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher-child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys…
Portilla, Ximena A.; Ballard, Parissa J.; Adler, Nancy E.; Boyce, W. Thomas; Obradović, Jelena
2014-01-01
This study investigates the dynamic interplay between teacher-child relationship quality and children’s behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children’s behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence. PMID:24916608
Ethnicity matching and outcomes after kidney transplantation in the United Kingdom.
Pisavadia, Bhavini; Arshad, Adam; Chappelow, Imogen; Nightingale, Peter; Anderson, Benjamin; Nath, Jay; Sharif, Adnan
2018-01-01
Kidneys from non-white donors have inferior outcomes, but it is unclear if ethnicity matching between donors and recipients achieves better post kidney transplant outcomes. We undertook a retrospective, population cohort study utilising UK Transplant Registry data. The cohort comprised adult, kidney-alone, transplant recipients receiving their first kidney transplant between 2003-2015, with data censored at 1st October 2016. We included 27,970 recipients stratified into white (n = 23,215), black (n = 1,679) and south Asian (n = 3,076) ethnicity, with median post-transplant follow-up of 1,676 days (IQR 716-2,869 days). Unadjusted and adjusted Cox regression survival analyses were performed to investigate ethnicity effect on risk for graft loss and mortality. In unadjusted analyses, matched ethnicity between donors-recipients resulted in better outcomes for delayed graft function, one-year creatinine, graft and patient survival but these differed by ethnicity matches. Compared to white-to-white transplants, risk for death-censored graft loss was higher in black-to-black and similar among Asian-to-Asian transplants, but mortality risk was lower for both black-to-black and Asian-to-Asian transplants. In Cox regression models, compared to white donors, we observed higher risk for graft loss with both south Asian (HR 1.38, 95%CI 1.12-1.70, p = 0.003) and black (HR 1.66, 95%CI 1.30-2.11, p<0.001) donated kidneys independent of recipient ethnicity. We observed no mortality difference with south Asian donated kidneys but increased mortality with black donated kidneys (HR 1.68, 95%CI 1.21-2.35, p = 0.002). Matching ethnicities made no significant difference in any Cox regression model. Similar results were observed after stratifying our analysis by living and deceased-donor kidney transplantation. Our data confirm inferior outcomes associated with non-white kidney donors for kidney transplant recipients of any ethnicity in a risk-adjusted model for the United Kingdom
Miller, G V F; Travers, C J
2005-10-01
This paper presents the findings of a nationwide investigation into the mental well-being and job satisfaction of minority ethnic teachers in the UK. Data were collected via a questionnaire containing both open and closed questions. The sample, totalling 208 participants was derived from the National Union of Teachers (NUT) database of minority ethnic teachers and an advertisement in the NUT's Teacher magazine. Univariate analysis of the results revealed that this group of teachers, as compared with other groups were experiencing poorer mental health and lower job satisfaction. Multivariate analysis revealed four reliable factors regarding the 'sources of stress' these minority ethnic teachers perceived they were experiencing. They are the 'hierarchy and culture of the school', workload', 'cultural barriers', and the 'lack of status and promotion'. Some minority ethnic teachers reported that ethnic discrimination on a daily basis or at least several times per week was a contributory factor in their experience of stress. Many of the teachers believed they worked within an institutionally racist environment. Multiple regression analysis discovered that 'total stress', 'total self-esteem', 'working conditions job satisfaction' and 'total discrimination' were the major predictors of mental ill-health in the minority ethnic teachers. Job dissatisfaction was predicted by 'total discrimination', 'workload', 'total general health', 'resolution strategy', and the 'lack of status and promotion'.
Inequality of child mortality among ethnic groups in sub-Saharan Africa.
Brockerhoff, M.; Hewett, P.
2000-01-01
Accounts by journalists of wars in several countries of sub-Saharan Africa in the 1990s have raised concern that ethnic cleavages and overlapping religious and racial affiliations may widen the inequalities in health and survival among ethnic groups throughout the region, particularly among children. Paradoxically, there has been no systematic examination of ethnic inequality in child survival chances across countries in the region. This paper uses survey data collected in the 1990s in 11 countries (Central African Republic, Côte d'Ivoire, Ghana, Kenya, Mali, Namibia, Niger, Rwanda, Senegal, Uganda, and Zambia) to examine whether ethnic inequality in child mortality has been present and spreading in sub-Saharan Africa since the 1980s. The focus was on one or two groups in each country which may have experienced distinct child health and survival chances, compared to the rest of the national population, as a result of their geographical location. The factors examined to explain potential child survival inequalities among ethnic groups included residence in the largest city, household economic conditions, educational attainment and nutritional status of the mothers, use of modern maternal and child health services including immunization, and patterns of fertility and migration. The results show remarkable consistency. In all 11 countries there were significant differentials between ethnic groups in the odds of dying during infancy or before the age of 5 years. Multivariate analysis shows that ethnic child mortality differences are closely linked with economic inequality in many countries, and perhaps with differential use of child health services in countries of the Sahel region. Strong and consistent results in this study support placing the notion of ethnicity at the forefront of theories and analyses of child mortality in Africa which incorporate social, and not purely epidemiological, considerations. Moreover, the typical advantage of relatively small, clearly
Sensitizing Teachers to Ethnic Groups.
ERIC Educational Resources Information Center
Noar, Gertrude
This booklet on human relations attempts to convey to teachers the meaning and intent of "learning to live together." Separate sections deal with what teachers need to know about blacks, American Indians, Mexican-Americans, Puerto Ricans, the disadvantaged, Asian-Americans, Jews, and the many Caucasian ethnic groups. The focus in each race is on…
D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J
2016-06-01
This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.
Minneapolis Multi-Ethnic Curriculum Development Teacher's Guide.
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Tipple, Bruce E.; Whitehead, Pamela
The teacher's guide describes learning activities and teaching methods for the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. It is divided into eight sections. Section I lists knowledge generalizations and important concepts for each section. The remaining seven sections are entitled ethnicity, migration, acculturation, ethnic…
ERIC Educational Resources Information Center
Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J.
2018-01-01
In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools…
Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?
ERIC Educational Resources Information Center
Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.
2014-01-01
Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…
ERIC Educational Resources Information Center
McCormick, Meghan P.; Turbeville, Ashley R.; Barnes, Sophie P.; McClowry, Sandee G.
2014-01-01
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…
Baker, Elizabeth H; Altman, Claire E
2015-05-01
We examined whether indicators of child health, focusing on obesity, are associated with maternal ratings of child health (MRCH) and its variation by mother's ethnicity/nativity, focusing on Hispanics. The early childhood longitudinal study, kindergarten cohort kindergarten-eighth grade waves (n = 48,814) and nested general linear mixed modeling are used to examine excellent MRCH. The only indicator of child health that varies by mother's ethnicity/nativity for MRCH is child obesity. Child obesity did not influence MRCH for foreign-born Hispanic mothers, especially among less acculturated mothers, though significant differences among immigrants by acculturation were not found. However, among native-born white, black, and Hispanic mothers child obesity was associated with a lower likelihood of excellent MRCH even after controls for socioeconomic characteristics, family characteristics, and other indicators of child health are included. MRCH reflect not only child's actual health, but also the mother's perception of what contributes to poor child health. Our findings suggest that less acculturated foreign-born Hispanic mothers are less likely to associate child obesity with poor child health. Cultural orientations that prefer heavier children or are unlikely to associate child obesity with poor child health may contribute to the higher levels of obesity found among their children.
Teachers' Perceptions of Teacher-Child Relationships: Links with Children's Observed Interactions
ERIC Educational Resources Information Center
Hartz, Karyn; Williford, Amanda P.; Koomen, Helma M. Y.
2017-01-01
Research Findings: The present study examined associations between children's classroom interactions and teachers' perceptions of teacher-child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher-child relationships in the fall and spring. Children's (n = 895) positive…
Child-to-teacher ratio and day care teacher sickness absenteeism.
Gørtz, Mette; Andersson, Elvira
2014-12-01
The literature on occupational health points to work pressure as a trigger of sickness absence. However, reliable, objective measures of work pressure are in short supply. This paper uses Danish day care teachers as an ideal case for analysing whether work pressure measured by the child-to-teacher ratio, that is, the number of children per teacher in an institution, affects teacher sickness absenteeism. We control for individual teacher characteristics, workplace characteristics, and family background characteristics of the children in the day care institutions. We perform estimations for two time periods, 2002-2003 and 2005-2006, by using generalized method of moments with lagged levels of the child-to-teacher ratio as instrument. Our estimation results are somewhat mixed. Generally, the results indicate that the child-to-teacher ratio is positively related to short-term sickness absence for nursery care teachers, but not for preschool teachers. Copyright © 2013 John Wiley & Sons, Ltd.
Emotional Availability Scale Among Three U.S. Race/Ethnic Groups.
Derscheid, Della J; Fogg, Louis F; Julion, Wrenetha; Johnson, Mary E; Tucker, Sharon; Delaney, Kathleen R
2018-05-01
This study used a cross-sectional design to conduct a subgroup psychometric analysis of the Emotional Availability Scale among matched Hispanic ( n = 20), African American ( n = 20), and European American ( n = 10) English-speaking mother-child dyads in the United States. Differences by race/ethnicity were tested ( p < .05) among (a) Emotional Availability Scale dimensions with ANOVA, and (b) relationships of Emotional Availability Scale dimensions with select Dyadic Parent-Child Interaction Coding System variables with Pearson correlation and matched moderated regression. Internal consistency was .950 (Cronbach's α; N = 50). No significant differences in the six Emotional Availability Scale dimension scores by race/ethnicity emerged. Two Dyadic Parent-Child Interaction Coding System behaviors predicted two Emotional Availability Scale dimensions each for Hispanic and African American mother-child dyads. Results suggest emotional availability similarity among race/ethnic subgroups with few predictive differences of emotional availability dimensions by specific behaviors for Hispanic and African American subgroups.
Child mental health differences amongst ethnic groups in Britain: a systematic review
Goodman, Anna; Patel, Vikram; Leon, David A
2008-01-01
Background Inter-ethnic differences have been reported for many mental health outcomes in the UK, but no systematic review on child mental health has been published. The aim of this review is to compare the population-based prevalence of child mental disorders between ethnic groups in Britain, and relate these findings to ethnic differences in mental health service use. Methods A systematic search of bibliographic databases for population-based and clinic-based studies of children aged 0–19, including all ethnic groups and the main child mental disorders. We synthesised findings by comparing each minority group to the White British study sample. Results 31 population-based and 18 clinic-based studies met the inclusion criteria. Children in the main minority groups have similar or better mental health than White British children for common disorders, but may have higher rates for some less common conditions. The causes of these differences are unclear. There may be unmet need for services among Pakistani and Bangladeshi children. Conclusion Inter-ethnic differences exist but are largely unexplained. Future studies should address the challenges of cross-cultural psychiatry and investigate reasons for inter-ethnic differences. PMID:18655701
Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations?
ERIC Educational Resources Information Center
Becker, Birgit; Tuppat, Julia
2018-01-01
Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children…
Lawson, David W.; Borgerhoff Mulder, Monique; Ghiselli, Margherita E.; Ngadaya, Esther; Ngowi, Bernard; Mfinanga, Sayoki G. M.; Hartwig, Kari; James, Susan
2014-01-01
The Maasai of northern Tanzania, a semi-nomadic ethnic group predominantly reliant on pastoralism, face a number of challenges anticipated to have negative impacts on child health, including marginalisation, vulnerabilities to drought, substandard service provision and on-going land grabbing conflicts. Yet, stemming from a lack of appropriate national survey data, no large-scale comparative study of Maasai child health has been conducted. Savannas Forever Tanzania surveyed the health of over 3500 children from 56 villages in northern Tanzania between 2009 and 2011. The major ethnic groups sampled were the Maasai, Sukuma, Rangi, and the Meru. Using multilevel regression we compare each ethnic group on the basis of (i) measurements of child health, including anthropometric indicators of nutritional status and self-reported incidence of disease; and (ii) important proximate determinants of child health, including food insecurity, diet, breastfeeding behaviour and vaccination coverage. We then (iii) contrast households among the Maasai by the extent to which subsistence is reliant on livestock herding. Measures of both child nutritional status and disease confirm that the Maasai are substantially disadvantaged compared to neighbouring ethnic groups, Meru are relatively advantaged, and Rangi and Sukuma intermediate in most comparisons. However, Maasai children were less likely to report malaria and worm infections. Food insecurity was high throughout the study site, but particularly severe for the Maasai, and reflected in lower dietary intake of carbohydrate-rich staple foods, and fruits and vegetables. Breastfeeding was extended in the Maasai, despite higher reported consumption of cow's milk, a potential weaning food. Vaccination coverage was lowest in Maasai and Sukuma. Maasai who rely primarily on livestock herding showed signs of further disadvantage compared to Maasai relying primarily on agriculture. We discuss the potential ecological, socioeconomic, demographic
Teaching HIV/AIDS through a Child-to-Child Approach: A Teacher's Perspective
ERIC Educational Resources Information Center
Mwebi, Bosire Monari
2012-01-01
This paper draws from a larger study conducted in Kenya, which was a narrative inquiry into a teacher's experiences of teaching the HIV/AIDS curriculum using a child-to-child approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV/AIDS curriculum using a child-to-child curriculum…
African-American mitochondrial DNAs often match mtDNAs found in multiple African ethnic groups
Ely, Bert; Wilson, Jamie Lee; Jackson, Fatimah; Jackson, Bruce A
2006-01-01
Background Mitochondrial DNA (mtDNA) haplotypes have become popular tools for tracing maternal ancestry, and several companies offer this service to the general public. Numerous studies have demonstrated that human mtDNA haplotypes can be used with confidence to identify the continent where the haplotype originated. Ideally, mtDNA haplotypes could also be used to identify a particular country or ethnic group from which the maternal ancestor emanated. However, the geographic distribution of mtDNA haplotypes is greatly influenced by the movement of both individuals and population groups. Consequently, common mtDNA haplotypes are shared among multiple ethnic groups. We have studied the distribution of mtDNA haplotypes among West African ethnic groups to determine how often mtDNA haplotypes can be used to reconnect Americans of African descent to a country or ethnic group of a maternal African ancestor. The nucleotide sequence of the mtDNA hypervariable segment I (HVS-I) usually provides sufficient information to assign a particular mtDNA to the proper haplogroup, and it contains most of the variation that is available to distinguish a particular mtDNA haplotype from closely related haplotypes. In this study, samples of general African-American and specific Gullah/Geechee HVS-I haplotypes were compared with two databases of HVS-I haplotypes from sub-Saharan Africa, and the incidence of perfect matches recorded for each sample. Results When two independent African-American samples were analyzed, more than half of the sampled HVS-I mtDNA haplotypes exactly matched common haplotypes that were shared among multiple African ethnic groups. Another 40% did not match any sequence in the database, and fewer than 10% were an exact match to a sequence from a single African ethnic group. Differences in the regional distribution of haplotypes were observed in the African database, and the African-American haplotypes were more likely to match haplotypes found in ethnic groups from
Toward an Ethnic Studies Critique for Teacher Education
ERIC Educational Resources Information Center
Chung, Jennifer Y.; Harrison, Lisa M.
2015-01-01
In an effort to humanize students of color in teacher education research, this study shifts away from the question, "How can we add students of color?" and instead asks, "How might teacher education programs be transformed to make space for students of color?" To begin, we articulate an ethnic studies critique for teacher…
Corporal Punishment and Child Aggression: Ethnic-Level Family Cohesion as a Moderator.
Lee, Yoona; Watson, Malcolm W
2017-04-01
Ethnicity has been examined as a putative moderator between parents' use of corporal punishment and children's externalizing behaviors. Yet, the reasons for this potential ethnic-level moderator have not been fully examined. The primary objective of this study was to examine whether the effect of corporal punishment on aggression is ethnic-specific using major racial groups inside and outside the U.S. samples and how the mean levels of cohesion in family relationships as found in different ethnic groups moderate the association between mothers' use of corporal punishment and children's aggression. A total of 729 mothers who had children aged 7 to 13 years were sampled from five ethnic groups (i.e., European American, African American, Hispanic American, Korean, and Chinese). Several hypotheses were tested to examine the moderating effect of ethnic-level, family cohesion on the relation of corporal punishment to children's aggression. As expected, the mean level of family cohesion was significantly different across ethnicities. Consistent results across parallel multilevel and fixed effect models showed that high corporal punishment was associated with more aggression in all ethnicities, but there was a significant variation in the association across ethnicities, and the variation was explained by ethnic-level family cohesion. There were weaker associations between corporal punishment and child aggression among ethnic groups with high family cohesion and stronger associations among ethnic groups with low family cohesion. Ethnic/cultural variation in this study emphasizes the importance of understanding family environment of diverse ethnic groups when evaluating the influence of corporal punishment on child behavior in different ethnic/cultural contexts.
Teachers' Knowledge and Beliefs About Child Sexual Abuse.
Márquez-Flores, María Mercedes; Márquez-Hernández, Verónica V; Granados-Gámez, Genoveva
2016-07-01
Child sexual abuse is one of the main types of abuse still to be addressed within the field of education, yet the education system itself can serve as a primary tool for its prevention. A better understanding of teachers' knowledge and beliefs about child sexual abuse will allow us to establish key starting points from which to utilize the system for prevention. Four hundred and fifty teachers participated in this study, completing a questionnaire regarding their knowledge and beliefs about child sexual abuse. The study revealed that over half the teachers, 65.3% (n = 294), had never received any type of training in child sexual abuse education and that the majority were not familiar with methods of identifying child sexual abuse, 90.7% (n = 279). Various mistaken beliefs were identified among the participating teachers, such as pathological profiles of abusers, that the vast majority of child sexual abuse implies violent behavior, and that there cannot be abusers the same age as the victim. These results indicate that knowledge deficiencies do exist about child sexual abuse among teachers and highlight the need for training in this field.
Conflict and Consensus in Teacher Candidates' Discussion of Ethnic Autobiography.
ERIC Educational Resources Information Center
Florio-Ruane, Susan; deTar, Julie
A Future Teachers' Autobiography Club discussion group/research project invited six elementary teacher candidates to read, write about, and discuss ethnic autobiography in order to foster and investigate the potential of peer discussion in teacher learning. Using a selected list of six autobiographies, the researcher hosted monthly dinner…
Valicenti-McDermott, Maria; Burrows, Bethany; Bernstein, Leora; Hottinger, Kathryn; Lawson, Katharine; Seijo, Rosa; Schechtman, Merryl; Shulman, Lisa; Shinnar, Shlomo
2014-03-01
The use of complementary and alternative medicine by children with autism and the association of its use with child comorbid symptoms and parental stress was studied in an ethnically diverse population, in a cross-sectional study with structured interviews. The sample included 50 families of children with autism and 50 families of children with other developmental disabilities, matched by age/gender. Interview included the Complementary and Alternative Medicine Questionnaire, Gastrointestinal Questionnaire, Children's Sleep Habits Questionnaire, Aberrant Behavior Checklist, and Parenting Stress Index. In this ethnically diverse sample, the use of complementary and alternative medicine was significantly higher for the autism group. In the autism group, use was significantly related to child's irritability, hyperactivity, food allergies, and parental stress; in the developmental disabilities group, there was no association with child comorbid symptoms or parental stress. The results contribute information to health care providers about families of children with autism who are more likely to use complementary and alternative medicine.
Children's Representations of Attachment and Positive Teacher-Child Relationships.
Veríssimo, Manuela; Torres, Nuno; Silva, Filipa; Fernandes, Carla; Vaughn, Brian E; Santos, António J
2017-01-01
This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R 2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development.
Brown, Christia Spears; Chu, Hui
2012-01-01
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
2011-01-01
Background In Vietnam, primary government health services are now accessible for the whole population including ethnic minority groups (EMGs) living in rural and mountainous areas. However, little is known about EMGs' own perspectives on illness treatment and use of health services. This study investigates treatment seeking strategies for child diarrhoea among ethnic minority caregivers in Northern Vietnam in order to suggest improvements to health services for EMGs and other vulnerable groups. Methods The study obtained qualitative data from eight months of field work among four EMGs in lowland and highland villages in the Northern Lao Cai province. Triangulation of methods included in-depth interviews with 43 caregivers of pre-school children (six years and below) who had a case of diarrhoea during the past month, three focus group discussions (FGDs) with men, and two weeks of observations at two Communal Health Stations (CHGs). Data was content-analyzed by ordering data into empirically and theoretically inspired themes and sub-categories assisted by the software NVivo8. Results This study identified several obstacles for EMG caregivers seeking health services, including: gender roles, long travelling distances for highland villagers, concerns about the indirect costs of treatment and a reluctance to use government health facilities due to feelings of being treated disrespectfully by health staff. However, ethnic minority caregivers all recognized the danger signs of child diarrhoea and actively sought simultaneous treatment in different health care systems and home-based care. Treatments were selected by matching the perceived cause and severity of the disease with the 'compatibility' of different treatments to the child. Conclusions In order to improve EMGs' use of government health services it is necessary to improve the communication skills of health staff and to acknowledge both EMGs' explanatory disease models and the significant socio-economic constraints
Kawachi, Shinobu; Fukuzawa, Yukiko; Hamada, Yuuko
2006-09-01
The purpose of this survey questionnaire is to investigate the factors influencing how nursery school teachers perceive inclusive child day-care in K City in order to qualify what support we can provide. The questionnaire was sent to nursery school teachers with experience in inclusive child day-care in K City. Three hundred seventeen teachers provided sufficient data for analysis. The results of this survey suggest that teachers perceive inclusive child day-care to lead up to self-development and the pleasure of child-caring. On the other hand, they feel a burden of inclusive child day-care, with teachers in their 40 s feeling a stronger burden than teachers in their 20 s. And teachers with experience in taking care of emotionally disturbed children or teachers with experience in taking care of hearing-impaired children feel a stronger burden than teachers without experience in taking care of them. The results of our survey also suggest that it is necessary for support systems to have special knowledge about disabled children and special ways of caring, and to decrease teachers' burden or dissatisfaction with inclusive child day-care.
Kong, Angela; Jones, Blake L.; Fiese, Barbara H.; Schiffer, Linda A.; Odoms-Young, Angela; Kim, Yoonsang; Bailey, Lauren; Fitzgibbon, Marian L.
2013-01-01
Family meals may improve diet and weight outcomes in children; however, results from nationally representative samples suggest these relationships vary by race/ethnicity. Observing parent-child mealtime interactions may lend insight to why racial/ethnic differences exist. In this pilot study, a multi-ethnic sample of low-income families (n=30) with a preschool-age child were videotaped during a dinner in their home. A global coding scheme was used to assess the following: `Action' (behaviors that divert attention from eating), `Behavior Control' (behaviors intended to modify another person's behavior), and `Communication' (i.e., meal-oriented, interpersonal, and critical). All families spent a significant amount of time in `action' oriented behaviors that diverted their attention from eating. We also observed racial/ethnic differences in communication (i.e. critical) and behavior patterns (i.e. behavior control). This study demonstrated that this approach for observing parent-child mealtime interactions in a naturalistic setting among a diverse study sample was feasible; however, future studies should address how these patterns relate to dietary intake and weight status. PMID:24183134
Kong, Angela; Jones, Blake L; Fiese, Barbara H; Schiffer, Linda A; Odoms-Young, Angela; Kim, Yoonsang; Bailey, Lauren; Fitzgibbon, Marian L
2013-12-01
Family meals may improve diet and weight outcomes in children; however, results from nationally representative samples suggest that these relationships vary by race/ethnicity. Observing parent-child mealtime interactions may lend insight to why racial/ethnic differences exist. In this pilot study, a multi-ethnic sample of low-income families (n = 30) with a preschool-age child was videotaped during a dinner in their home. A global coding scheme was used to assess the following: 'Action' (behaviors that divert attention from eating), 'Behavior Control' (behaviors intended to modify another person's behavior), and 'Communication' (i.e., meal-oriented, interpersonal, and critical). All families spent a significant amount of time in 'action' oriented behaviors that diverted their attention from eating. We also observed racial/ethnic differences in communication (i.e. critical) and behavior patterns (i.e. behavior control). This study demonstrated that this approach for observing parent-child mealtime interactions in a naturalistic setting among a diverse study sample was feasible; however, future studies should address how these patterns relate to dietary intake and weight status. © 2013.
Steinbach, Rebecca; Green, Judith; Kenward, Michael G; Edwards, Phil
2016-01-01
Research on inequalities in child pedestrian injury risk has identified some puzzling trends: although, in general, living in more affluent areas protects children from injury, this is not true for those in some minority ethnic groups. This study aimed to identify whether 'group density' effects are associated with injury risk, and whether taking these into account alters the relationship between area deprivation and injury risk. 'Group density' effects exist when ethnic minorities living in an area with a higher proportion of people from a similar ethnic group enjoy better health than those who live in areas with a lower proportion, even though areas with dense minority ethnic populations can be relatively more materially disadvantaged. This study utilised variation in minority ethnic densities in London between two census periods to identify any associations between group density and injury risk. Using police data on road traffic injury and population census data from 2001 to 2011, the numbers of 'White,' 'Asian' and 'Black' child pedestrian injuries in an area were modelled as a function of the percentage of the population in that area that are 'White,' 'Asian' and 'Black,' controlling for socio-economic disadvantage and characteristics of the road environment. There was strong evidence (p < 0.001) of a negative association between 'Black' population density and 'Black' child pedestrian injury risk [incidence (of injury) rate ratios (IRR) 0.575, 95% CI 0.515-0.642]. There was weak evidence (p = 0.083) of a negative association between 'Asian' density and 'Asian' child pedestrian injury risk (IRR 0.901, 95% CI 0.801-1.014) and no evidence (p = 0.412) of an association between 'White' density and 'White' child pedestrian injury risk (IRR 1.075, 95% CI 0.904-1.279). When group density effects are taken into account, area deprivation is associated with injury risk of all ethnic groups. Group density appears to protect 'Black' children living in London against
Riina, Elizabeth M; Lippert, Adam; Brooks-Gunn, Jeanne
2016-08-01
From a social disorganization standpoint, neighborhood residential instability potentially brings negative consequences to parent-child relationship qualities, but family social support and racial/ethnic identity may modify this association. Using data (n = 3,116) from the Project on Human Development in Chicago Neighborhoods, this study examines associations between neighborhood residential instability and parent-child warmth and conflict, whether family social support moderates associations between residential instability and parent-child relationships, and variation by race/ethnicity. Multilevel models reveal that residential instability undermines parent-child relationship qualities, particularly for non-White individuals. Family support is a protective factor for families in less stable neighborhoods, and specifically buffers the association between neighborhood residential instability and reduced parent-child warmth. Among Hispanics, family support mitigates the association between residential instability and heightened parent-child conflict. Findings highlight residential instability as a detriment to parent-child relationships; families in unstable neighborhoods may benefit from family social support.
Riina, Elizabeth M.; Lippert, Adam; Brooks-Gunn, Jeanne
2016-01-01
From a social disorganization standpoint, neighborhood residential instability potentially brings negative consequences to parent–child relationship qualities, but family social support and racial/ethnic identity may modify this association. Using data (n = 3,116) from the Project on Human Development in Chicago Neighborhoods, this study examines associations between neighborhood residential instability and parent–child warmth and conflict, whether family social support moderates associations between residential instability and parent–child relationships, and variation by race/ethnicity. Multilevel models reveal that residential instability undermines parent–child relationship qualities, particularly for non-White individuals. Family support is a protective factor for families in less stable neighborhoods, and specifically buffers the association between neighborhood residential instability and reduced parent–child warmth. Among Hispanics, family support mitigates the association between residential instability and heightened parent–child conflict. Findings highlight residential instability as a detriment to parent–child relationships; families in unstable neighborhoods may benefit from family social support. PMID:27695136
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.
Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John
2014-01-01
The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.
Assessment of anxiety symptoms in school children: a cross-sex and ethnic examination.
Holly, Lindsay E; Little, Michelle; Pina, Armando A; Caterino, Linda C
2015-02-01
We evaluated the cross-sex and -ethnic (Hispanic/Latino, non-Hispanic White) measurement invariance of anxiety symptoms based on the Spence Children's Anxiety Scale (SCAS) as well as SCAS anxiety symptoms' correspondence with scores on the 5-item Screen for Child Anxiety Related Emotional Disorders (SCARED) and teacher ratings of child anxiety. Based on data corresponding to 702 children (M age = 9.65, SD = 0.70; 51.9 % girls; 55 % Hispanic/Latino), findings showed some sex and ethnic variations in SCAS measured anxiety at the item and scale levels. Moreover, SCAS correspondence to the 5-item SCARED was found across ethnicity and sex. SCAS correspondence to teacher ratings was found for non-Hispanic White boys and non-Hispanic White girls, marginally in Hispanic/Latino boys, and poorly in Hispanic/Latino girls.
Ethnicity as a Moderator of Treatment Effects on Parent-Child Interaction for Children with ADHD
ERIC Educational Resources Information Center
Jones, Heather A.; Epstein, Jeffery N.; Hinshaw, Stephen P.; Owens, Elizabeth B.; Chi, Terry C.; Arnold, L. Eugene; Hoza, Betsy; Wells, Karen C.
2010-01-01
Objective: To examine ethnic differences in observed parenting and child behavior and the moderating effects of ethnicity on the relationship between treatment and parent and child behavior. Method: Observations of 508 children with ADHD (ages 7-9) and their caregivers, collected during the Multimodal Treatment Study of ADHD, were analyzed using…
Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start
ERIC Educational Resources Information Center
Whittaker, Jessica E. Vick; Jones Harden, Brenda
2010-01-01
This study explored the association between teacher-child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher-child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher-child…
ERIC Educational Resources Information Center
Kim, Seunghee
2008-01-01
We investigated barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. An effective teacher-child interaction enables both teachers and children to actively engage in solving the problems they confront in their daily lives. The effective teacher-child interaction relies…
ERIC Educational Resources Information Center
Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.
2016-01-01
The authors examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical…
ERIC Educational Resources Information Center
Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.
2016-01-01
We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…
Matching Pupils and Teachers to Maximize Expected Outcomes.
ERIC Educational Resources Information Center
Ward, Joe H., Jr.; And Others
To achieve a good teacher-pupil match, it is necessary (1) to predict the learning outcomes that will result when each student is instructed by each teacher, (2) to use the predicted performance to compute an Optimality Index for each teacher-pupil combination to indicate the quality of each combination toward maximizing learning for all students,…
Two Counseling Interventions to Reduce Teacher-Child Relationship Stress
ERIC Educational Resources Information Center
Ray, Dee C.
2007-01-01
This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed…
ERIC Educational Resources Information Center
Gu, Mingyue
2018-01-01
This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…
Vervoort, Eleonora; Bosmans, Guy; Doumen, Sarah; Minnis, Helen; Verschueren, Karine
2014-11-01
Despite increasing research on indiscriminate friendliness in children, almost no research exists on social-cognitive deficits that are supposed to underlie indiscriminately friendly behavior. In this study, we compared indiscriminately friendly children with controls regarding their perceptions of self, reliability trust in significant others, and perceptions of the teacher-child relationship. Children's perceptions were compared in two samples: a sample of 33 likely cases for disinhibited reactive attachment disorder (RAD) from special education for children with emotional and behavioral disorders (75.76% boys, Mage=8.52, 96.9% Caucasian, 33.3% and 45.5% of their mothers completed primary or secondary education, respectively) was matched on sex, age, and socio-economic status with a sample of 33 controls from general education. Children participated individually in several interviews assessing global and social self-concept, reliability trust in significant others, teacher-child relationship perceptions, and vocabulary. Parents and teachers completed a screening questionnaire for RAD and the Strengths and Difficulties Questionnaire. Likely disinhibited RAD-cases showed more indiscriminate friendliness and more problem behavior in general according to their parents and teachers than controls. Furthermore, likely RAD-cases reported a more positive global self-concept, more reliability trust in significant others, and more dependency in the teacher-child relationship than controls. The results are in line with clinical observations of indiscriminately friendly children and findings in clinical samples of maltreated or attachment disrupted children but contrast hypotheses from developmental attachment research. Further research is needed to explain the more positive perceptions of indiscriminately friendly children. Copyright © 2014 Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Rosenfeld, Lawrence B.
This study sought to answer two questions: Do teachers stereotype students of different ethnic and social class backgrounds when using actual classroom evaluative criteria? What are the relative effects of audio and visual cues in eliciting teachers' stereotypes? Stimulus materials portraying students from different ethnic and social class…
Lopez, Cristina M; Begle, Angela Moreland; Dumas, Jean E; de Arellano, Michael A
2012-03-01
This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.
Feuerhahn, Nicolas; Bellingrath, Silja; Kudielka, Brigitte M
2013-07-01
We investigated how matching and non-matching demands and resources are related to emotional exhaustion (EE) in teachers. Theoretically, we draw on the Demand-Induced Strain Compensation (DISC) model that proposes that demands, resources, and strains are multidimensional and comprise emotional, cognitive, and physical components. We first tested whether resources compensate aversive effects of demands. Second, as proposed by the triple-match principle, we tested whether interaction effects between job demands and resources are most likely if demands, resources, and outcomes relate to the same dimension. We retrieved data from 177 school teachers; a subsample was re-examined after a time lag of about 21 month (N = 56). Linear regression analyses reveal concurrent and longitudinal main and interaction effects of teacher-specific emotional and cognitive job demands and resources on EE. Results support the compensation principle and triple-match principle. Therefore, the DISC model seems to provide a valuable framework for the study of interaction effects in job stress research and, in particular, for interventions to reduce job strain in teachers. © 2013 The Authors. Applied Psychology: Health and Well-Being © 2013 The International Association of Applied Psychology.
Child Development. Teacher's Instructional Guide.
ERIC Educational Resources Information Center
Cheatham, Joyce
This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year child development programs for Texas high school students. The following are among the items included: (1) introductory…
Kawabata, Yoshito; Crick, Nicki R
2015-04-01
The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations. (c) 2015 APA, all rights reserved).
Bevaart, Floor; Mieloo, Cathelijne L; Jansen, Wilma; Raat, Hein; Donker, Marianne C H; Verhulst, Frank C; van Oort, Floor V A
2012-10-01
Problem perception and perceived need for professional care are important determinants that can contribute to ethnic differences in the use of mental health care. Therefore, we studied ethnic differences in problem perception and perceived need for professional care in the parents and teachers of 5- to 6-year-old children from the general population who were selected for having emotional and behavioural problems. A cross-sectional study with data of 10,951 children from grade two of the elementary schools in the Rotterdam-Rijnmond area, The Netherlands. Parents and teachers completed the strengths and difficulties questionnaire (SDQ) as well as questions on problem perception and perceived need for care. The SDQ was used to identify children with emotional and behavioural problems. We included Dutch, Surinamese, Antillean, Moroccan and Turkish children in our sample with high (>P90) SDQ scores (N = 1,215), who were not currently receiving professional care for their problems. Amongst children with high SDQ scores, problem perception was lower in non-Dutch parents than in Dutch parents (49% vs. 81%, p < 0.01). These lower rates of problem perception could not be explained by differences in socioeconomic position or severity of the problems. No ethnic differences were found in parental perceived need and in problem perception and perceived need reported by teachers. Higher levels of problem perception and perceived need were reported by teachers than by parents in all ethnic groups (PP: 87% vs. 63% and PN: 48% vs. 23%). Child health professionals should be aware of ethnic variations in problem perception as low problem perception in parents of non-Dutch children may lead to miscommunication and unmet need for professional care for the child. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.
Teacher-Child Relationships as Dynamic Systems
ERIC Educational Resources Information Center
O'Connor, Erin
2010-01-01
The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth…
NASA Astrophysics Data System (ADS)
Elstad, Eyvind; Turmo, Are
2010-11-01
The purpose of this study is to explore students' self-regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.
Thijs, Jochem
2011-01-01
Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.
The Influence of Ethnic Match on Latino School-Based Family Engagement
ERIC Educational Resources Information Center
Mundt, Kevin; Gregory, Anne; Melzi, Gigliana; McWayne, Christine M.
2015-01-01
Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined…
Child Care Teachers' Response to Children's Emotional Expression
ERIC Educational Resources Information Center
Ahn, Hey Jun; Stifter, Cynthia
2006-01-01
This observational study examined practices through which child care teachers socialize children's emotion. A specific aim was to describe strategies of teacher intervention in response to emotion displayed by children in child care centers, and to answer the question of differential interactions based on children's age and gender. The results of…
The Challenging Pupil in the Classroom: Child Effects on Teachers
Houts, Renate M.; Caspi, Avshalom; Pianta, Robert C.; Arseneault, Louise; Moffitt, Terrie E.
2012-01-01
Teaching children requires effort and some children naturally require more effort than others. This study tests whether teacher effort devoted to individual children varies as a function of children’s personal characteristics. Using a nation-wide longitudinal study of twins followed between ages 5-12 years, we asked teachers about the effort they invested in each child enrolled in our study. We found that teacher effort was a function of heritable child characteristics; that children’s challenging behavior assessed at age 5 predicted teacher effort at age 12; and that challenging child behavior and teacher effort share common etiology in children’s genes. While child effects accounted for a significant proportion of variance in teacher effort, we also found variation that could not be attributed to children’s behavior. Treating children with challenging behavior and enhancing teachers’ skills in behavior management could increase the time and energy teachers have to deliver curriculum in their classrooms. PMID:21078897
Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K
2016-12-01
Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
The Child-Care Teacher Aide--A Guide for Teachers.
ERIC Educational Resources Information Center
Cooper, Dorothy B.
Adaptable to individual student needs and the community, this basic curriculum guide is designed for use in initiating and teaching a high school or adult two-year child-care teacher-aide program in vocational education. Four levels of occupations are covered--babysitter, nursery school facilities aide, nursery school teacher aide, and assistant…
ERIC Educational Resources Information Center
Quesenberry, Amanda C.; Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Hamann, Kira
2014-01-01
In this study, 9 teachers from 5 child care centers were interviewed to examine their perceptions on including children with challenging behavior in their classrooms. The findings provide a firsthand view into how child care teachers support children's social and emotional development and address challenging behavior. Results confirm previous…
Mother-child language style matching predicts children's and mothers' emotion reactivity.
Rasmussen, Hannah F; Borelli, Jessica L; Smiley, Patricia A; Cohen, Chloe; Cheung, Ryan Cheuk Ming; Fox, Schuyler; Marvin, Matthew; Blackard, Betsy
2017-05-15
Co-regulation of behavior occurring within parent-child attachment relationships is thought to be the primary means through which children develop the capacity to regulate emotion, an ability that is protective across development. Existing research on parent-child co-regulation focuses predominantly on parent-infant dyads, and operationalizes co-regulation as the matching of facial expressions; however, matching can occur on other behaviors, including vocal tone, body movement, and language. Studies with young children find that greater matching is associated with children's lower emotion reactivity, but with unknown impacts on parents. In this study we examine a recently-developed metric of behavioral matching, language style matching (LSM), a composite measure of the similarity of function word use in spoken or written language between two or more people. We test whether LSM between mothers and their school-aged children is associated with children's and mothers' physiological and subjective emotion reactivity. Children completed a standardized stressor task while their mothers observed; children's and mother's cortisol and cardiovascular reactivity were assessed, as were their subjective reports of emotion reactivity. Following the stressor, children and mothers completed independent interviews about the experience, later assessed for LSM. Higher mother-child LSM was associated with lower emotion reactivity (lower cortisol reactivity, lower reports of negative emotion) for children, and with higher maternal cardiovascular but not cortisol or subjective reactivity. Further, higher LSM was more strongly associated with lower child cortisol reactivity when mothers were more reactive themselves. We conclude that mother-child LSM, thought to reflect a history of co-regulated interaction, confers protective benefits for children, but heightened reactivity for mothers. Copyright © 2016 Elsevier B.V. All rights reserved.
ERIC Educational Resources Information Center
Chung, Li-Chuan; Marvin, Christine A.; Churchill, Susan L.
2005-01-01
The present study investigated specific teacher factors that potentially influence teacher-child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3-6-year-old children in community-based childcare and preschool centers in one mid-western state. There were 46…
Wehrly, Sarah E; Bonilla, Chantal; Perez, Marisol; Liew, Jeffrey
2014-02-01
Controlling parental feeding practices may be associated with childhood overweight, because coercive or intrusive feeding practices may negatively impact children's development of self-regulation of eating. This study examined pressuring or forcing a child (healthy or unhealthy foods) and restricting child from unhealthy or snack foods as two types of controlling feeding practices that explain unique variances in measures of child body composition (BMI, percent body fat, and parental perception of child weight). In an ethnically and economically diverse sample of 243 children aged 4-6years old and their biological parents (89% biological mothers, 8% biological fathers, and 3% step or grand-parent), descriptive statistics indicate ethnic and family income differences in measures of feeding practices and child body composition. Additionally, the two "objective" indices of body composition (BMI and percent body fat) were related to low pressure to eat, whereas the "subjective" index (perceived child weight) was related to restriction. Regression analyses accounting for ethnic and family income influences indicate that pressure to eat and restriction both explained unique variances in the two "objective" indices of body composition, whereas only restriction explained variance in perceived child weight. Findings have implications for helping parents learn about feeding practices that promote children's self-regulation of eating that simultaneously serves as an obesity prevention strategy. Copyright © 2013 Elsevier Ltd. All rights reserved.
Multi-Ethnic Guide, An Introduction. Working Draft.
ERIC Educational Resources Information Center
Kepler, Mary, Comp.
This developmental guide was written to help children and teachers gain an understanding and respect for all ethnic groups and learn to appreciate the strengths inherent in their differences as well as in their similarities. The introductory lessons deal with the total child: first helping him to gain a better insight into himself, then studying…
Teacher Stress Predicts Child Executive Function: Moderation by School Poverty
ERIC Educational Resources Information Center
Neuenschwander, Regula; Friedman-Krauss, Allison; Raver, Cybele; Blair, Clancy
2017-01-01
Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and…
Teacher-Child Interactions in Infant/Toddler Child Care and Socioemotional Development
ERIC Educational Resources Information Center
Mortensen, Jennifer A.; Barnett, Melissa A.
2015-01-01
Research Findings: The teacher-child relationships that develop in infant/toddler child care provide a critical caregiving context for young children's socioemotional development. However, gaps remain in researchers' understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
2017-01-01
Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698
Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School
Benner, Aprile D.; Yan, Ni
2015-01-01
Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections—parental involvement and communication quality—accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference on parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers. PMID:26549968
Teacher expectations, classroom context, and the achievement gap.
McKown, Clark; Weinstein, Rhona S
2008-06-01
In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.
Guo, Jing; Ren, Xuezhu; Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan
2015-01-01
The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children's Depression Inventory-Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.
Kindergarten Teachers' Experience with Reporting Child Abuse in Taiwan
ERIC Educational Resources Information Center
Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen
2010-01-01
Objective: The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). Method: A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics,…
ERIC Educational Resources Information Center
Harvey, Kristin Emilia; Suizzo, Marie-Anne; Jackson, Karen Moran
2016-01-01
The aims of this study were to investigate the effects of discrepancies between teachers' perceptions of students' motivation and students' reports of their motivation on math and English grades and to identify possible gender and ethnic differences. Participants included 215 low-income, ethnic-minority students and their teachers in academically…
The Cost of Quality: Teacher Testing and Racial-Ethnic Representativeness in Public Education.
ERIC Educational Resources Information Center
Dometrius, Nelson C.; Sigelman, Lee
1988-01-01
Reports the results of a simulation-based analysis of Black and Hispanic public school teacher employment in Texas. The simulation reflects recently instituted teacher testing requirements in mathematics and language competence and projects how the program is likely to affect the racial-ethnic composition of public school teachers in Texas over…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
ERIC Educational Resources Information Center
Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
2014-01-01
Research Findings: The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were…
Bridging the Gap of Teacher Education about Child Abuse
ERIC Educational Resources Information Center
Sinanan, Allison N.
2011-01-01
School personnel, particularly educators and school psychologists, are a first line of defense in protecting children from abuse. Teachers play an important role in the detection and reporting of child abuse. The relationship established between teachers and their students can facilitate the identification of child abuse. By virtue of their work,…
Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan
2015-01-01
The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895
Rhoad-Drogalis, Anna; Justice, Laura M; Sawyer, Brook E; O'Connell, Ann A
2018-03-01
Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs. © 2017 Royal College of Speech and Language Therapists.
Child maltreatment risk as a function of poverty and race/ethnicity in the USA.
Kim, Hyunil; Drake, Brett
2018-01-29
Child maltreatment is a pressing social problem in the USA and internationally. There are increasing calls for the use of a public health approach to child maltreatment, but the effective adoption of such an approach requires a sound foundation of epidemiological data. This study estimates for the first time, using national data, total and type-specific official maltreatment risks while simultaneously considering environmental poverty and race/ethnicity. National official maltreatment data (2009-13) were linked to census data. We used additive mixed models to estimate race/ethnicity-specific rates of official maltreatment (total and subtypes) as a function of county-level child poverty rates. The additive model coupled with the multilevel design provided empirically sound estimates while handling both curvilinearity and the nested data structure. With increasing county child poverty rates, total and type-specific official maltreatment rates increased in all race/ethnicity groups. At similar poverty levels, White maltreatment rates trended higher than Blacks and Hispanics showed lower rates, especially where the data were most sufficient. For example, at the 25% poverty level, total maltreatment report rates were 6.91% [95% confidence interval (CI): 6.43%-7.40%] for Whites, 6.30% (5.50%-7.11%) for Blacks and 3.32% (2.88%-3.76%) for Hispanics. We find strong positive associations between official child maltreatment and environmental poverty in all race/ethnicity groups. Our data suggest that Black/White disproportionality in official maltreatment is largely driven by Black/White differences in poverty. Our findings also support the presence of a 'Hispanic paradox' in official maltreatment, where Hispanics have lower risks compared with similarly economically situated Whites and Blacks. © The Author(s) 2018; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association
The Importance of Minority Teachers to the Racial and Ethnic Integration of American Society.
ERIC Educational Resources Information Center
Hawley, Willis D.
1989-01-01
Racial and ethnic separation and isolation can be countered through significantly increasing the number of minority teachers. Students learn important societal lessons through the example of cooperative interracial and interethnic relationships among teachers. Discusses implications for teacher education, recruitment, assignment, and retention,…
Listening to Teachers: Classroom Realities and No Child Left Behind
ERIC Educational Resources Information Center
Sunderman, Gail L.; Tracey, Christopher A.; Kim, Jimmy; Orfield, Gary
2004-01-01
This document reports on the findings from the "No Child Left Behind: The Teacher's Voice" survey, which grew out of the national study on the No Child Left Behind Act of 2001 (NCLB). Since there is much in NCLB that is aimed at teachers, the authors wanted to know what teachers think about the law and how they, and their schools, are…
Fazzio, Ila; Mann, Vera; Boone, Peter
2011-09-02
Guinea Bissau is one of the poorest countries in the world, with one of the highest under-5 mortality rate. Despite its importance for policy planning, data on child mortality are often not available or of poor quality in low-income countries like Guinea Bissau. Our aim in this study was to use the baseline survey to estimate child mortality in rural villages in southern Guinea Bissau for a 30 years period prior to a planned cluster randomised intervention. We aimed to investigate temporal trends with emphasis on historical events and the effect of ethnicity, polygyny and distance to the health centre on child mortality. A baseline survey was conducted prior to a planned cluster randomised intervention to estimate child mortality in 241 rural villages in southern Guinea Bissau between 1977 and 2007. Crude child mortality rates were estimated by Kaplan-Meier method from birth history of 7854 women. Cox regression models were used to investigate the effects of birth periods with emphasis on historical events, ethnicity, polygyny and distance to the health centre on child mortality. High levels of child mortality were found at all ages under five with a significant reduction in child mortality over the time periods of birth except for 1997-2001. That period comprises the 1998/99 civil war interval, when child mortality was 1.5% higher than in the previous period. Children of Balanta ethnic group had higher hazard of dying under five years of age than children from other groups until 2001. Between 2002 and 2007, Fula children showed the highest mortality. Increasing walking distance to the nearest health centre increased the hazard, though not substantially, and polygyny had a negligible and statistically not significant effect on the hazard. Child mortality is strongly associated with ethnicity and it should be considered in health policy planning. Child mortality, though considerably decreased during the past 30 years, remains high in rural Guinea Bissau. Temporal
Child Sexual Abuse Fact Sheet for Parents, Teachers, and Other Caregivers
ERIC Educational Resources Information Center
National Child Traumatic Stress Network, 2009
2009-01-01
Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Children of all ages, races, ethnicities, and economic backgrounds are vulnerable to sexual abuse. Children who have been sexually abused may display a range of emotional and…
School Ethnicity and Governance Influences on Work Absence of Teachers and School Administrators
ERIC Educational Resources Information Center
Rosenblatt, Zehava; Shirom, Arie
2006-01-01
Purpose: The purpose of the study was to examine the extent to which school ethnic affiliation (Jewish vs. Arab) and site-based management affected the absence of teachers and school administrators. Research Design: Background individual and organization-level data on the population of elementary and middle-school teachers (52, 056 teachers at 2,…
ERIC Educational Resources Information Center
Chicago Consortium for Inter-Ethnic Curriculum Development, IL.
The teacher's manual accompanies the Ethnic Heritage in America curriculum materials for elementary-level social studies. First, the manual presents a background discussion of the materials. The materials resulted from an ethnic education project based on a course for teachers on Community Policies in Ethnic Education at the University of Illinois…
ERIC Educational Resources Information Center
Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.
2018-01-01
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…
ERIC Educational Resources Information Center
Epstein, Jeffrey N.; Willoughby, Michael; Valencia, Elvia Y.; Tonev, Simon T.; Abikoff, Howard B.; Arnold, L. Eugene; Hinshaw, Stephen P.
2005-01-01
Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary…
Teacher Education to Meet the Challenges Posed by Child Sexual Abuse
ERIC Educational Resources Information Center
Mathews, Ben
2011-01-01
The phenomenon of child sexual abuse has significant implications for teachers' pre-service training and professional development. Teachers have a pedagogical role in dealing with abused children, and a legal and professional duty to report suspected child sexual abuse. Teachers require support and training to develop the specialised knowledge and…
Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma
2013-01-01
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.
Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4.
Hughes, Jan N; Im, Myung H
2016-01-01
Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling the effect of time-varying teacher-student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
Middle School Teacher and Student Ethnicity in Texas: A MultiYear Statewide Analysis
ERIC Educational Resources Information Center
Bone, Jamie; Slate, John R.; Martinez-Garcia, Cynthia
2011-01-01
In this investigation, relationships between teacher ethnicity and student ethnicity in Texas public middle schools were examined. Through the Texas Education Agency Academic Excellence Indicator System, publicly available data on all public middle schools in Texas for the 1999-2000 through 2009-2010 school years were downloaded. Statistically…
Contextual Effects on Kindergarten Teachers' Intention to Report Child Abuse
ERIC Educational Resources Information Center
Feng, Jui-Ying; Wu, Yow-Wu B.; Fetzer, Susan; Chang, Hsin-Yi
2012-01-01
Child abuse is underreported for children with socioeconomic inequalities. The impact of geographic location combined with sociocultural characteristics on teachers' reports of child abuse remains unclear. A national survey of 572 kindergarten teachers from 79 schools in Taiwan used hierarchical linear modeling to investigate the contribution of…
Locating Child Protection in Preservice Teacher Education
ERIC Educational Resources Information Center
Walsh, Kerryann; Laskey, Louise; McInnes, Elspeth; Farrell, Ann; Mathews, Ben; Briggs, Freda
2011-01-01
A recent report delivered by the Australian Centerer for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Mai-Taddeo, 2007). This paper advances this call by presenting case study accounts…
Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma
2013-01-01
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children’s social competence. The findings provide evidence that the teacher-child relationship is critical for children’s social behaviors, and that social competence was uniquely related to peer likability. PMID:24039375
Teacher-Child Interaction Training with an Urban Clinical Preschool Population
ERIC Educational Resources Information Center
Schaffner, Kristen F.; McGoey, Kara E.; Venesky, Lindsey
2016-01-01
The current study examined the impact of the relationship-enhancement phase of the Teacher-Child Interaction Training (TCIT) intervention on child behavior and teacher skill use within an urban therapeutic classroom milieu. Participants included four preschool children (mean age 4 years, 8 months) with clinical diagnoses attending a therapeutic…
Matched Child Savings Accounts in Low-Resource Communities: Who Saves?
Karimli, Leyla; Ssewamala, Fred M.; Neilands, Torsten B.; McKay, Mary McKernan
2015-01-01
This study examines variations in saving behavior among poor families enrolled in a Child Savings Account program for orphaned and vulnerable school-going children in Uganda. We employ multilevel analyses using longitudinal data from a cluster-randomized experimental design. Our analyses reveal the following significant results: (1) given the average number of months during which the account was open (18 months), families saved on average, USD 54.72, which, after being matched by the program (2:1 match rate) comes to USD 164.16—enough to cover approximately five academic terms of post-primary education; (2) children's saving behavior was not associated with quality of family relations; it was, however, significantly associated with family financial socialization; (3) family demographics were significantly associated with children's saving behavior in the matched Child Savings Account program; and (4) children enrolled in some schools saved better compared to children enrolled in other schools within the same treatment group. PMID:26636025
Teacher-Child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills
ERIC Educational Resources Information Center
Yoleri, Sibel
2016-01-01
The aim of this study was to determine how children's temperament and language skills predict the effects of teacher-child relationships in preschool. Parents and preschool teachers completed three questionnaires: The Student-Teacher Relationship Scale, the Marmara Development Scale and the Short Temperament Scale for Children. The relational…
Effects of Teacher Expectancies: Myth or Reality?
ERIC Educational Resources Information Center
Aron, Robert; And Others
This study manipulates the variables of children's ethnicity, sex, and ability to ascertain the nature of the interaction relationship between teacher expectancies and student performance. The subjects were urban teachers who were asked to read case histories and then rate the child on a Likert-type family and pupil behavior rating form and a…
Leadership Progression of Muslim Male Teachers: Interplay of Ethnicity, Faith and Visibility
ERIC Educational Resources Information Center
Shah, Saeeda; Shaikh, Jalil
2010-01-01
The paper focuses on perceived barriers to the career progression of Muslim male teachers to leadership positions in English secondary schools, exploring the impact of ethnicity, faith and Muslim visibility in the post 9/11 scenario. It draws on a small study of Muslim male teachers (MMTs) from five boroughs in London to explore their experiences…
How Teachers Can Help Victims of Child Abuse.
ERIC Educational Resources Information Center
Rowe, Jeanne
1981-01-01
Identifies aspects of students' behavior and appearance which may indicate child abuse, discusses various types of physical and emotional child abuse, and points out steps which teachers should take if they suspect that a student is being abused. (DB)
Health Service Access across Racial/Ethnic Groups of Children in the Child Welfare System
ERIC Educational Resources Information Center
Wells, Rebecca; Hillemeier, Marianne M.; Bai, Yu; Belue, Rhonda
2009-01-01
Objective: This study examined health service access among children of different racial/ethnic groups in the child welfare system in an attempt to identify and explain disparities. Methods: Data were from the National Survey of Child and Adolescent Well-Being (NSCAW). N for descriptive statistics = 2,505. N for multiple regression model = 537.…
Greek Teachers' Experience and Perceptions of Child Abuse/Neglect
ERIC Educational Resources Information Center
Bibou-Nakou, I.; Markos, A.
2017-01-01
The present paper focuses on teachers' experiences of child abuse/neglect cases, teachers' awareness of reporting or discounting, and their ways of responding to a hypothetical disclosure of abuse/neglect. A total of 1877 teachers in Greek public schools participated from a national teacher in-service training across the country; of them, 306…
ERIC Educational Resources Information Center
Qunhui, Ou; Na, Du
2012-01-01
This study considers the role of teachers' multicultural awareness in promoting minority students' ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers' multicultural awareness affects ethnic identity and the academic achievement of minority students. This…
Caplan, B; Baker, B L
2017-02-01
Maternal controlling behaviour has been found to influence child development, particularly in behavioural and emotional regulation. Given the higher rates of interfering parent control found in mothers of children with developmental delays (DD) and Latina mothers, their children could be at increased risk for behavioural and emotional dysregulation. While studies generally support this increased risk for children with DD, findings for Latino children are mixed and often attributed to cultural models of child rearing. The present study sought to determine the moderating roles of child DD and mother ethnicity in determining the relationships between two types of parent control (supportive directiveness and interference) and child dysregulation over time. The present study, involving 178 3-year old children with DD (n = 80) or typical development (n = 98), examined observed parent control (directive versus interfering) of Latina and Anglo mothers as it relates to change in preschool child dysregulation over 2 years. Interfering parent control was greater for children with DD and also for Latino mothers. Supportive directive parenting generally related to relatively greater decline in child behaviour and emotion dysregulation over time, while interfering parenting generally related to less decline in child behaviour dysregulation over time. In Anglo but not Latino families, these relationships tended to vary as a function of child disability. Parent directives that support, rather than deter, ongoing child activity may promote positive regulatory development. These results particularly hold for children with DD and Latino families, and have implications for parenting practices and intervention. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Walsh, Kerryann; Farrell, Ann
2008-01-01
Child abuse and neglect are serious social problems that make extraordinary demands on teachers' knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers'…
ERIC Educational Resources Information Center
Markova, Maria; Pit-Ten Cate, Ineke; Krolak-Schwerdt, Sabine; Glock, Sabine
2016-01-01
Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…
Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes
ERIC Educational Resources Information Center
Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea
2015-01-01
Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a)…
Wong, Michelle S; Showell, Nakiya N; Bleich, Sara N; Gudzune, Kimberly A; Chan, Kitty S
2017-08-01
To examine the association between healthcare provider communication quality and child obesity status, and the role of parent obesity and child race/ethnicity regarding this association. We conducted a cross-sectional secondary data analysis with the 2011-2013 Medical Expenditures Panel Survey of parents with children ages 6-12 (n=5390). We used multivariable logistic regression to examine the association of parent-reported healthcare provider communication quality (explaining well, listening carefully, showing respect, and spending enough time) with child obesity status, and effect modification by parent obesity and child race/ethnicity. Parents of obese children were more likely to report that their child's healthcare provider listened carefully (OR=1.41, p=0.002) and spent enough time (OR=1.33, p=0.022) than parents of non-obese children. Non-obese parents of obese children experienced better communication in the domains of listening carefully (p<0.001) and spending enough time (p=0.007). Parents of obese non-Hispanic Asian children and non-Hispanic Black children were more likely to report that providers explained things well (p=0.043) and listened carefully (p=0.012), respectively. Parents of obese children experienced better communication if parents were non-obese or children were non-Hispanic Black or Asian. Healthcare providers should ensure effective communication with obese parents of obese children. Copyright © 2017 Elsevier B.V. All rights reserved.
Teacher-Student Relationship and Peer Disliking and Liking across Grades 1-4
ERIC Educational Resources Information Center
Hughes, Jan N.; Im, Myung H.
2016-01-01
Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling…
Osterling, Kathy Lemon; D'Andrade, Amy; Austin, Michael J
2008-01-01
Racial/ethnic disproportionality in the child welfare system is a complicated social problem that is receiving increasing amounts of attention from researchers and practitioners. This review of the literature examines disproportionality in the front-end of the child welfare system and interventions that may address it. While none of the interventions had evidence suggesting that they reduced disproportionality in child welfare front-end processes, some of the interventions may improve child welfare case processes related to disproportionality and outcomes for families of color.
Wu, Jiun-yu; Hughes, Jan N.; Kwok, Oi-man
2010-01-01
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second and third grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent positive, Congruent Negative, Incongruent Child Negative and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Cluster membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688
Bevaart, Floor; Mieloo, Cathelijne L; Donker, Marianne C H; Jansen, Wilma; Raat, Hein; Verhulst, Frank C; van Oort, Floor V A
2014-05-01
An underrepresentation of ethnic minority children in mental health care settings is consistently reported. Parents of ethnic minority children are, however, less likely to perceive problem behaviour in their children. Our hypothesis was that, as a result of ethnic differences in problem perception, referral to care by a child health professional (CHP) would be lower for 5- to 6-year-old (high-risk) children from ethnic minority backgrounds than for their peers from the ethnic majority (Dutch origin). For 10,951 children in grade two of elementary school, parents and/or teachers completed the Strengths and Difficulties Questionnaire (SDQ) as well as questions on problem perception (PP) and perceived need for professional care (PN). Referral information was obtained from the Electronic Child Records (ECR) for 1,034 of these children. These children had a high (>90th percentile) SDQ score, and were not receiving mental health care. CHP's referred 144 children (14 %) during the routine health assessments. A lower problem perception was reported by parents of ethnic minority children (40-72 %) than by parents of the ethnic majority group (80 %; p < 0.001), but there were no ethnic differences in referral (OR range 0.9-1.9-p > 0.05). No ethnic differences were found for parental PN, nor for teacher's PP or PN. Despite a lower problem perception in ethnic minority parents when compared to ethnic majority parents, no ethnic differences were found in referral of children with problem behaviour in a preventive health care setting.
Lin, Xiaohua; Guan, Jian
2002-01-01
The study brought a cultural perspective into the mainstream model of health service quality by taking into account minorities' unique experience, patient-physician match on ethnic origin and cultural similarity. Survey data from Asian-American respondents supported a three-dimensional humaneness-professionalism-competence model of physician attributes. Physician humaneness and professionalism, patient-physician match on ethnic origin and cultural similarity predicted patient overall satisfaction and referral intention among Asian-Americans. Interestingly, the 3-dimensional model of physician attributes was also revealed in a Caucasian-American sample. However, Caucasian-Americans differ from Asian-Americans in several ways: physician competence was a significant predictor of overall satisfaction; professionalism was the only determinant of referral intention; and cultural similarity was not a significant factor with regards to either overall satisfaction or referral intention.
Liew, Jeffrey; Chen, Qi; Hughes, Jan N.
2009-01-01
The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421
Liew, Jeffrey; Chen, Qi; Hughes, Jan N
2010-01-01
The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.
Teacher Candidates Reconcile "The Child and the Curriculum" with "No Child Left Behind"
ERIC Educational Resources Information Center
Samuel, Francis A.; Suh, Bernadyn
2012-01-01
What relevance does John Dewey have for students and teachers of the 21st century? Can his educational philosophy be reconciled with "No Child Left Behind" (NCLB) and its emphasis on accountability and high-stakes testing? In this article, the authors discuss Dewey's ideas about the child and the curriculum; delineate how teacher…
Teachers' and School Children's Stereotypic Perception of "The Child of Divorce."
ERIC Educational Resources Information Center
Guttmann, Joseph; And Others
1988-01-01
To assess teachers' and students' perceptions of children of divorced parents, questionnaires were administered to 104 teachers and 120 seventh and eighth graders who viewed a film of a child doing different activities. Subjects' responses were significantly more negative if they were told the child lived with a divorced mother. (TJH)
ERIC Educational Resources Information Center
Hur, Eunhye; Jeon, Lieny; Buettner, Cynthia K.
2016-01-01
Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether…
Child Development Knowledge and Teacher Preparation: Confronting Assumptions.
ERIC Educational Resources Information Center
Katz, Lilian G.
This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…
Goldman, Juliette D G; Grimbeek, Peter
2014-01-01
The importance of preservice university teacher training about child sexual abuse and its mandatory reporting intervention is addressed in educational literature, although very little is known about student teachers' learning interests and preferences in this area. In this article, student teachers refer to students in university who are training to become teachers whose training includes teaching experiences in schools. This study examines the content about child sexual abuse and its intervention that student teachers believe they should learn. Results based on quantitative analyses show the relative importance of gender in determining responses to questions about university training and, to a lesser extent, the importance of a previous acquaintance with victims of sexual abuse, previous employment, and the length of the university course. Results based on qualitative data show that content knowledge preferred by elementary/primary and secondary school student teachers includes the teacher's role in mandatory reporting of child sexual abuse and signs, experiences, and responses to student disclosure. Student teachers prefer content examples of school professionals' responses and procedures after disclosure and prefer direct learning content from intervening school professionals. These outcomes could usefully guide teachers and educators who design intervention curricula on child sexual abuse for preservice teachers.
ERIC Educational Resources Information Center
Kaiser, Johanna; Südkamp, Anna; Möller, Jens
2017-01-01
Teachers' judgments of students' academic achievement are not only affected by the achievement themselves but also by several other characteristics such as ethnicity, gender, and minority status. In real-life classrooms, achievement and further characteristics are often confounded. We disentangled achievement, ethnicity and minority status and…
ERIC Educational Resources Information Center
Hu, Bi Ying; Chen, Liang; Fan, Xitao
2018-01-01
This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…
ERIC Educational Resources Information Center
Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde
2015-01-01
This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…
ERIC Educational Resources Information Center
Levine, Darren G.; Ducharme, Joseph M.
2013-01-01
The current study evaluated the effects of a teacher-conducted play intervention on preschool-aged children's compliance in child care settings. Study participants included 8 children ranging in age from 3 to 5 years and 5 early childhood education teachers within 5 classrooms across 5 child care centers. A combination ABAB and multiple baseline…
ERIC Educational Resources Information Center
Koshmanova, Tetyana; Hapon, Nadia
2007-01-01
The study focuses on exploring the method of changing pre-service teachers' stereotypes about different ethnicities. The purpose of the study is to test, or try out, an approach for changing beliefs and attitudes of teacher candidates towards peace-building, democracy, humanism, and accepting others. The procedure for this study involved…
ERIC Educational Resources Information Center
Chen, Hui
2012-01-01
There is a consensus among researchers that teachers from diverse linguistic, cultural, and ethnic backgrounds contribute to American education (Dee, 2004; Easton-Brooks, Lewis, & Yang, 2010; Irvine, 2003; Irvine & Fenwick, 2011; Ladson-Billings, 2005; Lu, 2005; Talbert-Johnson, 2001). There is also a call for teacher educators to recognize what…
Teachers as Child Advocates: A Continuum of Involvement.
ERIC Educational Resources Information Center
Lindamood, Judy B.
1995-01-01
Describes the steps to increasing levels of teacher involvement in child advocacy. Steps range from "dreamer" with a vision of a better condition, to "volunteer" who gives time and energy without compensation, to "fighter" who uses conflict and dissension to achieve goals. Suggests that this simple continuum encourages teachers to become involved…
Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction
ERIC Educational Resources Information Center
Shih, Yi-Huang
2018-01-01
By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and…
ERIC Educational Resources Information Center
Greytak, Emily A.
2009-01-01
The Child Abuse Prevention and Treatment Act (1974) requires that states receiving U.S. federal funds directed at child abuse implement mandated reporting laws. As a result, all states have adopted legislation requiring teachers and other professionals who deal with children to report suspicions of child abuse. The federal mandate for such…
ERIC Educational Resources Information Center
Pronchenko-Jain, Yulia
2012-01-01
This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…
ERIC Educational Resources Information Center
Webster-Stratton, Carolyn; Reid, M. Jamila; Hammond, Mary
2004-01-01
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations…
Teacher-Student Relationship and Peer Disliking and Liking across Grades 1–4
Hughes, Jan N.; Im, Myung Hee
2015-01-01
Between-child and within-child effects of teacher-student warmth and conflict on children’s peer-nominated disliking and liking across grades 1–4 (ages 6–10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multi-level modeling controlled for time-invariant between-child differences while modeling the effect of time-varying TSR warmth and conflict on children’s peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intra-individual change in children’s peer disliking but not peer liking. PMID:26728135
Elementary School Child Health for Parents and Teachers.
ERIC Educational Resources Information Center
Humphrey, James H.
The primary health educators of children are their parents; secondary health educators of children are their teachers. This book provides a resource for parents and teachers interested in child and school health and offers guidance to promote the health of children between the ages of 5 and 12. An introductory chapter describes such terms as…
Hanson, Carrie; Draxten, Michelle
2016-01-01
Abstract Background: Several quantitative studies have found a protective association between family meal frequency and child and adolescent weight and weight-related behaviors (e.g., healthy dietary intake, less disordered eating behaviors). However, limited qualitative research has been conducted to understand more in depth about family meal-level characteristics (e.g., rules, responsibilities, and interpersonal dynamics) that may be risk or protective factors for child weight and weight-related behaviors. The current study aimed to identify family meal-level characteristics within racially/ethnically and socioeconomically diverse households that were similar and/or different between households with and without an overweight/obese child. Methods: The current study is a qualitative study including 118 parents of children ages 6–12 who participated in the Family Meals, LIVE! study. Parents (92% female) were from racially/ethnically (87% minority) and socioeconomically (73% <$35,000 per year) diverse households. Parents were individually interviewed during a home visit. Data were stratified by child weight status (i.e., normal weight vs. overweight/obese) and analyzed using deductive and inductive content analysis. Results: Qualitative results showed some similarities and some differences in family meal-level characteristics by child weight status that may provide insight into past research showing significant associations between family meal frequency and child weight and weight-related behaviors. Similar themes between families with and without an overweight/obese child included: family meals provide more healthful food; rules about manners; meal planning; and involving children in meal preparation. Themes that were different between families with and without an overweight/obese child included: connection and communication; “clean your plate rule”; electronic devices; and child behavior problems. Conclusions: Findings from the current study may be useful for
Berge, Jerica M; Hanson, Carrie; Draxten, Michelle
2016-10-01
Several quantitative studies have found a protective association between family meal frequency and child and adolescent weight and weight-related behaviors (e.g., healthy dietary intake, less disordered eating behaviors). However, limited qualitative research has been conducted to understand more in depth about family meal-level characteristics (e.g., rules, responsibilities, and interpersonal dynamics) that may be risk or protective factors for child weight and weight-related behaviors. The current study aimed to identify family meal-level characteristics within racially/ethnically and socioeconomically diverse households that were similar and/or different between households with and without an overweight/obese child. The current study is a qualitative study including 118 parents of children ages 6-12 who participated in the Family Meals, LIVE! Parents (92% female) were from racially/ethnically (87% minority) and socioeconomically (73% <$35,000 per year) diverse households. Parents were individually interviewed during a home visit. Data were stratified by child weight status (i.e., normal weight vs. overweight/obese) and analyzed using deductive and inductive content analysis. Qualitative results showed some similarities and some differences in family meal-level characteristics by child weight status that may provide insight into past research showing significant associations between family meal frequency and child weight and weight-related behaviors. Similar themes between families with and without an overweight/obese child included: family meals provide more healthful food; rules about manners; meal planning; and involving children in meal preparation. Themes that were different between families with and without an overweight/obese child included: connection and communication; "clean your plate rule"; electronic devices; and child behavior problems. Findings from the current study may be useful for developing interventions for racially/ethnically and
Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C.
2017-01-01
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent–teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent–teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. PMID:29164440
ERIC Educational Resources Information Center
Decker-Woodrow, Lauren
2018-01-01
This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…
ERIC Educational Resources Information Center
Flintoff, Anne
2015-01-01
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency--the government agency responsible for…
ERIC Educational Resources Information Center
Wilkins, Chris; Lall, Rajinder
2011-01-01
Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students.…
The Relationship between Teacher Perceptions of Pupil Attractiveness and Academic Ability
ERIC Educational Resources Information Center
Hansen, Kirstine
2016-01-01
There is an established literature that suggests teacher perceptions of pupils affect how they interact with them, how they teach them and how they rate their ability and behaviour. Evidence also indicates that a teacher's perception of a child is often based on ascriptive characteristics such as gender, ethnicity and socio-economic background…
ERIC Educational Resources Information Center
Tong, Fuhui; Castillo, Linda G.; Pérez, Aida E.
2010-01-01
This study examined psychological constructs of acculturation, ethnic identity, and teaching efficacy among 89 Latino in-service teachers serving minority students. Results showed significant differences in these constructs in relation to certification, program taught, and years of teaching. First, bilingual teachers were less likely to be…
ERIC Educational Resources Information Center
Leung, Chi-hung
2015-01-01
The purpose of this study was to examine whether a child-centred play training model, filial play therapy, enhances child-teacher relationship and thereby reduces children's internalising problems (such as anxiety/depression and withdrawal) and externalising problems (such as aggressive and destructive behaviour). Sixty teachers (n = 60) and 60…
ERIC Educational Resources Information Center
Silver, R.B.; Measelle, J.R.; Armstrong, J.M.; Essex, M.J.
2005-01-01
The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher-child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher-child relationship during the school…
Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships
ERIC Educational Resources Information Center
Nurmi, Jari-Erik; Kiuru, Noona
2015-01-01
Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…
ERIC Educational Resources Information Center
Bardack, Sarah; Obradovic´, Jelena
2017-01-01
Research Findings: Drawing from a diverse community sample of 89 children, ages 4-6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children.…
Teacher's Guide to Animal Camouflage: The MATCH Box Project; Prototype Edition.
ERIC Educational Resources Information Center
Standring, Gillian; Bernath, Robert
The Materials and Activities for Teachers and Children (MATCH Box) project was developed in 1965 to provide for the relatively intensive treatment of a subject over a short period through materials geared to the elementary school level. Each MATCH Box contains materials, equipment, and activities that work together to foster the teaching/learning…
Teacher and child predictors of achieving IEP goals of children with autism.
Ruble, Lisa; McGrew, John H
2013-12-01
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes.
Teacher and Child Predictors of Achieving IEP Goals of Children with Autism
Ruble, Lisa; McGrew, John H.
2013-01-01
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143–148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes. PMID:23838728
Strategic Matching of Teachers and Schools with (and without) Accountability Pressure
ERIC Educational Resources Information Center
Ahn, Tom
2017-01-01
Accountability systems are designed to introduce market pressures to increase efficiency in education. One potential channel by which this can occur is to match with effective teachers in the transfer market. I use a smooth maximum score estimator model, North Carolina data, and the state's bonus system to analyze how teachers and schools change…
ERIC Educational Resources Information Center
Wren, Frances J.; Berg, Eric A.; Heiden, Lynda A.; Kinnamon, Carolyn J.; Ohlson, Lirio A.; Bridge, Jeffrey A.; Birmaher, Boris; Bernal, M. Pilar
2007-01-01
Objective: To explore in a multiethnic primary care population the impact of child gender and of race/ethnicity on parent and child reports of school-age anxiety and on the factor structure of the Screen for Childhood Anxiety and Related Emotional Disorders (SCARED). Method: A consecutive sample of 515 children (8 to less than 13 years) and their…
Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M
2003-09-01
This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.
Rights in the Workplace: A Guide for Child Care Teachers.
ERIC Educational Resources Information Center
Owens, Christine; Stoken, Amy; Fritts, Jonathan; Magar, Michele; Bellm, Dan; Shukla, Renu; Vardell, Rosemarie; Wayne, Claudia; Whitebook, Marcy
Research on child care quality and experience in the field shows that the quality of working conditions are linked to a caregiver's ability to provide quality care. Noting that legal rights that generally apply to most child care teachers are not upheld in every workplace, this guide provides information on federal legal rights of child care…
Hughes, Jan; Kwok, Oi-man
2007-01-01
Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers’ relationships with students and their parents mediates the associations between children’s background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student–teacher and parent–teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children’s lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed. PMID:18084625
77 FR 74020 - Office of Child Support Enforcement; Privacy Act of 1974; Computer Matching Agreement
Federal Register 2010, 2011, 2012, 2013, 2014
2012-12-12
... 29, 2012, sent a report of a Computer Matching Program to the Committee on Homeland Security and... Support Enforcement; Privacy Act of 1974; Computer Matching Agreement AGENCY: Office of Child Support Enforcement (OCSE), ACF, HHS. ACTION: Notice of a Computer Matching Program. SUMMARY: In accordance with the...
O’Connor, Erin Eileen; Supplee, Lauren
2017-01-01
The present study identified trajectories of teacher-child relationship conflict and closeness from first through sixth grades, and associations between these trajectories and externalizing and internalizing behaviors at age 11 among low-income, urban males (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at age 11. Moreover, conflictual teacher-child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher-child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher-child relationships. Implications of targeting teacher-child relationships as interventions to help prevent behavior problems are discussed. PMID:29170565
ERIC Educational Resources Information Center
California Child Care Health Program, Oakland.
Because of increasing numbers of children from biracial/bi-ethnic families attending childcare programs and increasing awareness of cultural diversity, and in recognition of the connection between a child's success and his or her racial/ethnic self-esteem, this curriculum is intended to help childcare providers integrate activities and materials…
ERIC Educational Resources Information Center
Glock, Sabine; Krolak-Schwerdt, Sabine; Pit-ten Cate, Ineke M.
2015-01-01
Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today's educational systems. Teachers' stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that…
Child Abuse and Neglect: Training Needs of Student Teachers
ERIC Educational Resources Information Center
McKee, Bronagh E.; Dillenburger, Karola
2009-01-01
Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting;…
ERIC Educational Resources Information Center
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Eskelä-Haapanen, Sirpa; Siekkinen, Martti; Nurmi, Jari-Erik
2017-01-01
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher-child interactions and teachers' self-reported curriculum emphases are related to children's reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M…
Cadima, Joana; Verschueren, Karine; Leal, Teresa; Guedes, Carolina
2016-01-01
This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation.
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Craft-Reiss, Barbara S.
2012-01-01
Researchers have recognized that quality early education programs yield positive long-term benefits, but have failed to examine the relationships between these teacher characteristics and teacher-child interactions. This quantitative study was nonexperimental with data gathered through naturalistic observation. The extent to which years of early…
A Course on Effective Teacher-Child Interactions. Research Brief
ERIC Educational Resources Information Center
Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine
2012-01-01
This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom. [This research brief is based on: Hamre, B. K., Pianta, R. C.,…
Satake, Hiroyuki; Yoshida, Keiko; Yamashita, Hiroshi; Kinukawa, Naoko; Takagishi, Tatsuya
2003-01-01
We investigated the agreement between Japanese parents' and teachers' ratings concerning their children's behavioral/emotional problems. Mothers (n = 276) and teachers (n = 19) assessed each child (n = 316; 6 to 12 years old ) using Japanese parent and teacher version of the Child Behavior Checklist. Parent-teacher agreement were examined through three indices; mean scores, correlations and D scores (generalized distance between item profile). Mean scores rated by parents were significantly higher than those by teachers. The differences of parents' ratings according to sex of the child or parents' occupational level, and those of teachers' ratings according to sex of the child were consistent with previous Western studies. Parent-teacher correlations were in the low to middle range (0.16-0.36). We obtained significant sets of independent variables accounting for the variance of D scores, but the effect size of these variables was small. These results indicated that, as seen in Western studies, Japanese parents and teachers would also assess their child's problems differently and the child's demographics affect their evaluation. For further research, parent and teacher characteristics which may influence on their perspective of the child's problems could be examined.
O'Connor, Erin E; Collins, Brian A; Supplee, Lauren
2012-01-01
The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher-child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher-child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher-child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher-child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher-child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.
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Verschueren, Karine
2015-01-01
An increasing body of research points to the significance of teacher-child relationships in shaping children's development. Extending the research literature on early childhood, this review examines the value of an attachment perspective to the study of teacher-child relationships in middle childhood. First, we discuss the conceptualization and…
Teacher-Child Relationships in Turkish and United States Schools: A Cross-Cultural Study
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Beyazkurk, Derya; Kesner, John E.
2005-01-01
Recent educational research utilising Bowlby's attachment theory has focused on children's interpersonal relationships with their teachers. Research in this area has indicated that the security of the teacher-child relationship influences children's development in many of the same ways as secure parent-child attachments. The purpose of this study…
ERIC Educational Resources Information Center
Vick Whittaker, Jessica E.; Jones Harden, Brenda
2010-01-01
Results from a study of 100 Head Start children and their teachers suggested that teacher-child relationship quality was associated with children's classroom behaviors. Specifically, teacher-child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies…
ERIC Educational Resources Information Center
Oun, Tiia; Ugaste, Aino; Tuul, Maire; Niglas, Katrin
2010-01-01
The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in…
77 FR 2299 - Office of Child Support Enforcement; Privacy Act of 1974; Computer Matching Agreement
Federal Register 2010, 2011, 2012, 2013, 2014
2012-01-17
... Support Enforcement; Privacy Act of 1974; Computer Matching Agreement AGENCY: Office of Child Support Enforcement (OCSE), ACF, HHS. ACTION: Notice of a Computer Matching Program. SUMMARY: In accordance with the Privacy Act of 1974 (5 U.S.C. 522a), as amended, OCSE is publishing notice of a computer matching program...
77 FR 74019 - Office of Child Support Enforcement; Privacy Act of 1974; Computer Matching Agreement
Federal Register 2010, 2011, 2012, 2013, 2014
2012-12-12
... Support Enforcement; Privacy Act of 1974; Computer Matching Agreement AGENCY: Office of Child Support Enforcement (OCSE), ACF, HHS. ACTION: Notice of a Computer Matching Program. SUMMARY: In accordance with the Privacy Act of 1974 (5 U.S.C. 522a), as amended, OCSE is publishing notice of a computer matching program...
75 FR 29774 - Office of Child Support Enforcement; Privacy Act of 1974; Computer Matching Agreement
Federal Register 2010, 2011, 2012, 2013, 2014
2010-05-27
... Support Enforcement; Privacy Act of 1974; Computer Matching Agreement AGENCY: Office of Child Support Enforcement (OCSE), ACF, HHS. ACTION: Notice of a computer matching program. SUMMARY: In accordance with the Privacy Act of 1974 (5 U.S.C. 522a), as amended, OCSE is publishing notice of a computer matching program...
75 FR 31457 - Office of Child Support Enforcement; Privacy Act of 1974; Computer Matching Agreement
Federal Register 2010, 2011, 2012, 2013, 2014
2010-06-03
... Support Enforcement; Privacy Act of 1974; Computer Matching Agreement AGENCY: Office of Child Support Enforcement (OCSE), ACF, HHS. ACTION: Notice of a Computer Matching Program. SUMMARY: In accordance with the Privacy Act of 1974 (5 U.S.C. 522a), as amended, OCSE is publishing notice of a computer matching program...
Hordijk, Rowan; Hendrickx, Kristin; Lanting, Katja; MacFarlane, Anne; Muntinga, Maaike; Suurmond, Jeanine
2018-02-28
Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers.
ERIC Educational Resources Information Center
Maynard, Angelina Sabrina
2012-01-01
Parents and teachers alike are especially concerned about the growing dropout rates among Latino and African American minority students. Empirical data suggests student biases continue to be problematic in terms of the discrepancy between teacher referrals for special education. Students' ethnicity played a significant role on certain patterns of…
Inter-Ethnic Celebration; A Curriculum and Resource Manual for Elementary School Teachers.
ERIC Educational Resources Information Center
Wei, William
In this manual activities centering around ethnic holidays are provided for use by elementary school teachers within a normal classroom setting. Introductory activities are designed to increase students' awareness of the seasonal nature of celebrations. In addition, the relationship is demonstrated between the values of a people and the content,…
Malik, Neena M
2008-04-01
Limited data exist on the unique, additive, and interactive effects of exposure to domestic and community violence on children's functioning, particularly in community samples. This study examined relations between children's violence exposure, at home and in the community, and symptoms of externalizing and internalizing problems. Parents reported on domestic violence in the home, and children reported on community violence. Concurrent child functioning was measured through parent and teacher reports on the Child Behavior Checklist (CBCL) and child self-reports on the Children's Depression Inventory. A multi-ethnic sample of 117 children, aged 8 to 12 years, and their parents and teachers participated. Community violence was related to all measures of children's adjustment, whereas exposure to domestic violence was related only to CBCL externalizing problems. Teacher reports of child aggression were predicted by child age, community violence, and the interaction of community and domestic violence. Implications for research and clinical intervention are discussed.
ERIC Educational Resources Information Center
Hohenfeldt, Harold H., Ed.
The first part of this resource guide is designed to help secondary teachers provide a multi-ethnic/non-sexist thrust to United States history. The second part will help them develop a multi-disciplinary approach to U.S. history. Part one is organized by the following ethnic groups: Blacks, Asians, Europeans, Hispanics, Jews, American Indians, and…
Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool
ERIC Educational Resources Information Center
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.
2018-01-01
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Elementary Teacher Candidates' Understanding of the No Child Left Behind Legislation
ERIC Educational Resources Information Center
Reeder, Stacy; Utley, Juliana
2008-01-01
Within the next decade teacher preparation programs will be replete with teacher candidates who have experienced the implementation of the No Child Left Behind legislation in their K-12 schooling experience. However, most current teacher candidates graduated from their K-12 schooling experience before the legislation was implemented in schools.…
Teacher Unions and No Child Left Behind Reconstitution: The Calm before the Storm
ERIC Educational Resources Information Center
McNeal, Laura
2012-01-01
This article examines the intersection of teacher unions, school reform and the No Child Left Behind Act. Specifically, this article highlights the legal challenges that school leaders are likely to experience as they attempt to implement No Child Left Behind Act's reconstitution mandates in failing schools, while not infringing on teachers' legal…
Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors
ERIC Educational Resources Information Center
Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E.
2017-01-01
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Teacher-Child Interaction Training: A Pilot Study With Random Assignment.
Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G
2015-07-01
Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.
De Laet, Steven; Doumen, Sarah; Vervoort, Eleonora; Colpin, Hilde; Van Leeuwen, Karla; Goossens, Luc; Verschueren, Karine
2014-01-01
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher-child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M(age.wave1) = 9.26 years). Autoregressive cross-lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher-child relationships and vice versa. Higher sociometric popularity predicted more teacher-child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher-child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the "invisible hand" of both teachers and peers in classrooms has been made visible. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.
Ethnic differences in prevalence and determinants of mother-child bed-sharing in early childhood.
Luijk, Maartje P C M; Mileva-Seitz, Viara R; Jansen, Pauline W; van IJzendoorn, Marinus H; Jaddoe, Vincent W V; Raat, Hein; Hofman, Albert; Verhulst, Frank C; Tiemeier, Henning
2013-11-01
To date few studies have examined how multiple layers of influences shape the emergence of bed-sharing practices in the first 2 years postpartum. In our report, we examined bed-sharing in a large multiethnic sample, exploring the influences of three broad classes of influence on bed-sharing at single time points and across time: (1) sociodemographic and (2) contextual factors such as breastfeeding, maternal mental health and stress, and (3) child temperament and sleep habits. Frequencies of bed-sharing were assessed at two time points, 2 and 24 months, in a population-based multiethnic (Dutch, Turkish or Moroccan, and Caribbean) sample of 6309 children born in the Netherlands. In Dutch mothers, the majority of mothers did not share their beds with their child, and bed-sharing rates decreased from 2 to 24 months. Other ethnic groups showed higher bed-sharing rates, typified by both increases in bed-sharing (the Turkish and Moroccan group) and persistence of bed-sharing over time (the Caribbean group). There were few family and child characteristics associated with bed-sharing in the non-Dutch ethnic groups. In contrast, bed-sharing in Dutch mothers was associated with child temperament and sleeping problems, maternal depression, and sociodemographic variables like crowding and maternal education. Our results suggest that mothers with a Turkish and Moroccan or Caribbean background were more influenced by cultural values, whereas bed-sharing practices were more reactive in the Dutch group. Copyright © 2013 Elsevier B.V. All rights reserved.
Saint or sinner? Teacher perceptions of a child with traumatic brain injury.
Hawley, C A
2005-01-01
To examine influences on classroom performance and behaviour following traumatic brain injury (TBI). A case-study of one child who suffered a moderate TBI, with frontal brain damage, aged 8, followed up at ages 12 and 13 years. Parents and child were interviewed to establish pre- and post-injury behaviour and functioning. All 19 teachers who taught the child reported on classroom performance, behaviour and educational achievement in each of their subjects. The child completed a comprehensive neuropsychological assessment battery including the Weschler Intelligence Scale for Children (WISC-III(UK)), Children's Memory Scale (CMS) and Vineland Adaptive Behaviour Scales (VABS). This child demonstrated above-average intelligence and good attention/concentration on the CMS. However, he was unable to focus or maintain attention in most classroom situations. His behaviour was erratic and disruptive in class and at home. At 5-year follow-up, his behaviour had deteriorated in both home and school situations, particularly in less structured environments. Teachers of more structured subjects (maths and science) perceived the child as excitable but performing at average or above-average levels, whereas teachers of less structured subjects (art, drama, music) perceived him to be 'attention-seeking' and very disruptive in class. The influences of environmental factors are discussed.
ERIC Educational Resources Information Center
Goldman, Juliette D. G.
2010-01-01
This study aims to understand how primary school teachers, as mandatory reporters of child sexual abuse, are responding to child sexual abuse and its mandatory reporting, even though many teachers do not receive a compulsory course in Child Protection and its legal requirements in their pre-service university training. A cohort of 81 Australian…
Ly, Jennifer; Zhou, Qing; Chu, Keira; Chen, Stephen H
2012-08-01
This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionnaire measuring overall TCRQ. Standardized tests were used to assess children's math and reading skills. Analyses were conducted to (a) test the factor structure of measures assessing TCRQ among Chinese American children, (b) examine the associations between teacher- and child-rated TCRQ and children's academic achievement, controlling for demographic characteristics, and (c) examine the potential role of child gender as a moderator in the relations between TCRQ and achievement. Results indicated that teacher-rated TCRQ Warmth was positively associated with Chinese American children's reading achievement. Two child gender-by-TCRQ interactions were found: (a) teacher-rated TCRQ Conflict was negatively associated with girls' (but not boys') math achievement, and (b) child-rated Overall TCRQ was positively associated with boys' (but not girls') reading achievement. These findings highlight the valuable role of TCRQ in the academic success of school-aged children in immigrant families. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Korani, M; Rea, D M; King, P F; Brown, A E
2018-04-03
Nonresponsive maternal child-feeding interactions, such as restricting, pressurising and emotional feeding, can affect the ability of a child to self-regulate intake and increase the risk of becoming overweight. However, despite findings that South Asian and Black children living in the UK are more likely to be overweight, UK research has not considered how maternal child-feeding style might differ between ethnic groups. The present study aimed to explore variations in maternal child-feeding style between ethnic groups in the UK, taking into account associated factors such as deprivation and parenting style. Six hundred and fifty-nine UK mothers with a child who was aged 5-11 years old completed a questionnaire. Items included ethnicity and demographic data, as well as copies of the Child Feeding Questionnaire, Parental Feeding Styles Questionnaire and Parenting Styles and Dimensions Questionnaire. Significant differences in perceived responsibility (P = 0.002), restriction (P = 0.026), pressure to eat (P = 0.045), instrumental feeding (P = 0.000) and emotional feeding (P = 0.000) were found between the groups. Mothers from South Asian backgrounds reported higher levels of pressure to eat, emotional feeding and indulgent feeding styles, whereas mothers from Chinese backgrounds reported greater perceived responsibility and restriction. Mothers from Black and White British backgrounds were not significantly higher with respect to any behaviour. Maternal child-feeding style was also associated with deprivation and parenting style, although these did not fully explain the data. Understanding cultural factors behind maternal child-feeding style, particularly around pressurising and indulgent feeding behaviours, may play an important part in reducing levels of children who are overweight and obese in the UK. © 2018 The British Dietetic Association Ltd.
ERIC Educational Resources Information Center
Achinstein, Betty; Aguirre, Julia
2008-01-01
Background: The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran…
ERIC Educational Resources Information Center
Wilson, Valerie; Powney, Janet; Hall, Stuart; Davidson, Julia
2006-01-01
This article reports the results from a 12-month study of teachers' career progress in schools in England and the ways in which headteachers and teachers perceive that age, disability, ethnicity and gender affect teachers' career prospects. Many teachers thought that they had been promoted because of their personal traits, such as drive,…
den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje
2010-06-01
The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.
ERIC Educational Resources Information Center
Fitzpatrick, Caroline; Côté-Lussier, Carolyn; Pagani, Linda S.; Blair, Clancy
2015-01-01
Even when accounting for past performance, academic achievement can be influenced by teacher expectations, which are lower for disadvantaged and visible ethnic minority children. We use a Quebec (Canada) population-based sample (N = 1,311) to examine whether ethnicity and teacher-perceived signs of disadvantage in kindergarten predict child…
ERIC Educational Resources Information Center
Wu, Jiun-Yu; Hughes, Jan N.; Kwok, Oi-Man
2010-01-01
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with…
ERIC Educational Resources Information Center
Walsh, Kerryann; Rassafiani, Mehdi; Mathews, Ben; Farrell, Ann; Butler, Des
2012-01-01
This paper presents an evaluation of an instrument to measure teachers' attitudes toward reporting child sexual abuse and discusses the instrument's merit for research into reporting practice. Based on responses from 444 Australian teachers, the Teachers' Reporting Attitude Scale for Child Sexual Abuse was evaluated using exploratory factor…
ERIC Educational Resources Information Center
Ryce, Patrice
2012-01-01
Using a multi-ethnic, socioeconomically varied sample of children of immigrants attending Islamic and public schools from first through third grade, this dissertation examined the degree to which school-based family involvement predicted teacher perceptions of value differences with parents, teacher expectations, child externalizing behavioral…
Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices
ERIC Educational Resources Information Center
Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.
2016-01-01
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…
Skalická, Věra; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars
2015-01-01
In this Norwegian study, bidirectional relations between children's behavior problems and child-teacher conflict and closeness were examined, and the possibility of moderation of these associations by child-care group size was tested. Eight hundred and nineteen 4-year-old children were followed up in first grade. Results revealed reciprocal effects linking child-teacher conflict and behavior problems. Effects of child-teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
Hollenbach, Jill A.; Saperstein, Aliya; Albrecht, Mark; Vierra-Green, Cynthia; Parham, Peter; Norman, Paul J.; Maiers, Martin
2015-01-01
We conducted a nationwide study comparing self-identification to genetic ancestry classifications in a large cohort (n = 1752) from the National Marrow Donor Program. We sought to determine how various measures of self-identification intersect with genetic ancestry, with the aim of improving matching algorithms for unrelated bone marrow transplant. Multiple dimensions of self-identification, including race/ethnicity and geographic ancestry were compared to classifications based on ancestry informative markers (AIMs), and the human leukocyte antigen (HLA) genes, which are required for transplant matching. Nearly 20% of responses were inconsistent between reporting race/ethnicity versus geographic ancestry. Despite strong concordance between AIMs and HLA, no measure of self-identification shows complete correspondence with genetic ancestry. In certain cases geographic ancestry reporting matches genetic ancestry not reflected in race/ethnicity identification, but in other cases geographic ancestries show little correspondence to genetic measures, with important differences by gender. However, when respondents assign ancestry to grandparents, we observe sub-groups of individuals with well- defined genetic ancestries, including important differences in HLA frequencies, with implications for transplant matching. While we advocate for tailored questioning to improve accuracy of ancestry ascertainment, collection of donor grandparents’ information will improve the chances of finding matches for many patients, particularly for mixed-ancestry individuals. PMID:26287376
Lian, Yulong; Xiao, Jing; Zhang, Chen; Guan, Suzhen; Li, Fuye; Ge, Hua; Liu, Jiwen
2016-01-01
The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory-Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.
ERIC Educational Resources Information Center
Holder, Katharina; Kessels, Ursula
2017-01-01
Teacher judgments of student performance might be biased by stereotypes, which can result in disadvantages for members of negatively stereotyped social groups. On the basis of the shifting standards theory, we examined gender and ethnic biases in student teachers' judgments. According to this theory, whether such judgment biases are masked or…
Skalická, Věra; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars
2015-01-01
The hypothesis was tested that the new open-group Norwegian day-care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher-child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4-year-olds from 153 centers who were followed up in first grade. Results of this natural quasi-experiment revealed that children from open-group centers (a) experienced less teacher-child closeness in preschool and (b) more teacher-child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher-child conflict, but only for children from open-group centers. Results highlight the importance of spatial and social organization of day care and their translational implications. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
2013-01-01
Background Public child healthcare doctors and nurses, and primary school teachers play a pivotal role in the detection and reporting of child abuse, because they encounter almost all children in the population during their daily work. However, they report relatively few cases of suspected child abuse to child protective agencies. The aim of this qualitative study was to investigate Dutch frontline workers’ child abuse detection and reporting behaviors. Methods Focus group interviews were held among 16 primary school teachers and 17 public health nurses and physicians. The interviews were audio recorded, transcribed, and thematically analyzed according to factors of the Integrated Change model, such as knowledge, attitude, self-efficacy, skills, social influences and barriers influencing detection and reporting of child abuse. Results Findings showed that although both groups of professionals are aware of child abuse signs and risks, they are also lacking specific knowledge. The most salient differences between the two professional groups are related to attitude and (communication) skills. Conclusion The results suggest that frontline workers are in need of supportive tools in the child abuse detection and reporting process. On the basis of our findings, directions for improvement of child abuse detection and reporting are discussed. PMID:24007516
White, Rebecca M B; Knight, George P; Jensen, Michaeline; Gonzales, Nancy A
2018-05-01
Neighborhood Latino ethnic concentration, above and beyond or in combination with mothers' and fathers' ethnic socialization, may have beneficial implications for minority adolescents' ethnic attitude and identity development. These hypotheses, along with two competing hypotheses, were tested prospectively (from x¯age = 12.79-15.83 years) in a sample of 733 Mexican-origin adolescents. Neighborhood ethnic concentration had beneficial implications for ethnic identity processes (i.e., ethnic exploration and perceived peer discrimination) but not for ethnic attitudes. For Mexico-born adolescents, high maternal ethnic socialization compensated for living in neighborhoods low on ethnic concentration. Findings are discussed vis-à-vis the ways in which they address major gaps in the neighborhood effects literature and the ethnic and racial identity development literature. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
Invisible and Hypervisible Academics: The Experiences of Black and Minority Ethnic Teacher Educators
ERIC Educational Resources Information Center
Lander, Vini; Santoro, Ninetta
2017-01-01
This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar's concept of the Space Invader.…
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Neuharth-Pritchett, Stacey; Getch, Yvette Q.
2016-01-01
Limited information exists about management of asthma in child care settings and primary school classrooms. The goal of this study was to evaluate a brief asthma management intervention for child care providers and primary school teachers. Child care providers and primary school teachers were recruited to participate in two 3-h workshops on asthma…
The Term "Gifted Child" from Teachers' View
ERIC Educational Resources Information Center
Altintas, Esra; Ilgun, Sukru
2016-01-01
The aim of the present research is to present the term of "gifted child" from the point of view of teachers who work at middle and high schools.This study aims to obtain more information about gifted students and to learn their different characteristics. It is important to know the key characteristics of gifted students. To obtain…
Teacher's Guide, Child Care. Grades 4-5.
ERIC Educational Resources Information Center
Vu Nhat Thanh
This is the teacher's guide accompanying a fourth and fifth grade level course in child care designed for students in Vietnam. Thirty-seven lessons deal with the pregnant mother, breast feeding and bottle feeding, food in addition to milk, and health care and safety measures for infants. Appendices include a nutrition and food table and discussion…
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McCormick, Meghan P.; O'Connor, Erin E.
2015-01-01
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…
Wang, Cen; Harrison, Linda J; McLeod, Sharynne; Walker, Sue; Spilt, Jantine L
2018-02-01
This study explored how teacher-child relationships change over the early school years, in terms of closeness and conflict, whether these trajectories differ in type and frequency for children with typical development and children with speech and language concern (SLC), and whether the trajectories are associated with school outcomes at 12-13 years. Participants were children, parents and teachers in the Longitudinal Study of Australian Children. Parents identified 2890 children with typical communication and 1442 children with SLC. Teacher-rated teacher-child closeness and conflict were collected biennially over six years. Academic and social-emotional outcomes were reported by teachers and children. Growth mixture modelling was conducted to generate teacher-child relationship trajectories and Wald's chi-square analyses were used to test the association between trajectories and school outcomes at 12-13 years, after controlling for a range of covariates including child's sex, language background, Indigenous status, age and socio-economic position. In both groups, the majority of children had teacher-child relationship trajectories with sustained high closeness and low conflict that predicted positive outcomes at age 12-13, but the SLC group was more at risk of less positive trajectories and poorer school outcomes. Close, less conflicted relationships with teachers may provide a supportive context for later language, literacy and social-emotional development. This study highlights the role of teachers in supporting children in their development of communication and academic skills that will optimise their capacity for freedom of opinions and expression, education and participation, as enshrined in Articles 19, 26 and 27 of the Universal Declaration of Human Rights.
McCormick, Meghan P; O'Connor, Erin E; Parham Horn, E
2017-10-01
Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Conteh, Jean
2007-01-01
In England, government initiatives to recruit more ethnic minority teachers into mainstream schools have met with only limited success. One important reason for this may be that the factors that contribute to their distinctive professional skills and identities, and their potential to help raise the achievements of ethnic minority pupils, are not…
Cardel, Michelle; Willig, Amanda L; Dulin-Keita, Akilah; Casazza, Krista; Beasley, T Mark; Fernández, José R
2012-02-01
Parental feeding practices have been associated with children's weight status, but results have been inconsistent across populations. Research is needed to elucidate the relationship between parental feeding practices and adiposity in diverse populations. The present study tested if: (1) parental feeding practices differed by race/ethnicity, (2) parental pressure to eat and parental restriction were associated with adiposity levels, and (3) to investigate the relationship between parental feeding practices and/or child adiposity with socioeconomic status (SES). Structural equations modeling was conducted to test the model in 267 children aged 7-12 years self-identified as African American (AA), European American (EA), or Hispanic American (HA) from economically diverse backgrounds. Dual energy X-ray absorptiometry and computed tomography scanning were used to determine body composition and abdominal fat distribution, respectively. Parental restriction was a significant predictor of child adiposity while parental pressure to eat had an inverse relationship with child adiposity. HA parents reported significantly higher levels of restriction and pressure to eat, whereas EA parents reported the lowest. SES was positively associated with child adiposity and inversely related to parental restriction and pressure to eat. Thus, parental feeding practices differ across racial/ethnic groups and SES and may contribute to population differences in child adiposity. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Laughlin, Liana; Turner, Terri
2014-01-01
Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of "assessment" a parent receives. The authors, a daycare teacher and a parent of Rosa, "the mean girl" in…
Prior, Margot; Virasinghe, Shanya; Smart, Diana
2005-08-01
Little is known about behavioural and emotional adjustment in children in Sri Lanka, and this study is the first attempt to assess mental health problems in this population. Using the Strengths and Difficulties Questionnaire (Goodman R (1994) A modified version of the Rutter parent questionnaire including items on children's strengths: a research note. J Child Psychol Psychiatry 35:1483-1494) with parent, teacher and child informants, in a large sample of 10- to 13-year-old school children from Colombo, we found rates and types of problems consistent with other international studies of child mental health. Problem rates were higher in boys and were associated with lower SES and poorer academic performance. Relationships between behavioural adjustment and Tamil ethnicity and Hindu religion emerged in this sample and could possibly be associated with the experience of longstanding ethnic conflict in Sri Lanka. The study confirms the need for development of child and adolescent health services in Sri Lanka.
Teaching about Ethnic Conflict: Global Issues. Ethnic Heritage Series, Volume 2.
ERIC Educational Resources Information Center
Lamy, Steven L.
The document presents background information and activities for use by secondary school social studies teachers as they incorporate material on ethnic conflict into the curriculum. Ethnic conflicts are interpreted as hostilities which are either solely based upon or accentuated by ethnic differences. Examples are violence in Northern Ireland,…
ERIC Educational Resources Information Center
Spilt, Jantine L.; Koomen, Helma M. Y.; Mantzicopoulos, Panayota Y.
2010-01-01
The psychometric qualities of two instruments that measure children's perceptions of teacher-child relationships were evaluated in a sample of kindergartners (N = 150): The Young Children's Appraisals of Teacher Support (Y-CATS) and the Kindergartner-Teacher Interaction Computer (KLIC) test. On the Y-CATS, children judged propositions on a…
ERIC Educational Resources Information Center
Howes, Carollee; Guerra, Alison Wishard; Fuligni, Allison; Zucker, Eleanor; Lee, Linda; Obregon, Nora B.; Spivak, Asha
2011-01-01
The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M=age 63 months, SD=8.1 months), part of the National Evaluation…
A review of mental health treatment dropout by ethnic minority youth.
de Haan, Anna M; Boon, Albert E; de Jong, Joop T V M; Vermeiren, Robert R J M
2018-02-01
A large proportion of treatments in youth mental health care are prematurely terminated by the patient. Treatment dropout can have severe consequences. Since ethnic minority youth are treated less often for mental disorders than other youth, it is important to analyse their risk for dropout and to determine if there are ethnicity-specific determinants. This review aimed to provide an overview of the findings from empirical studies on child and adolescent therapy dropout by ethnic minority and to determine if there were ethnicity-specific dropout determinants. An extensive literature search was performed to locate relevant journal articles. Identified articles were inspected for relevant references and these articles were then included in the meta-analysis. A total of 27 studies were accepted for analysis. The results showed that ethnic minority patients have a higher risk of treatment dropout than ethnic majority patients and that dropout rates are ethnically specific. Several differences in dropout predictors among the ethnic groups were found. In spite of diverse results, review limitations, and the lack of several key variables in the available research, some clinical recommendations are made. The review indicates that to prevent dropout, therapists should pay attention to variables such as ethnic background, therapist-patient ethnic match, and the quality of the therapeutic relationship.
Teacher's Guide to Paddle-to-the-Sea: The MATCH Box Project; Prototype Edition.
ERIC Educational Resources Information Center
Bever, Buz; Kresse, Frederick H.
The Materials and Activities for Teachers and Children (MATCH Box) project provides for a two-week intensive treatment of a subject on the elementary school level. Each MATCH Box contains materials, equipment and activities that work together to foster the teaching/learning of the particular subject matter. PADDLE-TO-THE-SEA is a social studies…
ERIC Educational Resources Information Center
Myers, Sonya S.; Morris, Amanda Sheffield
2009-01-01
Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher-child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants participated in this study.…
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Dumas, Jean E.; Moreland, Angela D.; Gitter, Alexandra H.; Pearl, Amanda M.; Nordstrom, Alicia H.
2008-01-01
The authors evaluate the relation of ethnic, socioeconomic status (SES), and belief match between parents and group leaders and engagement in a preventive intervention for parents of preschoolers. Engagement was assessed through attendance, retention, and quality of participation in sessions with 171 parents and 11 group leaders. SES match…
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Bjorknes, Ragnhild; Kjobli, John; Manger, Terje; Jakobsen, Reidar
2012-01-01
In this study, we examined parenting practices as mediators of changes in child conduct problems in ethnic minority families participating in Parent Management Training-Oregon Model (PMTO). The participants included 96 Somali and Pakistani immigrant mothers and their children living in Norway. The families were randomized to PMTO or a waiting-list…
Hatfield, Bridget E; Williford, Amanda P
2017-01-01
Supportive and close relationships that young children have with teachers have lasting effects on children's behavior and academic success, and this is particularly true for children with challenging behaviors. These relationships are also important for children's developing stress response system, and children in child care may be more likely to display atypical cortisol patterns at child care. However, warm, supportive relationships with teachers may buffer these negative effects of child care. While many relationship-focused early childhood interventions demonstrate changes in child behavior, associations with children's stress response system are unknown. This study assessed children's activity in the hypothalamic-pituitary-adrenal axis via salivary cortisol as a function of their participation in a dyadic intervention intended to improve a teacher's interaction quality with a particular child. Seventy teachers and 113 preschool children participated who were part of a larger study of teachers and children were randomly assigned at the classroom level across three intervention conditions: Banking Time, Time-Control Comparison (Child Time), and Business-as-Usual. At the end of the school year, children in the Banking Time condition displayed a significantly greater decline in cortisol across the morning during preschool compared to children in Business-as-Usual condition. These pilot results are among the first to provide preliminary evidence that school-based interventions that promote sensitive and responsive interactions may improve young children's activity in the stress response system within the child care/early education context.
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Thijs, Jochem; Koomen, Helma M. Y.
2009-01-01
This study examined teachers' reports of early teacher-child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel…
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Mascareño, Mayra; Deunk, Marjolein I.; Snow, Catherine E.; Bosker, Roel J.
2017-01-01
The aim of the study was to explore teacher-child interaction in 24 whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. Fifteen sessions focused on story meaning, and nine focused on language coding/decoding. We coded teacher and child turns for their function (i.e., teacher…
Preschool Teachers' Perceptions about and Experience with Child Abuse and Neglect
ERIC Educational Resources Information Center
Toros, Karmen; Tiirik, Riine
2016-01-01
This study reflects Estonian preschool teachers' perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of "child in need" and abuse, and they have had experience with such children in…
Child and Adolescent Life Stories: Perspectives from Youth, Parents, and Teachers
ERIC Educational Resources Information Center
Lodico, Marguerite G.; Voegtle, Katherine H.
2005-01-01
The uniqueness of this book lies in the multiple perspectives drawn from youth, their parents, and their teachers. These perspectives provide a range of lenses through which a student or beginning teacher may view child and adolescent development. The complex processes of development occur within a social context, and therefore a professional…
ERIC Educational Resources Information Center
White, Kelley Mayer
2013-01-01
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for…
Schinkel, Sanne; Schouten, Barbara C; Street, Richard L; van den Putte, Bas; van Weert, Julia C M
2016-12-01
Ethnic minority patients are less participative in medical consultations compared to ethnic majority patients. It is thus important to find effective strategies to enhance ethnic minority patients' participation and improve subsequent health outcomes. This study therefore aimed to investigate the relation between the match between patients' preferred and perceived participation and doctor-patient concordance in preferred doctor-patient relationship on patient satisfaction, fulfillment of information needs, and understanding of information among Turkish-Dutch and Dutch patients. Pre- and postconsultation questionnaires were filled out by 136 Dutch and 100 Turkish-Dutch patients in the waiting rooms of 32 general practitioners (GPs). GPs completed a questionnaire too. Results showed that a match between patients' preferred and perceived participation was related to higher patient satisfaction, more fulfillment of information needs, and more understanding of information than a mismatch for both patient groups. For doctor-patient concordance a conditional main effect on all outcome measures emerged only among Turkish-Dutch patients. That is, for patients who were discordant with their GP, higher perceived participation was related to lower satisfaction, worse fulfillment of information needs, and worse understanding of the information. In order to improve medical communication GPs should thus primarily be trained to tailor their communication styles to match patients' preferences for participation.
NASA Astrophysics Data System (ADS)
Velayutham, C. Muthu; Palanivel, R. V.; Anbarasan, R.; Sinthuja, M.
2012-08-01
The Indian match industry in the southern state of Tamil Nadu has been characterized by child labour and a stagnant technology for over half a century. We investigate the technological changes and industrial restructuring, catalyzed by the changing duty structure that has moved the match industry towards greater mechanization. Our examination indicates that increased mechanization in the production processes has implied greater demand for skilled labour and a decline in child labour.
Taking on Turnover: An Action Guide for Child Care Center Teachers and Directors.
ERIC Educational Resources Information Center
Whitebook, Marcy; Bellm, Dan
Based on the "Taking On Turnover" training series conducted by the Center for the Child Care Workforce, this action guide for center-based child care teachers and directors is designed to assist in managing and reducing the increasingly serious problem of job turnover in the child care profession. Following several introductory sections,…
Woolf, Katherine; Cave, Judith; Greenhalgh, Trisha; Dacre, Jane
2008-08-18
To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. Qualitative study using semistructured one to one interviews and focus groups. A London medical school. 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about "good" clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about "good" clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the "typical" Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the "typical" white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as
Cave, Judith; Greenhalgh, Trisha; Dacre, Jane
2008-01-01
Objective To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. Design Qualitative study using semistructured one to one interviews and focus groups. Setting A London medical school. Participants 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. Methods Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. Results Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about “good” clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about “good” clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the “typical” Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the “typical” white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. Conclusions Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given
Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.
2014-01-01
Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed. PMID:26538767
ERIC Educational Resources Information Center
Glock, Sabine
2016-01-01
Ethnic minority students face many disadvantages in school, which might be due in part to teachers' stereotypical expectations and attitudes. Dual process theories of impression and judgment formation specify person information that confirms or disconfirms stereotypical expectations as determinants of how judgments are formed. While…
Martinson, Melissa L; McLanahan, Sara; Brooks-Gunn, Jeanne
2015-02-01
This paper examines body mass index (BMI) trajectories among children from different race/ethnic and maternal nativity backgrounds in the United States and England from early- to middle-childhood. This study is the first to examine race/ethnic and maternal nativity differences in BMI trajectories in both countries. We use two longitudinal birth cohort studies-The Fragile Families and Child Wellbeing Study (n = 3,285) for the United States and the Millennium Cohort Study (n = 6,700) for England to estimate trajectories in child BMI by race/ethnicity and maternal nativity status using multilevel growth models. In the United States our sample includes white, black, and Hispanic children; in England the sample includes white, black, and Asian children. We find significant race/ethnic differences in the initial BMI and BMI trajectories of children in both countries, with all non-white groups having significantly steeper BMI growth trajectories than whites. Nativity differences in BMI trajectories vary by race/ethnic group and are only statistically significantly higher for children of foreign-born blacks in England. Disparities in BMI trajectories are pervasive in the United States and England, despite lower overall BMI among English children. Future studies should consider both race/ethnicity and maternal nativity status subgroups when examining disparities in BMI in the United States and England. Differences in BMI are apparent in early childhood, which suggests that interventions targeting pre-school age children may be most effective at stemming childhood disparities in BMI.
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Cherng, Hua-Yu Sebastian
2017-01-01
Teachers not only play a pivotal role in developing students' knowledge and skills but also can serve as role models, which may be particularly beneficial for youth of color and children of immigrants. However, it is unknown whether relationships vary across student racial/ethnic and generational groups. Moreover, the link between teacherstudent…
ERIC Educational Resources Information Center
Rudasill, Kathleen Moritz; Hawley, Leslie; Molfese, Victoria J.; Tu, Xiaoqing; Prokasky, Amanda; Sirota, Kate
2016-01-01
Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23…
ERIC Educational Resources Information Center
Granger, Kristen
2017-01-01
The overall goal of this dissertation was to examine teacher characteristics, teachers' beliefs, and contextual factors that may motivate teachers' decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers'…
Goth, Ursula Småland; Bergsli, Oddhild; Johanesen, Else Marie
2017-01-28
To determine how to enhance integration of minority students in health education, and thereby improve intercultural communication skills and cultural sensitivity in a sample of health teacher students in Norway. After a group-work intervention and for a period of six months afterwards we followed an "action research" approach and observed 47 health teachers-in-training in their first year at the Oslo and Akershus University College during classroom interactions. Data were qualitative and comprised student self-reports and survey results along with observations from three teachers, the authors of the study. Data were analyzed using a constant comparative approach with opinion categorization and an open coding procedure, with separate analyses performed on observations from minority students, majority students, and teachers. Both ethnic majority and minority students experienced an increase in intercultural knowledge and problem-solving ability after the experience of an early intervention in their first academic year of tertiary education. Students reacted favorably to the intervention and noted in class assessments both the challenges and rewards of overcoming cultural barriers. Teacher observation notes confirmed that early intervention led to an increase in interaction and cross-cultural engagement between minority and majority students compared to previous years' classes without the intervention. Early classroom intervention to promote intercultural engagement can prevent clique formation along majority/minority lines. The method used here, tailored group assignments in ethnically diverse working groups at the very beginning of students' tertiary academic career, can be an effective approach to cultivating attitudes and skills fostering intercultural awareness and sensitivity.
Bergsli, Oddhild; Johanesen, Else Marie
2017-01-01
Objectives To determine how to enhance integration of minority students in health education, and thereby improve intercultural communication skills and cultural sensitivity in a sample of health teacher students in Norway. Methods After a group-work intervention and for a period of six months afterwards we followed an “action research” approach and observed 47 health teachers-in-training in their first year at the Oslo and Akershus University College during classroom interactions. Data were qualitative and comprised student self-reports and survey results along with observations from three teachers, the authors of the study. Data were analyzed using a constant comparative approach with opinion categorization and an open coding procedure, with separate analyses performed on observations from minority students, majority students, and teachers. Results Both ethnic majority and minority students experienced an increase in intercultural knowledge and problem-solving ability after the experience of an early intervention in their first academic year of tertiary education. Students reacted favorably to the intervention and noted in class assessments both the challenges and rewards of overcoming cultural barriers. Teacher observation notes confirmed that early intervention led to an increase in interaction and cross-cultural engagement between minority and majority students compared to previous years’ classes without the intervention. Conclusions Early classroom intervention to promote intercultural engagement can prevent clique formation along majority/minority lines. The method used here, tailored group assignments in ethnically diverse working groups at the very beginning of students’ tertiary academic career, can be an effective approach to cultivating attitudes and skills fostering intercultural awareness and sensitivity. PMID:28132033
Doumen, Sarah; Verschueren, Karine; Buyse, Evelien; Germeijs, Veerle; Luyckx, Koen; Soenens, Bart
2008-07-01
In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year.
ERIC Educational Resources Information Center
Fayez, Merfat; Takash, Hanan Mahmoud; Al-Zboon, Eman Khleif
2014-01-01
Early childhood teachers play major roles in defying child abuse and neglect and alleviating its detrimental effects on young children. Therefore, this study aimed at exploring how Jordanian pre-service early childhood teachers define and perceive violence against children and their role in child abuse detection and prevention. Furthermore, the…
Traumatic child death and documented maltreatment history, Los Angeles.
Sorenson, S B; Peterson, J G
1994-01-01
OBJECTIVES. Child abuse is a presumed but largely untested risk factor for child homicide. This research investigated the social and child protective service history of child homicide victims. METHODS. A pairwise matched case-control design was used to assess documented child maltreatment as a risk factor for homicide vs unintentional injury death. Homicide victims aged 0 to 14 years were identified through Los Angeles Police Department case summaries. Control subjects (children who died of an unintentional injury) were matched to case subjects (children who died from homicide) by age, sex, race/ethnicity, and date of death. Case and control subjects were linked with county service records to determine any known history of maltreatment. RESULTS. A total of 220 children were homicide victims during 1978 through 1987 in the city of Los Angeles. Only one in six children who died (of homicide or unintentional injury) or his/her family was known to county social or child protective services prior to the death. Recorded history of child protective services was associated with homicide victimization (adjusted odds ratio = 3.40, 95% confidence interval = 1.25, 9.27). CONCLUSIONS. Current service systems need assistance in identifying and protecting children at high risk of homicide. PMID:8154567
ERIC Educational Resources Information Center
Leake, Robin; de Guzman, Anna; Rienks, Shauna; Archer, Gretchen; Potter, Cathryn
2015-01-01
The task of recruiting and retaining ethnically diverse, qualified, and committed social workers in child welfare is challenging. Federal funding supporting BSW and MSW education has been a catalyst for university-agency partnerships across the country. An important goal of these partnerships is to prepare social work students with the knowledge,…
Every Child Matters: A Practical Guide for Teachers
ERIC Educational Resources Information Center
Cheminais, Rita
2006-01-01
In this groundbreaking and forward-looking resource, the author clearly explains the impact of the "Every Child Matters" agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and…
The Strong-Willed Child: A Huge Challenge for Parents and Teachers
ERIC Educational Resources Information Center
Costley, Kevin C.
2013-01-01
People are born with certain temperament traits. Some children are easy going and easy to get along with. Some are not. This article describes the temperament traits of the strong-willed child. The strong-willed is viewed as stubborn to parents and teachers. The child's goal is to always be in control of his own behaviors, regardless of the needs…
Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers.
ERIC Educational Resources Information Center
Seymour, Frederick W.; France, Karyn G.
1984-01-01
Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…
Ulloa, R E; Narváez, M R; Arroyo, E; del Bosque, J; de la Peña, F
2009-01-01
Teacher's rating scales for the evaluation of attention deficit and superactivity disorder (TDAH) and conduct disorders have been shown to be useful and valid tools. The Child Psychiatric Hospital Teacher Questionnaire (CPHTQ) of the Hospital Psiquiátrico Infantil Dr. Juan N. Navarro was designed for the assessment of ADHD symptoms, externalizing symptoms and school functioning difficulties of children and adolescents. Internal consistency, criterion validity, construct validity and sensitivity of the scale to changes in symptom severity were evaluated in this study. The scale was administered to 282 teachers of children and adolescents aged 5 to 17 years who came to a unit specialized in child psychiatry. The validity analysis of the instrument showed that the internal consistency measured by Cronbach's alpha was 0.94. The factorial analysis yielded 5 factors accounting for 59.1% of the variance: hyperactivity and conduct symptoms, predatory, conduct disorder, inattentive, poor functioning and motor disturbances. The CPHTQ scores on the scale showed positive correlation with the Clinical Global impression (CGI) scale in the patients' response to drug treatment. The CPHTQ shows adequate validity characteristics that demonstrate its utility in the evaluation of patients with ADHD and its comorbidity with other behavior disorders.
A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression
ERIC Educational Resources Information Center
Pochtar, Randi; Del Vecchio, Tamara
2014-01-01
The associations among preschool teachers' attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children's aggressive behavior are examined in United States ("N"?=?82) and Vietnamese ("N"?=?91) preschool teachers. The results suggest cross-cultural differences as…
A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool
ERIC Educational Resources Information Center
Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.
2018-01-01
Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…
Socio-Praxis Preferences in Teacher Preparation for Child Sexual Abuse and Its Mandatory Reporting
ERIC Educational Resources Information Center
Goldman, Juliette D. G.; Grimbeek, Peter
2015-01-01
Child abuse and neglect, particularly child sexual abuse, is a pastoral care issue that deeply concerns all education professionals. The literature strongly supports specific training for pre-service teachers about child sexual abuse and its mandatory reporting, although few studies identify how such training should be academically structured.…
Child Abuse: What Teachers in the '90s Know, Think, and Do.
ERIC Educational Resources Information Center
Hinson, Janice; Fossey, Richard
2000-01-01
Investigated elementary teachers' ability to recognize signs of abuse, perceptions of the reporting process, and understanding of liability. Teachers often could not recognize signs of abuse and were confused about reporting procedures. Some chose not to report because they believed child welfare agencies would not help; some were ignorant of laws…
ERIC Educational Resources Information Center
Hue, Ming-Tak; Kennedy, Kerry John
2013-01-01
Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…
Teacher Support as a Buffer between Interparental Conflict and Child Social Skills
ERIC Educational Resources Information Center
Spjeldnes, Solveig; Koeske, Gary; Sales, Esther
2010-01-01
This study, conducted in 2004, investigated the direct effect of interparental conflict (IPC) about child-raising issues on the social skills of middle-class US children who attended a suburban preschool and the buffering effect of teacher support (n = 170). Findings indicated that greater IPC was associated with poorer child social skills. The…
ERIC Educational Resources Information Center
Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert
2008-01-01
Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…
Fuchs, Anna; Möhler, Eva; Reck, Corinna; Resch, Franz; Kaess, Michael
Maternal bonding has been described as the quality of the affective tie from a mother to her infant. This early bond's mental components and its longitudinal impact on child outcome have been markedly understudied. Although most researchers assume impaired maternal bonding to have a negative impact on child development, there is a lack of prospective studies evaluating this hypothesis. Since maternal mental health problems may negatively affect both bonding quality and child development, it is still to be determined whether there is a unique contribution of bonding quality to child behavior problems over and above maternal psychopathology. We examined a community sample of 101 mother-child dyads at the child's age of 2 weeks (t1) and 6 weeks (t2), 4 months (t3), 14 months (t4), and 5.5 years (t5). Maternal bonding and psychopathology were assessed at time points t1-t4 using the Postpartum Bonding Questionnaire (PBQ-16) and the Symptom Checklist Revised (SCL 90-R). Child behavior problems were rated in a multi-informant design by mothers and teachers at t5 using the Strengths and Difficulties Questionnaire (SDQ). In the case of maternal judgment of child behavior problems, bonding at 14 months (t4) proved to be a significant predictor (β = 0.30; p = 0.011). Teacher-rated child behavior problems were significantly predicted by maternal bonding at 2 weeks (t1; β = 0.48; p = 0.025). Our results indicate a prospective influence of the early mother-infant bond on child development and underline the unique contribution of bonding quality to child behavior problems over and above the impact of maternal psychopathology in a community sample. © 2016 S. Karger AG, Basel.
Gance-Cleveland, Bonnie; Aldrich, Heather; Schmiege, Sarah; Coursen, Cristi; Dandreaux, Danielle; Gilbert, Lynn
2015-04-01
This study describes school-based health center (SBHC) providers' adherence to obesity guidelines. Providers (n = 28) were from SBHCs in six states serving children 5-12 years of age. A random sample of well-child charts (n = 850) were audited for body mass index percentage, blood pressure percentage, overweight/obesity diagnosis, and laboratory assessment. Body mass index percentage was documented on 73% of charts and blood pressure percentage on 30.5%. Providers accurately diagnosed 40% overweight and 49.3% obese children. Laboratory guidelines were followed in 80.4% of cases. Assessments differed by child's race/ethnicity (p < .05), with most criteria having higher adherence in minority youth. There is a need for increased accuracy in how SBHC providers screen overweight/obese children. © 2015, Wiley Periodicals, Inc.
ERIC Educational Resources Information Center
Maldonado-Carreno, Carolina; Votruba-Drzal, Elizabeth
2011-01-01
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and…
Powell, Lisa M.; Wada, Roy; Kumanyika, Shiriki K.
2015-01-01
Obesity prevalence and related health burdens are greater among U.S. racial/ethnic minority and low-income populations. Targeted advertising may contribute to disparities. Designated market area (DMA) spot television ratings were used to assess geographic differences in child/adolescent exposure to food-related advertisements based on DMA-level racial/ethnic and income characteristics. Controlling for unobserved DMA-level factors and time trends, child/adolescent exposure to food-related ads, particularly for sugar-sweetened beverages and fast-food restaurants, was significantly higher in areas with higher proportions of black children/adolescents and lower-income households. Geographically targeted TV ads are important to consider when assessing obesity-promoting influences in black and low-income neighborhoods. PMID:25086271
Teacher's Guide to the Algonquins: The MATCH Box Project; Prototype Edition.
ERIC Educational Resources Information Center
Butler, Eva; And Others
What better way is there to learn about something than to hold it, examine it, and take it apart? The Match Box Project (Materials and Activities for Teachers and Children) loans to schools a series of boxes which contain materials, equipment, supplies, and activities designed as a unit to foster the teaching/learning of specific subjects at the…
ERIC Educational Resources Information Center
Jarkovská, Lucie; Lišková, Katerina; Obrovská, Jana
2015-01-01
This article argues that the Czech education system is structured to operate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of "sameness despite difference" that obscure such growing diversity. This article is grounded in the historical…
ERIC Educational Resources Information Center
Goldman, Juliette D. G.; Grimbeek, Peter
2011-01-01
The introduction of a Department of Education policy on child sexual abuse and mandatory reporting is significant for school teachers. The mandatory reporting of child sexual abuse by school teachers carries wide-ranging and significant implications for the lives of school-aged children, and for the teachers who must implement the policy's…
Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K
2012-08-01
To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association
School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten
Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.
2015-01-01
In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186
ERIC Educational Resources Information Center
Putnam-Hornstein, Emily; Needell, Barbara; King, Bryn; Johnson-Motoyama, Michelle
2013-01-01
Objective: Data from the United States indicate pronounced and persistent racial/ethnic differences in the rates at which children are referred and substantiated as victims of child abuse and neglect. In this study, we examined the extent to which aggregate racial differences are attributable to variations in the distribution of individual and…
Rudasill, Kathleen Moritz; Niehaus, Kate; Buhs, Eric; White, Jamie M
2013-12-01
Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children's early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher-child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The sample (N=1364) was drawn from the NICHD Study of Early Child Care and Youth Development. Results from structural equation models indicated that teacher-child conflict in early elementary grades mediated links between children's temperament and later peer interactions. Findings underscore the importance of considering children's temperament traits and teacher-child relationship quality when examining the mechanisms of the development of peer interactions. © 2013.
McBeath, Bowen; Chuang, Emmeline; Bunger, Alicia; Blakeslee, Jennifer
2014-03-01
In this article, we examine child welfare caseworkers' housing-related service strategies when they serve culturally similar versus culturally dissimilar clients. Testing hypotheses drawn from representative bureaucracy theory and using data from the second cohort of the National Survey of Child and Adolescent Well-Being, we find that when non-Caucasian caseworkers share the same racial/ethnic background as caregivers, caseworkers use more active strategies to connect caregivers to needed housing services. The relationship between racial/ethnic matching and frontline workers' repertoire of service strategies is most pronounced when the need for housing has been registered formally via referrals and case plans and thus legitimated institutionally. These results reinforce basic tenets of representative bureaucracy theory and provide evidence of the benefits of racial and ethnic diversity in the human service workforce. Our findings also highlight the need for research identifying institutional and frontline organizational factors that enhance the quality of service provision.
McBeath, Bowen; Chuang, Emmeline; Bunger, Alicia; Blakeslee, Jennifer
2014-01-01
In this article, we examine child welfare caseworkers’ housing-related service strategies when they serve culturally similar versus culturally dissimilar clients. Testing hypotheses drawn from representative bureaucracy theory and using data from the second cohort of the National Survey of Child and Adolescent Well-Being, we find that when non-Caucasian caseworkers share the same racial/ethnic background as caregivers, caseworkers use more active strategies to connect caregivers to needed housing services. The relationship between racial/ethnic matching and frontline workers’ repertoire of service strategies is most pronounced when the need for housing has been registered formally via referrals and case plans and thus legitimated institutionally. These results reinforce basic tenets of representative bureaucracy theory and provide evidence of the benefits of racial and ethnic diversity in the human service workforce. Our findings also highlight the need for research identifying institutional and frontline organizational factors that enhance the quality of service provision. PMID:25745270
Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.
2012-01-01
Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941
NASA Astrophysics Data System (ADS)
Littlejohn, Vania
The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student
ERIC Educational Resources Information Center
Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M.
2017-01-01
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…
ERIC Educational Resources Information Center
Schwartzman, Ana
2004-01-01
Teachers in English Language Learning classrooms have long faced the challenge of working with children who have diverse ethnic and cultural backgrounds and wide-ranging linguistic skill sets. A child from El Salvador, for example, will need to practice different pronunciation and stress patterns than a child from Vietnam. Technology can help…
Elementary Teachers' Knowledge of Legislative and Policy Duties for Reporting Child Sexual Abuse
ERIC Educational Resources Information Center
Walsh, Kerryann; Mathews, Ben; Rassafiani, Mehdi; Farrell, Ann; Butler, Des
2013-01-01
This study examined elementary school teachers' knowledge of their legislative and policy-based reporting duties with respect to child sexual abuse. Data were collected from 470 elementary school teachers from urban and rural government and nongovernment schools in 3 Australian states, which at the time of the study had 3 different legislative…
Du, Hongfei; Li, Xiaoming; Weinstein, Traci L; Chi, Peilian; Zhao, Junfeng; Zhao, Guoxiang
2015-01-01
Teachers are considered to be one of the most important influences in the lives of students. Teachers' assessments of students may be a primary source of information on children's mental and behavioral health; however, this topic has received little attention in research. We examined this issue through linking teachers' ratings of students and mental and behavioral outcomes of children affected by HIV. The hypothesis is that teacher ratings will be predictive of specific child mental and behavioral health outcomes. A quantitative cross-sectional design with self-administered paper-and-pencil instruments was used. The sample included 1221 children (aged 6-18, grades 1-11) affected by HIV including 755 orphans who lost one or both parents to AIDS and 466 vulnerable children living with HIV-infected parents in a central province of China. The corresponding teacher sample included 185 participants. Each child completed an assessment inventory of demographic information and mental and behavioral health measures. Teachers completed a questionnaire about children's school performance. SEM analyses revealed a good model fit according to all fit indices: comparative fit index = 0.93, root mean square error of approximation = 0.07, and standardized root mean square residual = 0.04. Structural equation modeling revealed that problem ratings by teachers were positively associated with child loneliness and behavioral problems, social competence ratings by teachers were negatively related to child depression, and personal growth and social interaction ratings by teachers were negatively related to child loneliness, depression, and trauma. The current study represents a unique contribution to the field in that it recognizes that teachers can be a valuable source of information on children's psychological health. Results from this study have implications for health prevention and intervention for children and families suffering from HIV/AIDS.
ERIC Educational Resources Information Center
Keane, Elaine; Heinz, Manuela
2016-01-01
Diversifying the teaching population is of international concern. Ireland has experienced significant socio-demographic change in the last decades, but we lack adequate data on the backgrounds of student teachers, especially in relation to nationality and ethnicity. In this paper, we examine the nationality/ies, ethnicity/ies and experiences with…
Physical activity in child-care centers: do teachers hold the key to the playground?
Copeland, Kristen A.; Kendeigh, Cassandra A.; Saelens, Brian E.; Kalkwarf, Heidi J.; Sherman, Susan N.
2012-01-01
Many (56%) US children aged 3–5 years are in center-based childcare and are not obtaining recommended levels of physical activity. In order to determine what child-care teachers/providers perceived as benefits and barriers to children’s physical activity in child-care centers, we conducted nine focus groups and 13 one-on-one interviews with 49 child-care teachers/providers in Cincinnati, OH. Participants noted physical and socio-emotional benefits of physical activity particular to preschoolers (e.g. gross motor skill development, self-confidence after mastery of new skills and improved mood, attention and napping after exercise) but also noted several barriers including their own personal attitudes (e.g. low self-efficacy) and preferences to avoid the outdoors (e.g. don’t like hot/cold weather, getting dirty, chaos of playground). Because individual teachers determine daily schedules and ultimately make the decision whether to take the children outdoors, they serve as gatekeepers to the playground. Participants discussed a spectrum of roles on the playground, from facilitator to chaperone to physical activity inhibitor. These findings suggest that children could have very different gross motor experiences even within the same facility (with presumably the same environment and policies), based on the beliefs, creativity and level of engagement of their teacher. PMID:21804083
Physical activity in child-care centers: do teachers hold the key to the playground?
Copeland, Kristen A; Kendeigh, Cassandra A; Saelens, Brian E; Kalkwarf, Heidi J; Sherman, Susan N
2012-02-01
Many (56%) US children aged 3-5 years are in center-based childcare and are not obtaining recommended levels of physical activity. In order to determine what child-care teachers/providers perceived as benefits and barriers to children's physical activity in child-care centers, we conducted nine focus groups and 13 one-on-one interviews with 49 child-care teachers/providers in Cincinnati, OH. Participants noted physical and socio-emotional benefits of physical activity particular to preschoolers (e.g. gross motor skill development, self-confidence after mastery of new skills and improved mood, attention and napping after exercise) but also noted several barriers including their own personal attitudes (e.g. low self-efficacy) and preferences to avoid the outdoors (e.g. don't like hot/cold weather, getting dirty, chaos of playground). Because individual teachers determine daily schedules and ultimately make the decision whether to take the children outdoors, they serve as gatekeepers to the playground. Participants discussed a spectrum of roles on the playground, from facilitator to chaperone to physical activity inhibitor. These findings suggest that children could have very different gross motor experiences even within the same facility (with presumably the same environment and policies), based on the beliefs, creativity and level of engagement of their teacher.
Benner, Aprile D; Wang, Yijie
2017-03-01
There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross-ethnic friendships and close friends' experiences of discrimination in the link between adolescents' perceptions of discrimination and well-being. Cross-ethnic friendships and friends' experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well-being and school outcomes. Overall, results highlight the importance of considering racial/ethnic-related aspects of adolescents' friendships when studying interpersonal processes closely tied to race/ethnicity. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike
2009-01-01
Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homewrok to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the
It's Time to Revamp the Parent-Teacher Conference Process: Let's Include the Child!
ERIC Educational Resources Information Center
Boazman, Janette
2014-01-01
This article focuses on the fact that very often the traditional parent-teacher conference process is missing the most important stake holder, the child. The author asks the reader to clear the traditional image of parent-teacher conferences from their mind and imagine a conference process and setting that has the potential to bring together…
Tavallali, Azar G; Kabir, Zarina Nahar; Jirwe, Maria
2014-06-01
Sweden has a population of a little more than 9.4 million. The rapid growth of immigration in Sweden has resulted in an increased number of minority ethnic patients and minority ethnic nurses in the Swedish healthcare system. This also applies to paediatric care. The purpose of this study was to explore how parents with ethnic Swedish backgrounds experience minority ethnic nurses' cultural competence and the care the nurses provide in a Swedish paediatric care context. This exploratory qualitative study is of 14 parents with an ethnic Swedish background whose child was in a ward at a children's hospital in Stockholm County Council. Data were collected using semi-structured interviews to identify parents' perceptions and experiences of minority ethnic nurses' cultural competence. The interviews were analysed by qualitative content analysis. The analyses of the interviews led to four main categories: influence of nurses' ethnicity; significance of cross-cultural communication; cross-cultural skills; and the importance of nursing education. Nurses' ethnicity did not have much impact on parents' satisfaction with their child's care. The parents attached importance to nurses' language skills and to their adaptation and awareness of Swedish culture. They also attached weight to nurses' professional knowledge and personal attributes. The role of nursing education to increase nurses' cultural awareness was highlighted too. © 2013 Nordic College of Caring Science.
NASA Astrophysics Data System (ADS)
Bianchini, Julie A.; Cavazos, Lynnette M.; Helms, Jenifer V.
2000-08-01
To provide insight into issues of gender and ethnicity in science education, we examine the views of approximately 60 secondary science teachers and university scientists from three different research projects. In each project, participants and researcher explored the intersection of professional and personal identities; views of the nature of science; beliefs related to students' experiences in science education; and kinds of curricular and instructional strategies used to promote access and equity for all students. Participants' interviews were analyzed qualitatively for patterns across these four dimensions of inclusive science education. Analysis of data revealed a wide range of beliefs and experiences along each dimension. From our findings, we argue for careful examination of the ways identities shape instructors' professional experiences and educational practices; critical, constructive conversations about feminist science studies scholarship between professional developers and science teachers or scientists; and reasoned reflection on how views of students can inform recommendations for inclusive content and instruction. We conclude with the call for increased sophistication in the conceptualization and implementation of solutions to the problem of women and ethnic minorities in science education, for balancing recognition of systematic gender and ethnic bias with sensitivity to instructors and students' diverse interests and experiences.
Nielsen, Annemette; Krasnik, Allan; Holm, Lotte
2015-10-01
This study explores concerns and dilemmas connected with diet, health and child-feeding in families with ethnic minority background. The aim is to contribute to better targeting of dietary advice to ethnic minority parents in Denmark. Four focus group interviews were carried out with mothers of children between 4 months and 2 and a half years who were descendants of Turkish or Pakistani immigrants. The focus groups investigated: (1) everyday feeding practices; (2) values and concerns behind food choice; (3) social and cultural norms influencing feeding and eating practices; (4) experienced dilemmas in dietary change; and (5) sources of nutritional advice. Public health authorities in Denmark tend to link diet-related health problems among ethnic minority populations with their ethnic identity, dichotomising ethnic and Danish dietary habits. This may overlook values and concerns other than those related to ethnicity that are sometimes more important in determining food habits. The present study found that child-feeding practices were shaped by two main aims: (1) securing and improving child health; and (2) ensuring multi-cultural eating competence in children. The results confirm that ethnic distinctions do matter in the concerns and dilemmas mothers experience when feeding their children, but they also challenge the health authorities' reliance on dichotomies in promoting health among immigrant families. The participants' ethnic self-identification through food practices did not refer primarily to the birthplaces of their parents. Rather, it was context dependent and directed simultaneously towards majority and minority culture. © 2013 John Wiley & Sons Ltd.
Lahlah, Esmah; Lens, Kim M E; Bogaerts, Stefan; van der Knaap, Leontien M
2013-11-01
Researchers have not yet reached agreement about the validity of several competing explanations that seek to explain ethnic differences in juvenile violent offending. Ethnicity cannot solely explain why boys with an ethnic minority background commit more (violent) crimes. By assessing the intersectionality of structural, cultural and individual considerations, both the independent effects as well as the interplay between different factors can be examined. This study shows that aforementioned factors cumulatively play a role in severe violent offending, with parental connectedness and child abuse having the strongest associations. However, since most variables interact and ethnicity is associated with those specific factors, a conclusion to be drawn is that ethnicity may be relevant as an additional variable predicting severe violent offending although indirectly. Copyright © 2013 Elsevier Ltd. All rights reserved.
NASA Astrophysics Data System (ADS)
Sliogeris, Marija; Almeida, Sylvia Christine
2017-09-01
Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.
Powell, Lisa M; Wada, Roy; Kumanyika, Shiriki K
2014-09-01
Obesity prevalence and related health burdens are greater among U.S. racial/ethnic minority and low-income populations. Targeted advertising may contribute to disparities. Designated market area (DMA) spot television ratings were used to assess geographic differences in child/adolescent exposure to food-related advertisements based on DMA-level racial/ethnic and income characteristics. Controlling for unobserved DMA-level factors and time trends, child/adolescent exposure to food-related ads, particularly for sugar-sweetened beverages and fast-food restaurants, was significantly higher in areas with higher proportions of black children/adolescents and lower-income households. Geographically targeted TV ads are important to consider when assessing obesity-promoting influences in black and low-income neighborhoods. Copyright © 2014 Elsevier Ltd. All rights reserved.
Ethnic and socioeconomic variation in incidence of congenital heart defects
Knowles, Rachel L; Ridout, Deborah; Crowe, Sonya; Bull, Catherine; Wray, Jo; Tregay, Jenifer; Franklin, Rodney C; Barron, David J; Cunningham, David; Parslow, Roger C; Brown, Katherine L
2017-01-01
Introduction Ethnic differences in the birth prevalence of congenital heart defects (CHDs) have been reported; however, studies of the contemporary UK population are lacking. We investigated ethnic variations in incidence of serious CHDs requiring cardiac intervention before 1 year of age. Methods All infants who had a cardiac intervention in England and Wales between 1 January 2005 and 31 December 2010 were identified in the national congenital heart disease surgical audit and matched with paediatric intensive care admission records to create linked individual child records. Agreement in reporting of ethnic group by each audit was evaluated. For infants born 1 January 2006 to 31 December 2009, we calculated incidence rate ratios (IRRs) for CHDs by ethnicity and investigated age at intervention, antenatal diagnosis and area deprivation. Results We identified 5350 infants (2940 (55.0%) boys). Overall CHD incidence was significantly higher in Asian and Black ethnic groups compared with the White reference population (incidence rate ratios (IRR) (95% CIs): Asian 1.5 (1.4 to 1.7); Black 1.4 (1.3 to 1.6)); incidence of specific CHDs varied by ethnicity. No significant differences in age at intervention or antenatal diagnosis rates were identified but affected children from non-White ethnic groups were more likely to be living in deprived areas than White children. Conclusions Significant ethnic variations exist in the incidence of CHDs, including for specific defects with high infant mortality. It is essential that healthcare provision mitigates ethnic disparity, including through timely identification of CHDs at screening, supporting parental choice and effective interventions. Future research should explore the factors underlying ethnic variation and impact on longer-term outcomes. PMID:27986699
Bevaart, Floor; Mieloo, Cathelijne L; Wierdsma, André; Donker, Marianne C H; Jansen, Wilma; Raat, Hein; Verhulst, Frank C; van Oort, Floor V A
2014-05-01
Empirical research on mental health care use and its determinants in young school-aged children is still scarce. In this study, we investigated the role of ethnicity, socioeconomic position (SEP) and perceived severity by both parents and teachers on mental health care use in 5- to 8-year old children with emotional and/or behavioural problems. Data from 1,269 children with a high score([P90) on the Strengths and Difficulties Questionnaire (SDQ) in the school year 2008–2009 were linked to psychiatric case register data over the years 2010–2011. Cox proportional hazards models were used to predict mental health care use from ethnicity, SEP and perceived severity of the child's problems. During the follow-up period, 117 children with high SDQ scores (9.2 %) had used mental health care for the first time. Ethnic minority children were less likely to receive care than Dutch children (HR Moroccan/Turkish:0.26; 95 % CI 0.13-0.54, HR other ethnicity: 0.26; 95 %CI 0.12-0.58). No socioeconomic differences were found.After correction for previous care use, ethnicity and parental perceived severity, impact score as reported by teachers was significantly associated with mental healthcare use (HR 1.58; 95 % CI 1.01–2.46). Ethnicity is an important predictor of mental health care use in young children. Already in the youngest school-aged children, ethnic differences in the use of mental health care are present.A distinct predictor of care use in this age group is severity of emotional and behavioural problems as perceived by teachers. Therefore, teachers may be especially helpful in the process of identifying young children who need specialist mental health care.
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Hue, Ming-tak; Kennedy, Kerry John
2014-01-01
One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…
ERIC Educational Resources Information Center
Al-Zboon, Eman; Ahmad, Jamal
2016-01-01
This study aimed at examining Jordanian pre-service special education teachers' professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding…
Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens
ERIC Educational Resources Information Center
Glüer, Michael; Gregoriadis, Athanasios
2017-01-01
Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…
ERIC Educational Resources Information Center
McNally, Shelley; Slutsky, Ruslan
2018-01-01
High-quality teacher-child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for…
ERIC Educational Resources Information Center
Gernhardt, Ariane; Lamm, Bettina; Keller, Heidi; Döge, Paula
2014-01-01
This study investigated early child care teachers' culturally shaped socialization goals and preferred behavioral strategies. The participants were 183 female teachers and trainees, 93 from Osnabrück, Germany, representing an urban Western context, which can be characterized by a primary cultural orientation toward psychological autonomy and a…
Essex, Marilyn J.; Armstrong, Jeffrey M.; Burk, Linnea R.; Goldsmith, H. Hill; Boyce, W. Thomas
2010-01-01
The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher-child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20-30 min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher-child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher-child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher-child relationship main effects, all four reactivity × teacher-child relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher-child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. PMID:21262045
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Albin-Clark, Jo; Shirley, Ian; Webster, Maggie; Woolhouse, Clare
2018-01-01
The dyadic nature of the teacher-child relationship is recognized as a significant factor in young children's learning experiences. However understandings about how teachers' own personal and professional identities and experiences influence their construction of teacher-child relationships are under researched. This article extends upon earlier…
Literacy and Autism: Case Studies of Two Kindergarten Children, Their Teachers, and Their Parents
ERIC Educational Resources Information Center
Monroe, Dana M.
2009-01-01
ASD knows no boundaries in terms of racial, ethnic, economic, educational or social background; it can affect any family and any child (Autism Society of America, 2009). As the population struggles to understand the disorder, parents and teachers find themselves on a quest to meet the needs of children diagnosed with autism, both in the home and…
What do child daycare center teachers know about atopic dermatitis?
Akcay, Ahmet; Tamay, Zeynep; Ones, Ulker; Guler, Nermin
2014-01-01
Atopic dermatitis (AD) is the most common childhood inflammatory skin disorder. The purpose of this study was to elucidate the knowledge level of daycare center teachers about AD and related factors. Study subjects were 297 teachers (287 female, 10 male) from 20 randomly selected daycare centers in Istanbul. The knowledge level of teachers was assessed using a questionnaire with 21 questions about AD. The teachers were asked nine additional questions about demographic and other characteristics of the child care centers and about themselves. The mean age of the teachers was 26.4 ± 8.1 years (range 20-53 yrs). The mean score for the 21 questions was 71.4 ± 12.1 (68%) from a maximum of 105 points. The response rate of teachers rate for each question ranged from 54% to 90%. The completely true response rate for each question ranged from 3.0% to 66.7%. The knowledge level of the teachers was related to the number of children in the daycare center, but not to sex, age, education level, family history of atopy, teacher's monthly salary, location, or whether the daycare center was public or private. Although teachers in daycare centers have some knowledge about AD, widespread educational programs for teachers about AD may help to improve the understanding of the disease and the quality of life of affected children in daycare centers. © 2013 Wiley Periodicals, Inc.
Supporting High Quality Teacher-Child Interactions in Pre-K Mathematics
ERIC Educational Resources Information Center
McGuire, Patrick
2010-01-01
The purpose of this three-paper manuscript dissertation is to add value to the limited knowledge base of research surrounding the quality of teacher-child interactions in pre-k mathematics contexts. The first paper, based on an extensive review of literature, presents a theoretical basis for using five-frames to support children's development of…
ERIC Educational Resources Information Center
Hussein, S. A.; Vostanis, P.
2013-01-01
School-based interventions involving teacher training programmes have been shown to benefit teachers' ability to identify and manage child mental health problems in developed countries. However, very few studies have been conducted in low-income countries with limited specialist services. The aim of the study was to evaluate the impact of the…
Effect of Short- and Long-Term Play Therapy Services on Teacher-Child Relationship Stress
ERIC Educational Resources Information Center
Ray, Dee C.; Henson, Robin K.; Schottelkorb, April A.; Brown, April Garofano; Muro, Joel
2008-01-01
The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy…
ERIC Educational Resources Information Center
Zhang, Xiao; Nurmi, Jari-Erik
2012-01-01
Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…
ERIC Educational Resources Information Center
Dever, Bridget V.; Mays, Kristen L.; Kamphaus, Randy W.; Dowdy, Erin
2012-01-01
The BASC-2 Behavioral and Emotional Screening System Teacher, Child/Adolescent Form (BESS Teacher Form C/A; Kamphaus & Reynolds, 2007) is a brief teacher-report rating scale designed to identify students who are at-risk for behavioral and emotional problems. The aim of this study was to describe the latent dimensions that underlie the…
Another Inconvenient Truth: Race and Ethnicity Matter
ERIC Educational Resources Information Center
Hawley, Willis D.; Nieto, Sonia
2010-01-01
When it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn. Effective implementation of race- and ethnicity-responsive…
Perceived Differences and Preferred Norms: Dutch Physical Educators Constructing Gendered Ethnicity
ERIC Educational Resources Information Center
van Doodewaard, Corina; Knoppers, Annelies
2018-01-01
Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student--teacher relationship and may…
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement
Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-man; Villarreal, Victor; Johnson, Audrea Y.
2012-01-01
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed. PMID:23226873
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.
Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y
2012-01-01
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.
ERIC Educational Resources Information Center
Smith, Sheila; Freedman, Daniel G.
A study was conducted to compare experiential features of mother/toddler interaction and maternal perception of toddler temperament in two ethnic groups: Chinese-Americans and European-Americans. Subjects were 16 mother/toddler dyads with five girls and three boys in each group matched for sex, age, and birth order. Caucasian mothers were…
Physical Activity in Child-Care Centers: Do Teachers Hold the Key to the Playground?
ERIC Educational Resources Information Center
Copeland, Kristen A.; Kendeigh, Cassandra A.; Saelens, Brian E.; Kalkwarf, Heidi J.; Sherman, Susan N.
2012-01-01
Many (56%) US children aged 3-5 years are in center-based childcare and are not obtaining recommended levels of physical activity. In order to determine what child-care teachers/providers perceived as benefits and barriers to children's physical activity in child-care centers, we conducted nine focus groups and 13 one-on-one interviews with 49…
ERIC Educational Resources Information Center
Yarnell, Lisa M.; Bohrnstedt, George W.
2018-01-01
This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…
Ethnic and socioeconomic variation in incidence of congenital heart defects.
Knowles, Rachel L; Ridout, Deborah; Crowe, Sonya; Bull, Catherine; Wray, Jo; Tregay, Jenifer; Franklin, Rodney C; Barron, David J; Cunningham, David; Parslow, Roger C; Brown, Katherine L
2017-06-01
Ethnic differences in the birth prevalence of congenital heart defects (CHDs) have been reported; however, studies of the contemporary UK population are lacking. We investigated ethnic variations in incidence of serious CHDs requiring cardiac intervention before 1 year of age. All infants who had a cardiac intervention in England and Wales between 1 January 2005 and 31 December 2010 were identified in the national congenital heart disease surgical audit and matched with paediatric intensive care admission records to create linked individual child records. Agreement in reporting of ethnic group by each audit was evaluated. For infants born 1 January 2006 to 31 December 2009, we calculated incidence rate ratios (IRRs) for CHDs by ethnicity and investigated age at intervention, antenatal diagnosis and area deprivation. We identified 5350 infants (2940 (55.0%) boys). Overall CHD incidence was significantly higher in Asian and Black ethnic groups compared with the White reference population (incidence rate ratios (IRR) (95% CIs): Asian 1.5 (1.4 to 1.7); Black 1.4 (1.3 to 1.6)); incidence of specific CHDs varied by ethnicity. No significant differences in age at intervention or antenatal diagnosis rates were identified but affected children from non-White ethnic groups were more likely to be living in deprived areas than White children. Significant ethnic variations exist in the incidence of CHDs, including for specific defects with high infant mortality. It is essential that healthcare provision mitigates ethnic disparity, including through timely identification of CHDs at screening, supporting parental choice and effective interventions. Future research should explore the factors underlying ethnic variation and impact on longer-term outcomes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
The Critical Aspects of No Child Left Behind for an Urban Teacher Education Program
ERIC Educational Resources Information Center
Chen, Irene; Paige, Susan; Bhattacharjee, Maria
2004-01-01
The faculty in the Department of Urban Education (DUE) at the University of Houston Downtown (UHD) have developed critical awareness of issues related to the responsibility of both teachers and teacher educators for addressing the mandates of the No Child Left Behind Act of 2001. The purpose of this article is to provide relevant information on…
ERIC Educational Resources Information Center
Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence Kimberly; Bolt, Elizabeth N.
2014-01-01
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional…
Heatly, Melissa Castle; Votruba-Drzal, Elizabeth
2017-06-01
Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde
2017-09-01
Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management. In a sample of 175 preschool boys showing signs of externalizing behaviour (M age = 4 years, 9 months, SD age = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour. © 2017 The British Psychological Society.
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Gonzales, Terri Lynn
2012-01-01
This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior…
Hawkins, Alesia Oscea; Danielson, Carla Kmett; de Arellano, Michael A; Hanson, Rochelle F; Ruggiero, Kenneth J; Smith, Daniel W; Saunders, Benjamin E; Kilpatrick, Dean G
2010-08-01
Limited research has examined whether similar patterns in injurious spanking and other forms of child physical abuse (CPA) exist across specific ethnic/racial groups. The authors examined and compared differences in the lifetime prevalence of injurious spanking and CPA in two national samples of adolescents across ethnic/racial groups and over time. Participants were 4,023 youth (12-17 years) and 3,614 youth (12-17 years) who participated in the 1995 National Survey of Adolescents (NSA) and 2005 National Survey of Adolescents-Replication (NSA-R), respectively. Adolescents, who were identified through random digit dial procedures, completed a telephone interview assessment. Results indicated significant ethnic/racial variation across groups in reports of injurious spanking in the NSA and the NSA-R samples; however, significant differences were not observed within groups between the two samples over time. Ethnic/racial differences also were found between groups in reports of CPA in the NSA-R sample. Limitations and future directions of this research are discussed.
The Individual and Ethnic Identity: A Guide for Teachers.
ERIC Educational Resources Information Center
Brownstein, Henry H.; And Others
This guide to teaching ethnicity from the ethnic individual's point of view is designed to accompany the student sourcebook, The Individual and Ethnic Identity (see SO 013 157). The sourcebook, suitable for secondary and higher education, contains quotations of 51 individuals from varying ethnic backgrounds and varying degrees of ethnicity. It…
ERIC Educational Resources Information Center
Aukerman, Robert
Teachers can match content reading materials with student needs and abilities in a number of ways. If textbooks are the main or only source, teachers can group students according to textbook difficulty, conduct student surveys of specific topics in the textbook, and use the textbook as a sampler or starting point for more in-depth studies of…
Lyon, Thomas D; Ahern, Elizabeth C; Malloy, Lindsay C; Quas, Jodi A
2010-01-01
A total of two hundred ninety-nine 4- to 9-year-old maltreated and nonmaltreated children of comparable socioeconomic status and ethnicity judged whether children should or would disclose unspecified transgressions of adults (instigators) to other adults (recipients) in scenarios varying the identity of the instigator (stranger or parent), the identity of the recipient (parent, police, or teacher), and the severity of the transgression ("something really bad" or "something just a little bad"). Children endorsed more disclosure against stranger than parent instigators and less disclosure to teacher than parent and police recipients. The youngest maltreated children endorsed less disclosure than nonmaltreated children, but the opposite was true among the oldest children. Older maltreated children distinguished less than nonmaltreated children between parents and other types of instigators and recipients. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.
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Gross, Deborah; Fogg, Louis; Young, Michael; Ridge, Alison; Cowell, Julia Muennich; Richardson, Reginald; Sivan, Abigail
2006-01-01
This study examined the equivalence of the Child Behavior Checklist/1 1/2-5 (CBCL/1 1/2-5) in 682 parents of 2- to 4-year-old children stratified by parent race/ethnicity (African American, Latino, and non-Latino White), family income (low vs. middle-upper), and language version (Spanish vs. English). Externalizing Scale means differed by income…
ERIC Educational Resources Information Center
DiCarlo, Cynthia F.; Baumgartner, Jennifer I.; Caballero, Jamie O.; Powers, Courtney
2017-01-01
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current…
ERIC Educational Resources Information Center
Tydeman, Christina Klassen
2009-01-01
The purpose of the study was to examine teacher perceptions of school process data over time to determine whether No Child Left Behind (NCLB) sanctions and interventions might produce any observable change in teachers' perceptions of the selected school processes. This study examined the relationship between the school's NCLB sanction status and…
"Every Child Matters": The Perceptions of a Sample of Initial Teacher Education Trainees in England
ERIC Educational Resources Information Center
Davies, Ian; Mountford, Paula; Gannon, Ann
2009-01-01
We discuss an investigation into the understandings of trainee teachers about government policy, using, as an example, the UK government's "Every Child Matters" (ECM). We discuss the research methods used to gather and analyse data from 197 initial teacher education trainees in three institutions in England drawn from six subject areas.…
NASA Astrophysics Data System (ADS)
Brand, Brenda R.; Glasson, George E.
2004-02-01
The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms.
Ethnic differences in parental feeding behaviors in UK parents of preschoolers
Cihang, Gu; Sarah, Warkentin; Amaral, Mais Laís; Susan, Carnell
2017-01-01
Childhood obesity is prevalent among ethnic minorities in the UK but little is known about parent feeding practices in these populations. We administered questionnaires assessing parental feeding behaviors and perceptions and concerns relating to child weight to White British (n=271), South Asian (n=59), and Black Afro-Caribbean (n=42) parents of UK 3–5 year-olds. Child BMI z-scores were determined from measured heights and weights. South Asian and Black Afro-Caribbean parents exhibited greater pressure to eat than White British parents. Black Afro-Caribbean parents additionally scored higher on instrumental feeding and lower on monitoring, while South Asian parents scored higher on emotional feeding. Black Afro-Caribbean parents reported the greatest concern about both child overweight and underweight. Ethnic differences were unchanged by controlling for perceptions and concerns relating to child weight, or for actual BMI z, parent education, or household income. Exploratory analyses suggested some evidence for sex differences within ethnic groups. For example, South Asian parents of daughters scored higher than White British parents of daughters on emotional feeding, with no ethnic differences apparent for parents of sons. Our findings support considering variation in parent feeding behaviors and weight-related attitudes by parental ethnicity and child sex when developing obesity interventions. PMID:28274650
ERIC Educational Resources Information Center
Basit, Tehmina N.; Roberts, Lorna; McNamara, Olwen; Carrington, Bruce; Maguire, Meg; Woodrow, Derek
2006-01-01
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process and not an event. The most common causes of withdrawal were "personal" and…
Teachers Left behind by Common Core and No Child Left Behind
ERIC Educational Resources Information Center
Levitt, Roberta
2017-01-01
The enactment of the No Child Left Behind Act (2002) and the subsequent succession of legislative acts have had a profound impact on educational policy. An increased emphasis on teacher accountability and effectiveness led to the use of standardized test results to determine tangible rewards or punishments. In response, a culture of teaching to…
ERIC Educational Resources Information Center
Kang, Hyun-Sook; Veitch, Hillary
2017-01-01
This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL) writing, using a matched-guise method. A one-page essay was elicited from an ESL learner enrolled in an intensive English…
The Impact of Parents, Child Care Providers, Teachers, and Peers on Early Externalizing Trajectories
Silver, Rebecca B.; Measelle, Jeffrey R.; Armstrong, Jeffrey M.; Essex, Marilyn J.
2010-01-01
This study utilized growth mixture modeling to examine the impact of parents, child care providers, teachers, and peers on the prediction of distinct developmental patterns of classroom externalizing behavior in elementary school. Among 241 children, three groups were identified. 84.6% of children exhibited consistently low externalizing behavior. The externalizing behavior of the Chronic High group (5.8%) remained elevated throughout elementary school; it increased over time in the Low Increasing group (9.5%). Negative relationships with teachers and peers in the kindergarten classroom increased the odds of having chronically high externalizing behavior. Teacher–child conflict increased the likelihood of a developmental pattern of escalating externalizing behavior. Boys were overrepresented in the behaviorally risky groups, and no sex differences in trajectory types were found. PMID:21094398
Correlates of Burnout Symptoms among Child Care Teachers. A Multilevel Modeling Approach
ERIC Educational Resources Information Center
Blöchliger, Olivia R.; Bauer, Georg F.
2018-01-01
Burnout is a widespread occupational stress outcome among child care teachers, jeopardizing the quality of care and children's development. This study aimed at exploring the relationships between individual and organizational level characteristics (representing the six work-life areas control, reward, workload, community, fairness, and values) and…
Teacher-Child Relationships, Behavior Regulation, and Language Gain among At-Risk Preschoolers
ERIC Educational Resources Information Center
Schmitt, Mary Beth; Pentimonti, Jill M.; Justice, Laura M.
2012-01-01
Many preschoolers from low socioeconomic-status (SES) backgrounds demonstrate lags in their language development, and preschool participation is viewed as an important means for mitigating these lags. In this study, we investigated how teacher-child relationship quality and children's behavior regulation within preschool classrooms were associated…
ERIC Educational Resources Information Center
Vitalaki, Elena
2013-01-01
A great deal of attention is now being paid to issues raised by child abuse. Recent reports, enquiries and relevant agencies have all recognized the important role played by teachers in aiding the detection and prevention of child abuse, due to their close everyday contact with children. The result of the ideas presented in the present work was…
Baker-Henningham, H; Walker, S
2018-01-01
Based on extensive piloting work, we adapted the Incredible Years (IY) teacher-training programme to the Jamaican preschool setting and evaluated this adapted version through a cluster-randomised trial. Twenty-four community preschools in Kingston, Jamaica were randomly assigned to intervention (12 schools, 37 teachers) or control (12 schools, 36 teachers). The intervention involved training teachers in classroom management through eight full-day training workshops and four individual 1-h in-class support sessions. Outcome measurements included direct observation of teachers' positive and negative behaviours to the whole class and to high-risk children and four observer ratings: two measures of class-wide child behaviour and two measures of classroom atmosphere. Measures were repeated at a six-month follow-up. Significant benefits of intervention were found for teachers' positive [effect size (ES) = 3.35] and negative (ES = 1.29) behaviours to the whole class and to high-risk children (positive: ES = 0.83; negative: ES = 0.50) and for observer ratings of class-wide child behaviour (ES = 0.73), child interest and enthusiasm (ES = 0.98), teacher warmth (ES = 2.03) and opportunities provided to share and help (ES = 5.72). At 6-month follow-up, significant benefits of intervention were sustained: positive behaviours (ES = 2.70), negative behaviours (ES = 0.98), child behaviour (ES = 0.50), child interest and enthusiasm (ES = 0.78), teacher warmth (ES = 0.91), opportunities to share and help (ES = 1.42). The adapted IY teacher-training programme produced large benefits to teacher's behaviour and to class-wide measures of children's behaviour, which were sustained at 6-month follow-up. Benefits were of a similar magnitude to those found in a pilot study of the minimally adapted version that required significantly more in-class support for teachers.
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First, Patricia F.
2003-01-01
The No Child Left Behind Act (NCLB) provided that by the end of the 2005-06 school year, all teachers in core content areas, teaching in public schools, must be "highly qualified" in each subject they teach. Under the law, "highly qualified" means that a teacher is fully licensed through a traditional or alternative route and…
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Quan-McGimpsey, Sharon; Marziliano, Sarah Carmen; Hassen, Trevor Gregory; Brown, Allison Sandra; Kuczynski, Leon
2015-01-01
This study investigated teachers' experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class.…
ERIC Educational Resources Information Center
Garcia-Sanchez, Inmaculada M.; Orellana, Marjorie Faulstich; Hopkins, Megan
2011-01-01
Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there were limited bilingual resources. Maria's mother did not speak fluent English, and Maria's teachers did not speak Spanish, so Maria often served as a…
ERIC Educational Resources Information Center
Choi, Ji Young; Castle, Sherri; Williamson, Amy C.; Young, Emisha; Worley, Lauren; Long, Melissa; Horm, Diane M.
2016-01-01
Research Findings: The purpose of this study was to examine the potential contribution of teacher-child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher-child…
High-Resolution Match Rate of 7/8 and 9/10 or Better for the Be The Match Unrelated Donor Registry.
Buck, Kelly; Wadsworth, Kim; Setterholm, Michelle; Maiers, Martin; Confer, Dennis; Hartzman, Robert; Schmidt, Alexander; Yang, Soo Young; Dehn, Jason
2016-04-01
Estimation of the National Marrow Donor Program's Be The Match Registry 8/8 (HLA-A, -B, -C, and -DRB1) high-resolution (HR) unrelated donor (URD) match rate was determined in a prior study for each of the 4 most frequent patient race/ethnic groups in the United States: white (WH), Hispanic (HIS), Asian/Pacific Islander (API), and African American (AFA). For patients without an 8/8 HLA-matched URD, a 7/8 match, with a single allele or antigen mismatch, is often accepted by many transplant centers. A follow-up study was designed to determine the 7/8 or better match rate among the 4 major race/ethnic groups, using the same study cohort. Of previously HR tested URDs in the Be The Match Registry, 1344 were randomly selected and treated as pseudo-patients where HR testing was performed to identify a 7/8-matched URD; 98% of WH and over 80% of non-WH race/ethnic groups (HIS, API, and AFA) had at least a 7/8 match identified. In most cases after first testing to identify an 8/8-matched URD, a 7/8-matched URD was identified after typing just 1 URD. Extending criteria to identify a 9/10 match (included HLA-DQB1) showed the 9/10 absolute match rate decreased between 14% and 21% from the 7/8 match rate for the non-WH groups. This study provides a baseline 7/8 and 9/10 or better HLA match rate that can be further supplemented using the additional worldwide URD inventory. URD match rate information can equip centers in clinical planning and the education of patients seeking a life-saving therapy. Copyright © 2016 American Society for Blood and Marrow Transplantation. All rights reserved.
Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming
2015-01-01
Ethnic minority children in Vietnam experience high levels of hygiene- and sanitation-related diseases. Improving hygiene for minority children is therefore vital for improving child health. The study objective was to investigate how kindergarten and home environments influence the learning of hygiene of pre-school ethnic minority children in rural Vietnam. Eight months of ethnographic field studies were conducted among four ethnic minority groups living in highland and lowland communities in northern Vietnam. Data included participant observation in four kindergartens and 20 homes of pre-school children, together with 67 semi-structured interviews with caregivers and five kindergarten staff. Thematic analysis was applied and concepts of social learning provided inputs to the analysis. This study showed that poor living conditions with lack of basic sanitation infrastructures were important barriers for the implementation of safe home child hygiene. Furthermore, the everyday life of highland villages, with parents working away from the households resulted in little daily adult supervision of safe child hygiene practices. While kindergartens were identified as potentially important institutions for improving child hygiene education, essential and well-functioning hygiene infrastructures were lacking. Also, hygiene teaching relied on theoretical and non-practice-based learning styles, which did not facilitate hygiene behaviour change in small children. Minority children were further disadvantaged as teaching was only provided in non-minority language. Kindergartens can be important institutions for the promotion of safe hygiene practices among children, but they must invest in the maintenance of hygiene and sanitation infrastructures and adopt a strong practice-based teaching approach in daily work and in teacher's education. To support highland minority children in particular, teaching styles must take local living conditions and caregiver structures into account
ERIC Educational Resources Information Center
Curby, Timothy W.; Rimm-Kaufman, Sara E.; Ponitz, Claire Cameron
2009-01-01
This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were…
ERIC Educational Resources Information Center
Skalická, Vera; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars
2015-01-01
In this Norwegian study, bidirectional relations between children's behavior problems and child-teacher conflict and closeness were examined, and the possibility of moderation of these associations by child-care group size was tested. Eight hundred and nineteen 4-year-old children were followed up in first grade. Results revealed reciprocal…
Parra-Cardona, Jose Ruben; Yeh, Hsueh-Han; Anthony, James C
2017-01-01
Chronically escalated parent-child conflict has been observed to elicit maladaptive behavior and reduced psychological well-being in children and youth. In this epidemiological study, we sought to estimate the occurrence of escalated parent-child conflict for United States (US) adolescent subgroups defined by (a) ethnic self-identification, and (b) nativity (US-born versus foreign-born). US study populations of 12-to-17-year-olds were sampled, recruited, and assessed for the National Surveys on Drug Use and Health (NSDUH), 2002-2013 ( n = 111, 129). Analysis-weighted contingency table analyses contrasted US-born versus foreign-born who self-identified as: (a) Hispanic, (b) non-Hispanic African-American, (c) non-Hispanic Asian, and (c) non-Hispanic White. Frequently escalated parent-child conflict was most prevalent among US-born non-Hispanic White adolescents, from 18% at age 12 (95% CI [17.6%, 18.9%]) to 29% at age 17 (95% CI [28.3%, 29.7%]), followed by US-born Hispanic and non-Hispanic Asian children. Estimated prevalence proportions were markedly lower for African-American children, from 8% at age 12 (95% CI [6.8, 8.5]) to 16% at age 17 (95% CI [14.3, 16.7]). Broad and sometimes overlapping CI indicate that larger sample sizes are needed for complete evaluation of an apparent excess occurrence of frequent parent-child conflict among US-born versus foreign-born. Nonetheless, in the larger subgroups, the US-born show a clear excess occurrence of frequent parent-child conflict. For example, US-born Mexican children have 1.7 times higher odds of experiencing frequent parent-child conflict than foreign-born Mexican children (OR = 1.7, 95% CI [1.5, 2.0], p -value < 0.001). The main discovery from this multi-ethnic sample investigation is a rank-ordering of parent-child conflict prevalence estimates from high (non-Hispanic White) to low (non-Hispanic African-American). The pattern also suggests a possibly generalizable excess associated with US-born sub
Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele
2014-01-01
This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children’s self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children’s academic and behavioral outcomes through changes in teacher-child relationship quality and children’s self-regulation. PMID:24729666
Mendez, Julia L
2010-01-01
An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.
Ethnic differences in parental feeding behaviors in UK parents of preschoolers.
Gu, Cihang; Warkentin, Sarah; Mais, Laís Amaral; Carnell, Susan
2017-06-01
Childhood obesity is prevalent among ethnic minorities in the UK but little is known about parent feeding practices in these populations. We administered questionnaires assessing parental feeding behaviors and perceptions and concerns relating to child weight to White British (n = 271), South Asian (n = 59), and Black Afro-Caribbean (n = 42) parents of UK 3-5 year-olds. Child BMI z-scores were determined from measured heights and weights. South Asian and Black Afro-Caribbean parents exhibited greater pressure to eat than White British parents. Black Afro-Caribbean parents additionally scored higher on instrumental feeding and lower on monitoring, while South Asian parents scored higher on emotional feeding. Black Afro-Caribbean parents reported the greatest concern about both child overweight and underweight. Ethnic differences were unchanged by controlling for perceptions and concerns relating to child weight, or for actual BMI z, parent education, or household income. Exploratory analyses suggested some evidence for sex differences within ethnic groups. For example, South Asian parents of daughters scored higher than White British parents of daughters on emotional feeding, with no ethnic differences apparent for parents of sons. Our findings support considering variation in parent feeding behaviors and weight-related attitudes by parental ethnicity and child sex when developing obesity interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.
Sataeva, A I
To present the system of the teacher of the deaf work with a child with CI and their family at the initial rehabilitation stage aimed at reorganization of interaction between the child with CI and his family and transition of the child to the way of natural development. The paper presents a brief description of the teacher of the deaf systematic work at the initial rehabilitation stage, which includes four work sessions of the teacher, during which the logic of normal development of a hearing child during the first year of their life is reproduced. The main difficulties in interaction with a child with CI, faced by their parents are described. Indicators of completion of each session with a child with CI and their parents are specified. There is noted that 90 children passed to the way of natural development of communication and speech with their relatives and parents sought to improve their interaction with the children. The system of the teacher of the deaf work with children after CI surgery, developed in the Institute of Special Education of the Russian Academy of Education, allows to reconstruct interaction between the child and their parents on a normal sensory basis and for a child with CI to pass to the way of natural development of their communication and speech as early age hearing children do.
ERIC Educational Resources Information Center
Harper, Candace A.; de Jong, Ester J.; Platt, Elizabeth J.
2008-01-01
"No Child Left Behind" (NCLB, 2001) fails to recognize English as a second language (ESL) as a specialized academic discipline in which teachers should be "highly qualified." In this paper we examine the impact of this policy failure on the practice of teachers of K-12 English language learners (ELLs), particularly in the…
ERIC Educational Resources Information Center
Wang, Shirley S.; Treat, Teresa A.; Brownell, Kelly D.
2008-01-01
This study examines 2 aspects of cognitive processing in person perception--attention and decision making--in classroom-relevant contexts. Teachers completed 2 implicit, performance-based tasks that characterized attention to and utilization of 4 student characteristics of interest: ethnicity, facial affect, body size, and attractiveness. Stimuli…
Yang, Yun Jeong; Kwon, In Soo
2017-12-01
This study was performed to develop an infection prevention education program for child care teachers and to verify its effects. The study was conducted using a nonequivalent control group with a pretest-posttest design. Four private daycare centers (2 centers per city) that were alike in terms of the number of children by age, number of child care teachers, and child care environment were chosen. Participants were assigned to the experimental group (n=20) or control group (n=20). As a part of the program, visiting education (90 min) was provided in the 1st week, and smartphone application education (10 min) was provided thrice a week, in the 2nd and 3rd weeks. Child care teachers' self-efficacy for infection prevention revealed a significant interaction effect between the group and time of measurement (F=21.62, p<.001). In terms of infection prevention behavior, a significant difference was observed between the experimental and control groups (z=-5.36, p<.001). The program implemented in this study was effective in improving the infection prevention self-efficacy and infection prevention behavior of child care teachers. Thus, this program may be effective in enhancing their infection control. © 2017 Korean Society of Nursing Science
ERIC Educational Resources Information Center
Goldman, Juliette D. G.; Grimbeek, Peter
2008-01-01
Background: In the Australian state of Queensland, many Department of Education Policies include behavioural directives for school teachers, whereby "the teacher must..." behave in a certain manner. The introduction of an education policy, such as the mandatory reporting of child sexual abuse by teachers, has significant and wide-ranging…
ERIC Educational Resources Information Center
Conroy, Elizabeth; Degenhardt, Louisa; Mattick, Richard P.; Nelson, Elliot C.
2009-01-01
Objective: To examine the prevalence, characteristics and risk factors for child maltreatment among opioid-dependent persons compared to a community sample of similar social disadvantage. Method: The study employed a case-control design. Cases had a history of opioid pharmacotherapy. Controls were frequency matched to cases with regard to age, sex…
ERIC Educational Resources Information Center
Hipson, Will E.; Séguin, Daniel G.
2016-01-01
The Goodness-of-Fit model [Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel] proposes that a child's temperament interacts with the environment to influence child outcomes. In the past, researchers have shown how the association between the quality of the teacher-child relationship in daycare and child…
ERIC Educational Resources Information Center
Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde
2017-01-01
Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study…
'I Love a Curry': Student-Teacher Discourse around 'Race' and Ethnicity at a UK University
ERIC Educational Resources Information Center
Dunne, Linda; Kay, Virginia; Boyle, Rachel; Obadan, Felix; Lander, Vini
2018-01-01
This paper presents aspects of a small scale study that considered student teachers' language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory…
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Hur, Eunhye; Buettner, Cynthia K.; Jeon, Lieny
2015-01-01
Background: Recent studies have suggested that teachers' psychological attributes can be an indicator of teacher quality (Rimm-Kaufman and Hamre in "Dev Psychol" 45(4):958-972. doi: 10.1037/a0015861 , 2010), and teachers' child-centered beliefs have been associated with children's academic achievement (Burchinal and Cryer in "Early…
The Dynamics of Emergent Self-Organisation: Reconceptualising Child Development in Teacher Education
ERIC Educational Resources Information Center
Kim, Minkang; Sankey, Derek
2010-01-01
For more than half a century, child development has endured as one of the main components of teacher education. But if children do develop, as developmentalists claim, what precisely is it that develops and how? Traditionally, within education, answers to these questions have drawn heavily on the theories of Jean Piaget and Lev Vygotsky. Piaget…
Influence of a Teacher's Scaffolding Moves during Child-Led Small-Group Discussions
ERIC Educational Resources Information Center
Jadallah, May; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian W.; Kim, Il-Hee; Kuo, Li-Jen; Dong, Ting; Wu, Xiaoying
2011-01-01
The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30…
Yeh, Hsueh-Han; Anthony, James C.
2017-01-01
Background Chronically escalated parent–child conflict has been observed to elicit maladaptive behavior and reduced psychological well-being in children and youth. In this epidemiological study, we sought to estimate the occurrence of escalated parent–child conflict for United States (US) adolescent subgroups defined by (a) ethnic self-identification, and (b) nativity (US-born versus foreign-born). Methods US study populations of 12-to-17-year-olds were sampled, recruited, and assessed for the National Surveys on Drug Use and Health (NSDUH), 2002–2013 (n = 111, 129). Analysis-weighted contingency table analyses contrasted US-born versus foreign-born who self-identified as: (a) Hispanic, (b) non-Hispanic African-American, (c) non-Hispanic Asian, and (c) non-Hispanic White. Results Frequently escalated parent–child conflict was most prevalent among US-born non-Hispanic White adolescents, from 18% at age 12 (95% CI [17.6%, 18.9%]) to 29% at age 17 (95% CI [28.3%, 29.7%]), followed by US-born Hispanic and non-Hispanic Asian children. Estimated prevalence proportions were markedly lower for African-American children, from 8% at age 12 (95% CI [6.8, 8.5]) to 16% at age 17 (95% CI [14.3, 16.7]). Broad and sometimes overlapping CI indicate that larger sample sizes are needed for complete evaluation of an apparent excess occurrence of frequent parent-child conflict among US-born versus foreign-born. Nonetheless, in the larger subgroups, the US-born show a clear excess occurrence of frequent parent-child conflict. For example, US-born Mexican children have 1.7 times higher odds of experiencing frequent parent-child conflict than foreign-born Mexican children (OR = 1.7, 95% CI [1.5, 2.0], p-value < 0.001). Discussion The main discovery from this multi-ethnic sample investigation is a rank-ordering of parent-child conflict prevalence estimates from high (non-Hispanic White) to low (non-Hispanic African-American). The pattern also suggests a possibly generalizable
Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment
ERIC Educational Resources Information Center
Lindstrom, William A., Jr.; Lease, A. Michele; Kamphaus, Randy W.
2007-01-01
External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether…
ERIC Educational Resources Information Center
Rhoad-Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O'Connell, Ann A.
2018-01-01
Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association…
Mary and Her Teachers: A Grebo-Speaking Child's Place in the Mainstream Classroom.
ERIC Educational Resources Information Center
Platt, Elizabeth; Troudi, Salah
1997-01-01
Views the experiences of a limited-English-speaking Liberian child of limited educational background in relation to her teacher's beliefs about language, acculturation, natural cognitive processes, and cooperative learning. Argues that in the case of linguistic minority children in mainstream classrooms, powerful ideas viewed from a sociocultural…
Preschool Teachers' Beliefs and Practices Related to Child-Centred Education in Turkey
ERIC Educational Resources Information Center
Sak, Ramazan; Tantekin-Erden, Feyza; Morrison, George S.
2018-01-01
This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices. Data were collected through interviews, classroom observations and document review. The results…
ERIC Educational Resources Information Center
Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.
2014-01-01
This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…
ERIC Educational Resources Information Center
York, Benjamin N.
2014-01-01
Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how…
Preparing Teachers to Beat the Agonies of No Child Left Behind (NCLB)
ERIC Educational Resources Information Center
Neill, Monty
2006-01-01
Many principals and teachers have concluded that high-stakes testing, particularly the kind of high-stakes testing which has been mandated by the No Child Left Behind (NCLB) Act, is doing grave damage to education and to the lives of children. Parents and other community members likewise worry about the consequences of schools focusing on test…
Sáez, Belén; Servera, Mateu; Burns, G Leonard; Becker, Stephen P
2018-04-27
Despite increasing interest in sluggish cognitive tempo (SCT) in children and advancements in its measurement, little research has examined child self-reported SCT. Child self-report of SCT is important for the multi-informant assessment of SCT. The current study used a large, school-based sample of children and a multi-informant design to examine child self-reported SCT using the Child Concentration Inventory - Version 2 (CCI-2) which was recently revised based on meta-analytic findings and parallels the item content of validated parent and teacher rating scales. The study involved 2142 unique children (ages 8-13 years, 50.51% males). Children (n = 1980) completed measures of SCT, loneliness, and preference for solitude. Mothers (n = 1648), fathers (n = 1358), and teachers (n = 1773) completed measures of SCT, attention-deficit/hyperactivity disorder-IN (ADHD-IN), academic impairment, social impairment, and conflicted shyness. Children's self-reported SCT demonstrated good reliability with the 15 SCT symptoms showing moderate to strong loadings on the SCT factor. The child self-report SCT factor also showed moderate convergent validity with mother, father, and teacher ratings of children's SCT. In addition, higher child-reported SCT predicted greater mother, father, and teacher ratings of children's academic impairment even after controlling for mother, father, and teacher ratings of children's SCT and ADHD-IN. Higher child-rated SCT also predicted greater mother ratings of children's social impairment after controlling for mother ratings of children's SCT and ADHD-IN. The present study provides initial empirical support for the reliability and validity of child-reported SCT as part of the multi-informant assessment of SCT. A key direction for future research includes evaluating the unique contributions of different informants and their utility within specific contexts to guide evidence-based recommendations for assessing SCT.
Turner, Erlanger A; Jensen-Doss, Amanda; Heffer, Robert W
2015-10-01
Research has identified several variables that affect utilization of mental health services. However, more could be explored regarding ethnic differences among parents seeking help for their children. In our study, 238 caregivers were recruited from the southern United States to examine ethnic differences in intentions to access child mental health services with the Parental Attitudes Toward Psychological Services Inventory (Turner, 2012) as the primary measure. Group comparisons indicated that African-American parents reported less positive attitudes and more stigma than European-American or Hispanic-American parents. Moderation analyses found (a) attitudes were associated with a higher level of parental help-seeking intention among European Americans, but not among African Americans or Hispanic Americans and (b) stigma was associated with a lower parent-reported likelihood of help-seeking for Hispanic Americans, but not for European Americans or African Americans. Ethnicity deferentially impacts attitudes and stigma associated with seeking mental health services. Public education efforts to increase service use should be tailored toward under-served groups to be more effective. (c) 2015 APA, all rights reserved).
Baker, Courtney N; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Arnold, David H; Willoughby, Michael T
2010-01-01
Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.
Baker, Courtney N.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.; Willoughby, Michael T.
2009-01-01
Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research. PMID:21103189
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Building on a unit designed to help first graders adjust to the classroom environment, this teacher's guide for the second bilingual social science instructional unit includes material which expands the conceptual field of the child to the family. The Spanish-English guide presents instructional and assessment activities for kits five through…
ERIC Educational Resources Information Center
Sinanan, Allison N.
2011-01-01
This study identified selected child factors (e.g., age, gender, race/ethnicity, disabilities, prior victimization, and relationship to perpetrator of abuse), family risk factors (e.g., substance abuse, domestic violence, inadequate housing, and financial problems), and services provided by child protective services that likely increased reports…
Epilepsy-related ambiguity in rating the child behavior checklist and the teacher's report form.
Oostrom, K J; Schouten, A; Kruitwagen, C L; Peters, A C; Jennekens-Schinkel, A
2001-01-01
Although the child behavior checklist (CBCL) and the teacher's report form (TRF) were not designed for diagnosing psychopathology in children with chronic illnesses, they have become extensively used research tools to assess behavioural problems in paediatric populations, including children with epilepsy. When applied to children with epilepsy, items like "staring blankly" or "twitching" can be rated on the basis of seizure features rather than behaviour and, hence, render behavioural scores ambiguous. The aims were detection, and evaluation of the impact, of CBCL and TRF items eliciting ambiguity when applied to children with "epilepsy only" (idiopathic or cryptogenic epilepsy, attending normal schools). Experts identified items that give rise to interpretational ambiguity of the ratings in epilepsy. By treating ratings on these items as missing values, their effect was evaluated in CBCL and TRF scores of 59 schoolchildren with "epilepsy only" and age and gender matched healthy classmates. Seven items of the CBCL gave rise to ambiguity of which items 5 co-occur on the TRF. Rescoring reduced psychopathology scores in children with "epilepsy only", but not in those of healthy children: the percentage of patients trespassing the clinical cut off score, on at least one of the subscales, reduced from 46 to 23% on the CBCL and from 18 to 15% on the TRF. Parents and teachers run the risk of confusing behaviour and seizure features when filling out the CBCL and TRF. In "epilepsy only", prevalence estimates of psychopathology based on the CBCL and TRF, should be considered with some reserve.
Impact of a parenting program in a high-risk, multi-ethnic community: the PALS trial.
Scott, Stephen; O'Connor, Thomas G; Futh, Annabel; Matias, Carla; Price, Jenny; Doolan, Moira
2010-12-01
Parenting programs have been shown to work when delivered to motivated ethnic majority parents in demonstration projects, but comparatively little is known about their impact when delivered to high-risk, multi-ethnic populations by routine local services. The Primary Age Learning Skills (PALS) trial was a randomized controlled trial of an evidence-based parenting-group program that targeted the parent-child relationship and child literacy. Parents of 174 children were selected from a population of 672 5- and 6-year-olds attending four primary schools in a high-risk, ethnically diverse, inner-city area. Eighty-eight children were allocated to the Incredible Years preventive program plus a shortened six-week version of the SPOKES literacy program, delivered by local services; 86 to usual community services; 152/174 (87%) of families were successfully followed up. Parent-child relationship quality and child behavior were measured using direct observation and parent interview; child reading was assessed psychometrically. Two-thirds (58/89) of those offered the parenting program attended at least one session, with similar enrollment rates across the Black African, African-Caribbean, White-British and Other ethnic groups. Mean attendance was four relationship-building sessions and one literacy-development session. Satisfaction questionnaires were completed by 43/58 starters; 93% said they were well or extremely satisfied, with equally high rates across ethnic groups. At follow-up after one year, those allocated to the intervention showed significant improvements in the parent-child relationship on observation and at interview compared to controls; effects were similar across all ethnic groups. However, child behavior problems and reading did not improve. The cost was £1,343 ($2,100) per child. Programs can be organized to be engaging and effective in improving parenting among high-risk, multi-ethnic communities, which is of considerable value. To also be cost
ERIC Educational Resources Information Center
Hu, Alison W.; Zhou, Xiang; Lee, Richard M.
2017-01-01
The relationship between ethnic socialization by parents, peers, and ethnic identity development was examined over a 7-year time span in a sample of 116 internationally adopted Korean American adolescents. Parent report data was collected in 2007 (Time 1 [T1]) when the adopted child was between 7 and 13 years old and again in 2014 at ages 13 to 20…
Hartman, Marieke A; Nierkens, Vera; Cremer, Stephan W; Stronks, Karien; Verhoeff, Arnoud P
2013-08-19
Ethnic minority women from low-income countries who live in high-income countries are more physically inactive than ethnic majority women in those countries. At the same time, they can be harder to reach with health promotion programs. Targeting recruitment channels and execution to ethnic groups could increase reach and receptivity to program participation. We explored using ethnically specific channels and key figures to reach Ghanaian, Antillean, and Surinamese mothers with an invitation for an exercise program, and subsequently, to determine the mothers' receptivity and participation. We conducted a mixed methods process evaluation in Amsterdam, The Netherlands. To recruit mothers, we employed ethnically specific community organizations and ethnically matched key figures as recruiters over Dutch health educators. Reach and participation were measured using reply cards and the attendance records from the exercise programs. Observations were made of the recruitment process. We interviewed 14 key figures and 32 mothers to respond to the recruitment channel and recruiter used. Content analysis was used to analyze qualitative data. Recruitment through ethnically specific community channels was successful among Ghanaian mothers, but less so among Antillean and Surinamese mothers. The more close-knit an ethnic community was, retaining their own culture and having poorer comprehension of the Dutch language, the more likely we were to reach mothers through ethnically specific organizations. Furthermore, we found that using ethnically matched recruiters resulted in higher receptivity to the program and, among the Ghanaian mothers in particular, in greater participation. This was because the ethnically matched recruiter was a familiar, trusted person, a translator, and a motivator who was enthusiastic, encouraging, and able to adapt her message (targeting/tailoring). Using a health expert was preferred in order to increase the credibility and professionalism of the
2013-01-01
Background Ethnic minority women from low-income countries who live in high-income countries are more physically inactive than ethnic majority women in those countries. At the same time, they can be harder to reach with health promotion programs. Targeting recruitment channels and execution to ethnic groups could increase reach and receptivity to program participation. We explored using ethnically specific channels and key figures to reach Ghanaian, Antillean, and Surinamese mothers with an invitation for an exercise program, and subsequently, to determine the mothers’ receptivity and participation. Methods We conducted a mixed methods process evaluation in Amsterdam, the Netherlands. To recruit mothers, we employed ethnically specific community organizations and ethnically matched key figures as recruiters over Dutch health educators. Reach and participation were measured using reply cards and the attendance records from the exercise programs. Observations were made of the recruitment process. We interviewed 14 key figures and 32 mothers to respond to the recruitment channel and recruiter used. Content analysis was used to analyze qualitative data. Results Recruitment through ethnically specific community channels was successful among Ghanaian mothers, but less so among Antillean and Surinamese mothers. The more close-knit an ethnic community was, retaining their own culture and having poorer comprehension of the Dutch language, the more likely we were to reach mothers through ethnically specific organizations. Furthermore, we found that using ethnically matched recruiters resulted in higher receptivity to the program and, among the Ghanaian mothers in particular, in greater participation. This was because the ethnically matched recruiter was a familiar, trusted person, a translator, and a motivator who was enthusiastic, encouraging, and able to adapt her message (targeting/tailoring). Using a health expert was preferred in order to increase the credibility and
Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C.
2017-01-01
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…
Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C.
2018-01-01
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…
A Model of Maternal and Paternal Ethnic Socialization of Mexican-American Adolescents' Self-Views.
Knight, George P; Carlo, Gustavo; Streit, Cara; White, Rebecca M B
2017-11-01
Data from a sample of 462 Mexican-American adolescents (M = 10.4 years, SD = .55; 48.1% girls), mothers, and fathers were used to test an ethnic socialization model of ethnic identity and self-efficacy that also considered mainstream parenting styles (e.g., authoritative parenting). Findings supported the ethnic socialization model: parents' endorsement of Mexican-American values were associated with ethnic socialization at fifth grade and seventh grade; maternal ethnic socialization at fifth grade and paternal ethnic socialization at seventh grade were associated with adolescents' ethnic identity exploration at 10th grade and, in turn, self-efficacy at 12th grade. The findings support ethnic socialization conceptions of how self-views of ethnicity develop from childhood across adolescence in Mexican-American children. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
Overby, Megan; Carrell, Thomas; Bernthal, John
2007-10-01
This study examined 2nd-grade teachers' perceptions of the academic, social, and behavioral competence of students with speech sound disorders (SSDs). Forty-eight 2nd-grade teachers listened to 2 groups of sentences differing by intelligibility and pitch but spoken by a single 2nd grader. For each sentence group, teachers rated the speaker's academic, social, and behavioral competence using an adapted version of the Teacher Rating Scale of the Self-Perception Profile for Children (S. Harter, 1985) and completed 3 open-ended questions. The matched-guise design controlled for confounding speaker and stimuli variables that were inherent in prior studies. Statistically significant differences in teachers' expectations of children's academic, social, and behavioral performances were found between moderately intelligible and normal intelligibility speech. Teachers associated moderately intelligible low-pitched speech with more behavior problems than moderately intelligible high-pitched speech or either pitch with normal intelligibility. One third of the teachers reported that they could not accurately predict a child's school performance based on the child's speech skills, one third of the teachers causally related school difficulty to SSD, and one third of the teachers made no comment. Intelligibility and speaker pitch appear to be speech variables that influence teachers' perceptions of children's school performance.
Participation in the Adoption Mentoring Partnership: Mentors' Experiences of Ethnic Identity
ERIC Educational Resources Information Center
Garber, Karin J.; French, Quade Y. S.; Grotevant, Harold D.
2015-01-01
The Adoption Mentoring Partnership (AMP) matches preadolescent adoptees with adopted college students, prioritizing matches of the same ethnic background. As part of AMP, participants actively discuss issues of ethnicity and adoption with a cohort of mentors over a period of 1 to 3 years in mentor group meetings (MGMs). This study focuses on…
An Ethnic Studies Guide and Resources Mannual for the Carolinas.
ERIC Educational Resources Information Center
1979
The manual contains ethnic studies units on the Indians of North Carolina and information for developing materials on other ethnic groups in North Carolina. Intended for intermediate grade students and teachers, the guide contains three major sections: background information, student manual, and information on ethnic groups other than American…
Child Care Teaching as Women's Work: Reflections on Experiences
ERIC Educational Resources Information Center
Kim, Miai; Reifel, Stuart
2010-01-01
Child care teachers' experiences and their gendered understandings of their work were explored in this study. Two female child care teachers were interviewed individually and asked to describe their work as women's work. Analysis showed that teachers essentialized child care teaching, recognized the paradoxes of being a child care teacher,…
Hernández, Maciel M; Conger, Rand D; Robins, Richard W; Bacher, Kelly Beaumont; Widaman, Keith F
2014-01-01
The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 fifth-grade students (50% boys; Mage = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from parent to child and that parental warmth promotes the child's positive response to cultural socialization. Results showed that mother and father cultural socialization predicted youth ethnic pride and that this relation was stronger when parents were high in warmth. The findings highlight the positive role parent cultural socialization may play in the development of adolescent ethnic pride. Furthermore, findings reveal the role of parent-child relationship quality in this process. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development
ERIC Educational Resources Information Center
Wright, Adam; Gottfried, Michael A.; Le, Vi-Nhuan
2017-01-01
Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers' ratings of social-emotional skills for students of color.…
Separation/divorce and child and adolescent completed suicide.
Gould, M S; Shaffer, D; Fisher, P; Garfinkel, R
1998-02-01
To investigate factors that may modify the effect of separation/divorce on youth suicide. A case-control, psychological autopsy study of 120 of 170 consecutive suicides younger than age 20 and 147 community age-, sex-, and ethnic group-matched controls living in the greater New York area was conducted. Fifty-eight suicide victims and 49 community controls came from nonintact families of origin, indicating the permanent separation/divorce of the biological parents. Potential modifiers of separation/divorce include youth's age at separation, custodial parent's remarriage, nonresidential parent's frequency of contact, parent-child relationships, and parental psychopathology. The relatively small impact of separation/divorce was further diminished after accounting for parental psychopathology. An interaction of separation/divorce and the father-child relationship emerged. The dramatic increase in youth suicide during the past three decades seems unlikely to be attributable to the increase in divorce rates.
ERIC Educational Resources Information Center
Dorr, Darwin; And Others
The purposes of this study were to investigate at two elementary grade levels, the fourth and the sixth: the relationship between children's self-evaluations of self esteem and adjustment; the relationship between teachers' evaluations of children's self esteem and adjustment; and the relationship between teacher and child judgments of adjustment,…
ERIC Educational Resources Information Center
Runions, Kevin C.
2014-01-01
Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers' perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether…
A Typology of Teacher-Rated Child Behavior: Revisiting Subgroups over 10 Years Later
ERIC Educational Resources Information Center
DiStefano, Christine A.; Kamphaus, Randy W.; Mindrila, Diana L.
2010-01-01
The purpose of this article was to examine a typology of child behavior using the Behavioral Assessment System for Children, Teacher Rating Scale (BASC TRS-C, 2nd edition; Reynolds & Kamphaus, 2004). The typology was compared with the solution identified from the 1992 BASC TRS-C norm dataset. Using cluster analysis, a seven-cluster solution…
"Don't Leave Me!": Helping the Child Whose Parents Are Separating. Between Teacher & Parent
ERIC Educational Resources Information Center
Brodkin, Adele M.
2005-01-01
This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.
ERIC Educational Resources Information Center
Coats, Linda T.; Xu, Jianzhong
2013-01-01
This qualitative study examines the perspectives of eight exemplary African-American science teachers toward No Child Left Behind (NCLB) Act and their outreach to families and communities in the context of the USA. Data revealed that whereas these exemplary teachers applauded the general intent of NCLB, they were concerned with its overemphasis on…
Working for Quality Child Care: Good Child Care Jobs Equals Good Care for Children.
ERIC Educational Resources Information Center
Bellm, Dan; Haack, Peggy
Although child caregivers make a major contribution to children's development and to the health and well-being of their communities, they remain underpaid and undervalued. Written for entry-level and experienced child care teachers and providers, this book presents information on the child care occupation and includes tools to help teachers and…
ERIC Educational Resources Information Center
Cincotta-Segi, Angela Rose
2011-01-01
Although the Lao People's Democratic Republic has speakers of up to 230 different languages belonging to four ethnolinguistic families, the Lao Government's policy as stated in its Education Law is that Lao is the official language of education at all levels. This creates a challenging situation for teachers in ethnic minority villages throughout…
Berg-Nielsen, Turid Suzanne; Solheim, Elisabet; Belsky, Jay; Wichstrom, Lars
2012-06-01
In this study, we explored informant characteristics as determinants of parent-teacher disagreement on preschoolers' psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher-child relationship, which predicted disagreement more than other factors. The highest agreement was on boys' externalizing problems. Girls' behavior was rated much lower by teachers than boys' behavior compared to parents' ratings. Possible teacher perception biases are discussed, such as teacher-child conflict, non-identification of internalizing problems, and same-gender child preference.
Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E; Treviño, Ernesto; Barata, M Clara; Weiland, Christina; Gomez, Celia J; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine
2015-03-01
We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
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Carney, Amy G.; Merrell, Kenneth W.
2005-01-01
This study examined teachers' behavioral ratings of young children (ages 5 and 6) with and without attention-deficit/hyperactivity disorder (ADHD). A study group consisting of 30 children with formal diagnoses of ADHD and a comparison group of 30 children without ADHD were developed using randomized matching procedures. Teachers of these children…
ERIC Educational Resources Information Center
Troop-Gordon, Wendy; Kopp, Jessica
2011-01-01
This investigation examines the extent to which characteristics of the teacher-child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer…
ERIC Educational Resources Information Center
Mortensen, Jennifer A.; Barnett, Melissa A.
2018-01-01
Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in…
Internationally Educated Teachers and Student Teachers in Iceland: Two Qualitative Studies
ERIC Educational Resources Information Center
Ragnarsdottir, Hanna
2010-01-01
This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within…
Jones, Antwan
2018-04-11
Prior research suggests that socioeconomic standing during the early years of life, particularly in utero, is associated with child health. However, it is unclear whether socioeconomic benefits are only maximized at very young ages. Moreover, given the link between socioeconomic status (SES) and race, research is inconclusive whether any SES benefits during those younger ages would uniformly benefit all racial and ethnic groups. Using 1986-2014 data from the National Longitudinal Study of Youth (NLSY79), this study examines the impact of socioeconomic timing on child weight outcomes by race. Specifically, this research investigates whether specific points exist where socioeconomic investment would have higher returns on child health. Findings suggest that both the timing and the type of socioeconomic exposure is important to understanding child weight status. SES, particularly mother's employment and father's education, is important in determining child health, and each measure is linked to weight gain differently for White, Black, and Hispanic children at specific ages. Policies such as granting more educational access for men and work-family balance for women are discussed.
ERIC Educational Resources Information Center
Malone, David M.
2002-01-01
Spurred on by regulations outlined in the No Child Left Behind Education Act of 2001 (NCLB), educators and policy makers are gearing up to solve the problem of producing enough highly qualified teachers to meet the country's rapidly growing demand. According to the U.S. Department of Education, rising enrollments and increasing teacher retirements…
ERIC Educational Resources Information Center
Silva, Kassondra M.; Spinrad, Tracy L.; Eisenberg, Nancy; Sulik, Michael J.; Valiente, Carlos; Huerta, Snjezana; Edwards, Alison; Eggum, Natalie D.; Kupfer, Anne S.; Lonigan, Christopher J.; Phillips, Beth M.; Wilson, Shauna B.; Clancy-Menchetti, Jeanine; Landry, Susan H.; Swank, Paul R.; Assel, Michael A.; Taylor, Heather B.
2011-01-01
Research Findings: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring…
NASA Astrophysics Data System (ADS)
Okech, Allan P.
The purpose of the study was to examine the relationships among emotional intelligence, teacher self-efficacy, length of teaching experience, and age in a sample of south Texas public school teachers. Additionally, the study examined differences in emotional intelligence between male teachers and female teachers, and among African American, Hispanics, and White teachers. Participants were 180 elementary science teachers from south Texas public schools. The sample was made up of 14 (7.8%) males and 166 (92.2%) females. Regarding race/ethnicity, the study sample consisted of 31 (17.2%) African Americans (3 males and 28 females), 49 (27.2) Hispanics (7 males and 42 females), 98 (54.4%) Whites (3 males and 95 females), and 2 (1.1%) "Other" (1 male and 1 female). Participants ranged in age from 23 years to 65 years. Five hypotheses were proposed and tested to address the relationships under investigation. The study employed a mixed methods---correlational and causal-comparative---research design approach. Three instruments, the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), the Science Teaching Efficacy Beliefs Instrument (Riggs & Enochs, 1990), and a demographics questionnaire were utilized to collect the data. An independent-measures t test, the Pearson r, and the one-way MANOVA were used to analyze the data. A Significant positive relationship was found between "emotional intelligence" and "teacher self-efficacy." Data analyses, however, failed to support hypothesized relationships between "emotional intelligence" and "length of teaching experience," and between "emotional intelligence" and "age". Additionally, statistical analyses of the data collected for this study supported predicted statistically significant differences in "emotional intelligence" between male and female teachers, and among the three race/ethnicity groupings. Based on these findings, recommendations for the application of the construct of "emotional intelligence" in
ERIC Educational Resources Information Center
Becker, Birgit; Schober, Pia Sophia
2017-01-01
This study investigates social and ethnic differences in the use of early childhood education and care (ECEC) centers with different learning environments in an ECEC system with universal state-subsidized provision and low fees. Based on the German National Educational Panel Study-Kindergarten Cohort from 2011, we matched data on 587 groups in 253…
Hernández, Maciel M.; Conger, Rand D.; Robins, Richard W.; Bacher, Kelly Beaumont; Widaman, Keith F.
2013-01-01
The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 5th grade students (50% boys; Mage = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from parent to child and that parental warmth promotes the child's positive response to cultural socialization. Results showed that mother and father cultural socialization predicted youth ethnic pride, and that this relation was stronger when parents were high in warmth. The findings highlight the positive role parent cultural socialization may play in the development of adolescent ethnic pride. Furthermore, findings reveal the role of parent-child relationship quality in this process. PMID:24117445
ERIC Educational Resources Information Center
Yang, Jun
2006-01-01
Balanced allocation of fundamental education teachers is one of the most important ways to achieve the highest quality of compulsory education. It also guarantees an accelerated achievement of a balanced development of fundamental education. In poverty-stricken areas of ethnic minorities, unbalanced teacher allocation is a major factor that…
ERIC Educational Resources Information Center
Mead, Nick
2011-01-01
This study is concerned with the way in which the introduction in England of "Every Child Matters" (ECM), a mandatory framework for the well-being of all pupils, has created new intraprofessional and interprofessional expectations about the development of professional knowledge for pre-service secondary school teachers. In the light of…
Ethnicity identification from face images
NASA Astrophysics Data System (ADS)
Lu, Xiaoguang; Jain, Anil K.
2004-08-01
Human facial images provide the demographic information, such as ethnicity and gender. Conversely, ethnicity and gender also play an important role in face-related applications. Image-based ethnicity identification problem is addressed in a machine learning framework. The Linear Discriminant Analysis (LDA) based scheme is presented for the two-class (Asian vs. non-Asian) ethnicity classification task. Multiscale analysis is applied to the input facial images. An ensemble framework, which integrates the LDA analysis for the input face images at different scales, is proposed to further improve the classification performance. The product rule is used as the combination strategy in the ensemble. Experimental results based on a face database containing 263 subjects (2,630 face images, with equal balance between the two classes) are promising, indicating that LDA and the proposed ensemble framework have sufficient discriminative power for the ethnicity classification problem. The normalized ethnicity classification scores can be helpful in the facial identity recognition. Useful as a "soft" biometric, face matching scores can be updated based on the output of ethnicity classification module. In other words, ethnicity classifier does not have to be perfect to be useful in practice.
Gooch, Debbie; Maydew, Harriet; Sears, Claire; Norbury, Courtenay Frazier
2017-04-05
Rating scales are often used to identify children with potential Attention-Deficit/Hyperactivity Disorder (ADHD), yet there are frequently discrepancies between informants which may be moderated by child characteristics. The current study asked whether correspondence between parent and teacher ratings on the Strengths and Weakness of ADHD symptoms and Normal behaviour scale (SWAN) varied systematically with child language ability. Parent and teacher SWAN questionnaires were returned for 200 children (aged 61-81 months); 106 had low language ability (LL) and 94 had typically developing language (TL). After exploring informant correspondence (using Pearson correlation) and the discrepancy between raters, we report inter-class correlation coefficients, to assess inter-rater reliability, and Cohen's kappa, to assess agreement regarding possible ADHD caseness. Correlations between informant ratings on the SWAN were moderate. Children with LL were rated as having increased inattention and hyperactivity relative to children with TL; teachers, however, rated children with LL as having more inattention than parents. Inter-rater reliability of the SWAN was good and there were no systematic differences between the LL and TL groups. Case agreement between parent and teachers was fair; this varied by language group with poorer case agreement for children with LL. Children's language abilities affect the discrepancy between informant ratings of ADHD symptomatology and the agreement between parents and teachers regarding potential ADHD caseness. The assessment of children's core language ability would be a beneficial addition to the ADHD diagnostic process.
2011-01-01
Background In the Swedish society, as in many other societies, many children and adolescents with mental health problems do not receive the help they need. As the Swedish society becomes increasingly multicultural, and as ethnic and economic residential segregation become more pronounced, this study utilises ethnicity and neighbourhood context to examine referral pathways to child and adolescent psychiatric (CAP) clinics. Methods The analysis examines four different sources of referrals: family referrals, social/legal agency referrals, school referrals and health/mental health referrals. The referrals of 2054 children aged 11-19 from the Stockholm Child-Psychiatric Database were studied using multilevel logistic regression analyses. Results Results indicate that ethnicity played an important role in how children and adolescents were referred to CAP-clinics. Family referrals were more common among children and adolescents with a Swedish background than among those with an immigrant background. Referrals by social/legal agencies were more common among children and adolescents with African and Asian backgrounds. Children with Asian or South American backgrounds were more likely to have been referred by schools or by the health/mental health care sector. A significant neighbourhood effect was found in relation to family referrals. Children and adolescents from neighbourhoods with low levels of socioeconomic deprivation were more likely to be referred to CAP-clinics by their families in comparison to children from other neighbourhoods. Such differences were not found in relation in relation to the other sources of referral. Conclusions This article reports findings that can be an important first step toward increasing knowledge on reasons behind differential referral rates and uptake of psychiatric care in an ethnically diverse Swedish sample. These findings have implications for the design and evaluation of community mental health outreach programs and should be
The "No Child Left Behind Act of 2001": Benefits to Private School Students and Teachers
ERIC Educational Resources Information Center
US Department of Education, 2007
2007-01-01
The "Elementary and Secondary Education Act" ("ESEA"), as reauthorized by the "No Child Left Behind Act of 2001," provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered assistance to students and teachers…
The Role of Teacher Imagination in Conceptualising the Child as a Second Language Learner
ERIC Educational Resources Information Center
Guz, Ewa; Tetiurka, Maugorzata
2013-01-01
In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners' current skills. This requires the ability to predict the child's possible responses to…
Child Development and the Coworking of Doctor and Teacher: A Waldorf School Doctor's Perspective.
ERIC Educational Resources Information Center
Karnow, Gerald F.
This paper draws on the nearly 20 years' experiences of a school doctor working with teachers at the Rudolf Steiner School in New York City to describe general principles of assessing child development in relation to educational progress. The paper contrasts the customary role of school doctors (related to conducting physical examinations for…
ERIC Educational Resources Information Center
Hickey, Grainne; McGilloway, Sinead; Hyland, Lynda; Leckey, Yvonne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Lodge, Anne; Donnelly, Michael; O'Neill, Donal
2017-01-01
Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217…
ERIC Educational Resources Information Center
Fisher, Paula V.
2010-01-01
This study was an investigation of a community college child development centers' leadership best practices and center teacher morale. A review of the literature focused on high and low teacher morale and leadership best practices. This quantitative study was conducted using the survey-design method with an adapted version of the Purdue Teacher…
Ethnic Students' Perceptions of Effective Teachers.
ERIC Educational Resources Information Center
Patrick, Opal L.
1978-01-01
The Edwards Personal Preference Schedule was used to assess the personality variables of teachers named as effective by a sample of heterosexual, heterogeneous Black, Chicano, Indian, Asian, and White high school students. Specific attributes of effective teachers were identified, and include: intraception, change, dominance, nurturance, and…
Cohodes, Emily; Hagan, Melissa; Narayan, Angela; Lieberman, Alicia
2016-01-01
Parents' childhood experiences of trauma may influence their reports of their children's behavior, and this may be particularly true when children are also traumatized. The present study proposed and tested a matched trauma hypothesis, positing that compared to parents without a childhood history of witnessing domestic violence (DV), parents with a childhood history of witnessing DV may report their children's trauma-related symptomatology differently following children's exposure to DV. Of 137 included parents (M age = 32 years; 93% mothers), 81 reported witnessing childhood DV (matched group), whereas 56 reported no childhood DV exposure (nonmatched comparison group). All parents reported on their 3- to 6-year-old children's dissociation and posttraumatic stress symptoms following children's DV exposure. An analysis of covariance controlling for parental life stress, dissociation symptoms, and other childhood traumatic events revealed that parents who witnessed childhood DV reported significantly fewer child dissociation symptoms than comparison parents. No difference was found for parents' reports of children's posttraumatic stress symptoms. Exploratory analyses on a subsample of children with teacher reports of child dissociation symptoms (n = 75) revealed that the strength of the association between parent and teacher reports of dissociation symptoms was moderated by matched versus nonmatched group membership. Findings suggest the importance of considering a parent's history of trauma when using parents as informants for children's trauma symptoms.
Bosquet Enlow, Michelle; Englund, Michelle M; Egeland, Byron
2016-04-12
The objectives of this study were to examine whether a maternal history of maltreatment in childhood has a detrimental impact on young children's mental health and to test theoretically and empirically informed pathways by which maternal history may influence child mental health. Mother-child dyads (N = 187) were evaluated between birth and 64 months of age via home and laboratory observations, medical and child protection record reviews, and maternal interviews to assess maternal history of childhood maltreatment and microsystem and exosystem measures of the caregiving context, including child maltreatment, maternal caregiving quality, stress exposures, and social support. When the children were 7 years of age, mothers and teachers reported on child emotional and behavioral problems. Analyses examined whether the caregiving context variables linked maternal maltreatment history with child emotional and behavioral problems, controlling for child sex (54% male), race/ethnicity (63% White), and family sociodemographic risk at birth. Maltreated mothers experienced greater stress and diminished social support, and their children were more likely to be maltreated across early childhood. By age 7, children of maltreated mothers were at increased risk for clinically significant emotional and behavioral problems. A path analysis model showed mediation of the effects of maternal childhood maltreatment history on child symptoms, with specific effects significant for child maltreatment. Interventions that reduce child maltreatment risk and stress exposures and increase family social support may prevent deleterious effects of maternal childhood maltreatment history on child mental health.
Enlow, Michelle Bosquet; Englund, Michelle M.; Egeland, Byron
2016-01-01
Objective The objectives of this study were to examine whether a maternal history of maltreatment in childhood has a detrimental impact on young children's mental health and to test theoretically and empirically informed pathways by which maternal history may influence child mental health. Method Mother-child dyads (N = 187) were evaluated between birth and 64 months of age via home and laboratory observations, medical and child protection record reviews, and maternal interviews to assess maternal history of childhood maltreatment and microsystem and exosystem measures of the caregiving context, including child maltreatment, maternal caregiving quality, stress exposures, and social support. When the children were age 7 years, mothers and teachers reported on child emotional and behavioral problems. Analyses examined whether the caregiving context variables linked maternal maltreatment history with child emotional and behavioral problems, controlling for child sex (54% male), race/ethnicity (63% White), and family sociodemographic risk at birth. Results Maltreated mothers experienced greater stress and diminished social support, and their children were more likely to be maltreated across early childhood. By age 7, children of maltreated mothers were at increased risk for clinically significant emotional and behavioral problems. A path analysis model showed mediation of the effects of maternal childhood maltreatment history on child symptoms, with specific effects significant for child maltreatment. Conclusions Interventions that reduce child maltreatment risk and stress exposures and increase family social support may prevent deleterious effects of maternal childhood maltreatment history on child mental health. PMID:27070479
Maternal Mental Representations of the Child and Mobile Phone Use During Parent-Child Mealtimes.
Radesky, Jenny; Leung, Christy; Appugliese, Danielle; Miller, Alison L; Lumeng, Julie C; Rosenblum, Katherine L
2018-05-01
Qualities of the parent-child relationship have not been explored as predictors of parent mobile device use during parent-child activities. In 195 mother-child dyads enrolled in an ongoing cohort study, maternal mental representations of their child (ability to reflect on their child's characteristics, emotional state, and their parenting role) were evaluated through the Working Model of the Child Interview (WMCI), a validated semistructured interview. WMCI scale scores were examined as predictors of active maternal mobile device use during parent-child eating encounters (videotaped home mealtimes and a structured laboratory-based protocol) in multivariate logistic regression models. Children were aged 5.9 years (SD: 0.7), mothers were aged 31.5 years (SD: 7.4), and 73.3% of mothers were of white non-Hispanic race/ethnicity. During the family mealtime, 47 (24.1%) mothers actively used a mobile device at least once, whereas during the structured eating protocol, 44 (22.6%) mothers used a device. Controlling for maternal race/ethnicity, education level, and child's sex, WMCI subscales were associated with device use during home mealtimes (higher Child Difficulty) and the eating protocol (higher Child Difficulty and lower Richness of Perceptions and Caregiving Sensitivity). Maternal mental representations of their child were significantly associated with using mobile devices during eating encounters. More research studies are needed to understand directionality and longer-term associations between mobile device use and parent-child relationship characteristics.
Racial/Ethnic Patterns of Kindergarten School Enrollment in the United States.
Lawrence, Elizabeth; Mollborn, Stefanie
2017-09-01
Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.
ERIC Educational Resources Information Center
Fayez, Merfat; Ahmad, Jamal Fathi; Oliemat, Enass
2016-01-01
The purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect…
ERIC Educational Resources Information Center
Harradine, Christine C.; Clifford, Richard M.
This study compared the beliefs of parents of preschoolers, kindergarten teachers, and child care providers in North Carolina about the characteristics children should have upon entry to public school kindergarten. Surveys were administered statewide through in-person or telephone interviews to 757 parents (half receiving public assistance), 575…
Activities for Preschoolers--A Laboratory Manual for Use by Child-Care Teacher-Aide Students.
ERIC Educational Resources Information Center
Constantine, Jean
This laboratory manual for use by child care and teacher aide students is arranged by topic according to the months and holidays of the school year. Suggested activities, songs, fingerplays, and poems are included for each topic, along with a list of related resource books. Many of the activities and songs include a number in parentheses following…
Conroy, Elizabeth; Degenhardt, Louisa; Mattick, Richard P; Nelson, Elliot C
2009-06-01
To examine the prevalence, characteristics and risk factors for child maltreatment among opioid-dependent persons compared to a community sample of similar social disadvantage. The study employed a case-control design. Cases had a history of opioid pharmacotherapy. Controls were frequency matched to cases with regard to age, sex and unemployment and were restricted to those with a lifetime opioid use of less than five times. The interview covered child maltreatment, family environment, drug use and psychiatric history. This study found a high prevalence of child maltreatment among both cases and controls. Despite the elevated prevalence among controls, opioid-dependent males had a higher prevalence of physical and emotional abuse; female cases had a higher prevalence and greater severity of sexual abuse. The prevalence of neglect was similar for both groups. Early parental separation was more prevalent among female cases compared to female controls; otherwise the prevalence of the risk factors was comparable for both groups. The risk factors significantly associated with child maltreatment were also similar for both cases and controls. Given the documented association between child maltreatment and adult mental disorder, child maltreatment may be an important antecedent of current psychological distress in persons presenting to treatment for opioid dependence. Apart from a possible association between early parental separation and sexual abuse among female cases, the increased prevalence of child maltreatment associated with opioid dependence did not appear to be related to differences in early childhood risk factors considered in this paper. Other risk factors may be more pertinent for those with opioid dependence. The high prevalence of child maltreatment among the opioid-dependent sample has implications for the assessment and treatment of clients presenting with opioid dependence. Assessment of child maltreatment history could help inform the development of
Spilt, Jantine L; Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man
2012-01-01
This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Brown, D E; Sievert, L L; Aki, S L; Mills, P S; Etrata, M B; Paopao, R N; James, G D
2001-01-01
Ambulatory blood pressure (BP) measurements of 120 female teachers of Japanese-American or Caucasian ethnicity working in public schools located in Hilo, Hawaii, were recorded. BP was measured at 15-min intervals during waking hours and 30-min intervals during sleep over a 24-hr period that included a full work day. These measurements were averaged during three daily settings: at work, at home while awake ("home"), and during sleep. ANCOVAs using ethnicity as a predictor variable of BP, with age and the body mass index (BMI) as covariates, show a significant interaction effect between age and ethnicity in some daily settings. Among Japanese-Americans partial correlations between age and systolic BP controlling for the BMI are significant in these settings, while among Caucasians none of the correlations are significant. Menopausal status is not significantly related to BP when age is controlled in analyses. There was no significant ethnic difference in number of symptoms reported, including frequency of "hot flushes/flashes," within the past two weeks. Those who reported hot flushes had significantly elevated BP in waking settings but not during sleep. The greater increase in BP with age in Japanese-Americans may be related to their elevated risk for development of hypertension. The lack of a significant relationship between menopausal status and BP may be due to the high rate of usage of hormonal replacement therapy in this sample, as well as an unusually high rate of hysterectomy.
van de Gaar, V M; van Grieken, A; Jansen, W; Raat, H
2017-02-14
The consumption of sugar-sweetened beverages (SSB) may contribute to the development of overweight among children. The present study aimed to evaluate associations between family and home-related factors and children's SSB consumption. We explored associations within ethnic background of the child. Cross-sectional data from the population-based 'Water Campaign' study were used. Parents (n = 644) of primary school children (6-13 years) completed a questionnaire on socio-demographic characteristics, family and home-related factors and child's SSB intake. The family and home-related factors under study were: cognitive variables (e.g. parental attitude, subjective norm), environmental variables (e.g. availability of SSB, parenting practices), and habitual variables (e.g. habit strength, taste preference). Regression analyses were used to evaluate the associations between family and home-related factors and child's SSB intake (p < 0.05). Mean age of the children was 9.4 years (SD: 1.8) and 54.1% were girls. The child's average SSB intake was 0.9 litres (SD: 0.6) per day. Child's age, parents' subjective norm, parenting practices, and parental modelling were positively associated with the child's SSB intake. The availability of SSB at home and school and parental attitude were negatively associated with the child's SSB intake. The associations under study differed according to the child's ethnic background, with the explained variance of the full models ranging from 8.7% for children from Moroccan or Turkish ethnic background to 44.4% for children with Dutch ethnic background. Our results provide support for interventions targeting children's SSB intake focussing on the identified family and home-related factors, with active participation of parents. Also, the relationships between these factors and the child's SSB intake differed for children with distinct ethnic backgrounds. Therefore, we would recommend to tailor interventions taking into account the ethnic
Risk factors for paternal physical child abuse.
Lee, Shawna J; Guterman, Neil B; Lee, Yookyong
2008-09-01
This study uses the developmental-ecological framework to examine a comprehensive set of paternal factors hypothesized to be linked to risk for paternal child abuse (PCA) among a diverse sample of fathers. Attention was given to fathers' marital status and their race/ethnicity (White, African American, and Hispanic). Interviews were conducted with 1257 married or cohabiting biological fathers who participated in the Fragile Families and Child Wellbeing Study. PCA was assessed when the index children were 3 years old. Analyses included a comprehensive set of self-reported paternal variables as well as controls for maternal variables linked to child maltreatment. PCA was measured using proxy variables: two questions assessing the frequency of spanking in the past month and Parent-Child Conflict Tactics Scales (CTS-PC) [Straus, M., Hamby, S., Finkelhor, D., Moore, D., & Runyan, D. (1998). Identification of child maltreatment with the parent-child conflict tactics scales: Development and psychometric data for a national sample of American parents. Child Abuse & Neglect, 22, 249-270] psychological and physical aggression subscales. Bivariate results indicated that Hispanic fathers were the least likely to spank or engage in psychological or physical aggression. Multiple regression analyses indicated that paternal employment and earnings were not significantly associated with PCA. Compared to cohabiting African American fathers, married African American fathers were found to be at greater risk for some forms of PCA. This pattern was not found for White or Hispanic families. In this diverse sample of involved, biological fathers, there appear to be multiple potential risk-heightening pathways that vary across race/ethnic groups. With the proper control variables, paternal employment and earnings may not be as directly linked to fathers' physical abuse risk as has been previously thought. There is a need for interventions within the child welfare system that better promote
Flink, Ilse J. E.; Prins, Rick G.; Mackenbach, Johan J. P.; Jaddoe, Vincent W.; Hofman, Albert; Verhulst, Frank C.; Tiemeier, Henning; Raat, Hein
2013-01-01
Background Studies suggest that neighborhood ethnic diversity may be important when it comes to understanding ethnic inequalities in mental health. The primary aim of this study was to investigate whether neighborhood ethnic diversity moderated the association between the ethnic minority status and child behavioral and emotional problems. Methods We included 3076 preschoolers participating in the Generation R Study, a birth cohort study in Rotterdam, the Netherlands. At child age 3-years, parents completed the Child Behavior Checklist (CBCL/1,5-5). Individual-level data, assessed with questionnaires, was combined with neighborhood-level data. Multi-level logistic regression models predicted the Odds Ratios for the CBCL total problems score as a function of maternal ethnic background and neighborhood ethnic diversity, computed with the Racial Diversity Index and categorized into tertiles. Interaction on the additive scale was assessed using Relative Access Risk due to Interaction. Results Being from an ethnic minority was associated with child behavioral and emotional problems in unadjusted (OR 2.76, 95% CI 1.88–4.04) and adjusted models (OR 2.64, 95% CI 1.79–3.92). Residing in a high diversity neighborhood was associated with child behavioral and emotional problems in unadjusted (OR 2.03, 95% CI 1.13–3.64) but not in adjusted models (OR 0.89, 95% CI 0.51–1.57). When stratifying by the three levels of neighborhood ethnic diversity, ethnic inequalities in behavioral and emotional problems were greatest in low diversity neighborhoods (OR 5.24, 95%CI 2.47–11.14), smaller in high diversity neighborhoods (OR 3.15, 95% CI 1.66–5.99) and smallest in medium diversity neighborhoods (OR 1.59, 95% CI 0.90–2.82). Tests for interaction (when comparing medium to low diversity neighborhoods) trended towards negative on both the additive and multiplicative scale for the maternal-report (RERI: −3.22, 95% CI −0.70–0.59; Ratio of ORs: 0.30, 95% CI 0.12–0
Contextual influences on Latino adolescent ethnic identity and academic outcomes.
Supple, Andrew J; Ghazarian, Sharon R; Frabutt, James M; Plunkett, Scott W; Sands, Tovah
2006-01-01
This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance.
ERIC Educational Resources Information Center
Collins, Brian Andrew; O'Connor, Erin Eileen; Supplee, Lauren; Shaw, Daniel S.
2017-01-01
The authors identified trajectories of teacher-child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for…
A Longitudinal Examination of Early Adolescence Ethnic Identity Trajectories
Huang, Cindy Y.; Stormshak, Elizabeth A.
2011-01-01
Early adolescence is marked by transitions for adolescents, and is also a time for identity exploration. Ethnic identity is an essential component of youths’ sense of self. In this study we examined the trajectories of ethnic identity for adolescents from ethnic minority backgrounds during a 4-year period. Six latent class trajectories were identified in the study: the majority of adolescents (41.8%) displayed growth in ethnic identity over 4 years, followed by 30.1% whose high levels of ethnic identity remained stable, then by those who experienced moderate decreases in ethnic identity (10.8 percent). Another class of adolescents (7.3%) showed significant declines in ethnic identity level, followed by 5.5% of adolescents with significant increases, and finally by 4.5% of adolescents with low stable levels of ethnic identity during this developmental period. The classes differed by ethnicity, and adolescents with increasing high levels of ethnic identity reported better parent–child relationships. Findings and implications are discussed. PMID:21787058
ERIC Educational Resources Information Center
Brodhecker, Shirley G.
This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…
Child sex moderates the association between negative parenting and childhood conduct problems.
Tung, Irene; Li, James J; Lee, Steve S
2012-01-01
Although multiple dimensions of negative parenting behavior are associated with childhood conduct problems (CP), there is relatively little research on whether the association is equally robust in boys and girls. To improve the specificity of current models of negative parenting and offspring CP, we explored the potential moderating role of child sex in a sample of 179 5- to 10-year-old ethnically diverse boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) who were assessed using multiple methods (i.e., rating scales, semistructured interviews) and informants (i.e., parents, teachers). Controlling for children's age, race-ethnicity, and ADHD diagnostic status (i.e., ADHD vs. non-ADHD), inconsistent discipline was positively associated with offspring aggression and rule-breaking behavior, whereas harsh punishment was positively associated with aggression, rule-breaking behavior, and oppositional defiant disorder symptoms. Furthermore, child sex significantly moderated the association of inconsistent discipline and aggression and rule-breaking behavior, such that inconsistent discipline was positively associated with CP for boys, but not for girls. Given the centrality of negative parenting to theories of and efficacious interventions for aggression and CP, we discuss these findings within a developmental psychopathology framework and consider their implications for intervention. © 2012 Wiley Periodicals, Inc.
Feeling good, happy, and proud: a meta-analysis of positive ethnic-racial affect and adjustment.
Rivas-Drake, Deborah; Syed, Moin; Umaña-Taylor, Adriana; Markstrom, Carol; French, Sabine; Schwartz, Seth J; Lee, Richard
2014-01-01
One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic-racial affect. This article reports results of a series of meta-analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic-racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self-esteem, well-being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic-racial affect among youth growing up in an increasingly diverse society are discussed. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming
2010-09-01
Improving sanitation and hygiene to prevent infectious diseases is of high priority in developing countries. This study attempts to gain in-depth understanding of hygiene and sanitation perceptions and practices among four Ethnic Minority Groups (EMGs) in a rural area of northern Vietnam. It is based on extensive participatory observations in 4 villages and 20 case households over a period of six months (May-October 2008). In addition, 10 key informants and 60 household-members were interviewed and 4 focus group discussions conducted. The study found that among the four selected EMGs the cultural perceptions of hygiene and sanitation which inform everyday hygiene practices did not differ substantially and were similar to hygiene explanations found in the rural majority population elsewhere in Vietnam. However, the difficult living conditions, particularly in highland communities, reinforce a sense of marginalization among the EMGs, which had great impact on how they perceive and respond to government sanitation interventions. The enclosed latrines promoted by authorities are met with reluctance by the EMGs due to cultural perceptions of the body as permeable and therefore, vulnerable to 'dirty air' such as bad smells from human faeces. In addition, the prioritization of specific sanitation hardware solutions by the central government aimed at increasing coverage creates expectations and dependency among the EMGs that hygiene 'comes from the outside society', resulting in low levels of community initiated actions. Based on these findings, we suggest that future hygiene promotion strategies aim for a closer match between community priorities and government hygiene policies, e.g. by allowing for a larger diversity of low-cost sanitation solutions. Scaling up participatory community-based hygiene promotion is also recommended to curb dependency and spark initiatives in ethnic minority communities. Finally, interventions should focus on hygiene "software
The Impact of Standards-Based Reform on Teachers: The Case of "No Child Left Behind"
ERIC Educational Resources Information Center
Smith, Jason M.; Kovacs, Philip E.
2011-01-01
Standards-based reform is a trend affecting the educational systems of nations around the world, driven by desires to create educational systems suited to increasing economic productivity. In the USA, The No Child Left Behind (NCLB) Act of 2001 includes goals of reducing achievement gaps and getting "highly qualified" teachers in all…
Estimating the Effects of No Child Left Behind on Teachers' Work Environments and Job Attitudes
ERIC Educational Resources Information Center
Grissom, Jason A.; Nicholson-Crotty, Sean; Harrington, James R.
2014-01-01
Several recent studies have examined the impacts of No Child Left Behind (NCLB) on school operations and student achievement. We complement that work by investigating the law's impacts on teachers' perceptions of their work environments and related job attitudes, including satisfaction and commitment to remain in teaching. Using four waves of the…
Paternal Race/Ethnicity and Birth Outcomes
2008-01-01
Objectives. I sought to identify whether there were associations between paternal race/ethnicity and birth outcomes among infants with parents of same- and mixed-races/ethnicities. Methods. Using the National Center for Health Statistics 2001 linked birth and infant death file, I compared birth outcomes of infants of White mothers and fathers of different races/ethnicities by matching and weighting racial/ethnic groups following a propensity scoring approach so other characteristics were distributed identically. I applied the same analysis to infants of Black parents and infants with a Black mother and White father. Results. Variation in risk factors and outcomes was found in infants of White mothers by paternal race/ethnicity. After propensity score weighting, the disparities in outcomes by paternal or parental race/ethnicity could be largely attributed to nonracial parental characteristics. Infants whose paternal race/ethnicity was unreported on their birth certificates had the worst outcomes. Conclusions. The use of maternal race/ethnicity to refer to infant race/ethnicity in research is problematic. The effects of maternal race/ethnicity on birth outcomes are estimated to be much larger than that of paternal race/ethnicity after I controlled for all covariates. Not listing a father on the birth certificate had a strong association with outcomes, which might be a source of bias in existing data and a marker for identifying infants at risk. PMID:18445802
Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences
ERIC Educational Resources Information Center
El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.
2012-01-01
In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…
Ahmed, Ayesha; Wan-Yuen, Choo; Marret, Mary Joseph; Guat-Sim, Cheah; Othman, Sajaratulnisah; Chinna, Karuthan
2015-01-01
Official reports of child maltreatment in Malaysia have persistently increased throughout the last decade. However there is a lack of population surveys evaluating the actual burden of child maltreatment, its correlates and its consequences in the country. This cross sectional study employed 2 stage stratified cluster random sampling of public primary schools, to survey 3509 ten to twelve year old school children in Selangor state. It aimed to estimate the prevalence of parental physical and emotional maltreatment, parental neglect and teacher- inflicted physical maltreatment. It further aimed to examine the associations between child maltreatment and important socio-demographic factors; family functioning and symptoms of depression among children. Logistic regression on weighted samples was used to extend results to a population level. Three quarters of 10-12 year olds reported at least one form of maltreatment, with parental physical maltreatment being most common. Males had higher odds of maltreatment in general except for emotional maltreatment. Ethnicity and parental conflict were key factors associated with maltreatment. The study contributes important evidence towards improving public health interventions for child maltreatment prevention in the country.
ERIC Educational Resources Information Center
Tomlinson, Louise M.
This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A. Banks' typology of ethnic identity development and related curriculum goals to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage…
ERIC Educational Resources Information Center
National Education Association, Washington, DC.
This 22-minute videotape explains that it takes a whole community to educate a child. The first section describes how one high school uses the Foxfire Formula, with teachers acting more as facilitators than bosses. Students created a student magazine. Six Foxfire core practices were used in developing the magazine (student involvement in decision…
Implications of the No Child Left Behind Act of 2001 for Teacher Education. ERIC Digest.
ERIC Educational Resources Information Center
Trahan, Christopher
The No Child Left Behind Act (NCLB) amends and changes programs from the Elementary and Secondary Education Act. Although the main component of this bill is Title I, it also highlights teacher education quality. NCLB was accompanied, for fiscal year 2002, by the largest increase ever in federal education aid, targeting federal resources to support…
Understanding the Psychological Processes of the Racial Match Effect in Asian Americans
Meyer, Oanh; Zane, Nolan; Cho, Young Il
2014-01-01
Some studies on mental health outcomes research have found that when clients and therapists are ethnically or racially matched, this tends to be related to greater satisfaction and better outcomes. However, the precise underlying mechanism for the match effect has not been extensively examined. In this experimental study, we tested the effect of racial match on critical counseling processes (i.e., therapist credibility and the working alliance) using a sample of 171 Asian American respondents. We also examined Asian ethnic identification as a potential moderator of the racial match effect. Structural equation modeling analyses indicated that racially matched individuals perceived greater experiential similarity with the therapist than nonmatched individuals, and experiential similarity was positively associated with therapist credibility. Although racial match did not predict attitudinal similarity, attitudinal similarity was strongly related to the working alliance and therapist credibility. Counseling implications are discussed. PMID:21574698
ERIC Educational Resources Information Center
Coble, Barbara S.
2010-01-01
The purpose of this study was to examine teachers' current and retrospective perceptions of empowerment within the context of the No Child Left Behind Legislation. Much of the empowerment research to date was conducted prior to the No Child Left Behind (NCLB) Act which was signed into law in January, 2002. The legislation mandates that K-12 public…
Hoffmann, Sascha W; Tug, Suzan; Simon, Perikles
2014-08-09
The aim of this study was to examine whether child-caregivers', both parents and kindergarten teachers, health parameters (age, weight status, habitual physical activity score) are significantly associated with the risk of overweight in young children. We assessed the individual body mass index standard deviation score in a regional cross-sectional health study and matched a representative sample of 434 kindergartners aged 3 to 6-years with their caregivers' weight and habitual physical activity status. Furthermore, we identified factors associated with the general ability of child-caregivers to identify overweight in children, and the awareness to classify a child within the correct weight category. Our study confirmed most of the known associations between parental anthropometrics and psychosocial factors with childhood overweight and obesity. A significantly higher proportion of boys tended to be overweight or obese (p = 0.027) and parents were more likely to misclassified boys overweight as normal weight (OR: 1.86; 95% CI 1.21-2.86). Adjusted for confounders, logistic regression analysis revealed that kindergarten teachers' weight status (OR: 1.97; 95%-CI: 1.01-3.83) and habitual physical activity scores (OR: 2.32; 95%-CI: 1.10-4.92) were associated with children's weight status. Kindergarten teachers' weight and habitual physical activity score seem to be new independent risk factors for overweight in kindergartners 3 to 6-years of age. Our results suggest that the psychosocial, non-genetic association of non-parental child-caregivers on children's weight is relatively high and that the association of non-parental child-caregivers warrants further investigation.
ERIC Educational Resources Information Center
Martin, Deborah S.
2010-01-01
The study examined the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts. The focus of the research was to examine those factors that have influenced teachers to leave the profession or to seek employment in more urban school districts. Data for the study were collected…
Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood.
Gillen-O'Neel, Cari; Ruble, Diane N; Fuligni, Andrew J
2011-01-01
Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Cultural Differences in the Relationship between Parenting and Children's Behavior
ERIC Educational Resources Information Center
Ho, Caroline; Bluestein, Deborah N.; Jenkins, Jennifer M.
2008-01-01
Parent and teacher data for 14,990 children from the National Longitudinal Survey of Children and Youth were used in multilevel analyses to examine the relationship between ethnicity, children's aggression and emotional problems, and parenting. Using parent and teacher report, relationships between ethnicity and child behavior were present but…
ERIC Educational Resources Information Center
Walsh, Kerryann; Rassafiani, Mehdi; Mathews, Ben; Farrell, Ann; Butler, Des
2010-01-01
This paper details a systematic literature review identifying problems in extant research relating to teachers' attitudes toward reporting child sexual abuse and offers a model for new attitude scale development and testing. Scale development comprised a five-phase process grounded in contemporary attitude theories, including (a) developing the…
ERIC Educational Resources Information Center
Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.
2012-01-01
Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to…
Conroy, Elizabeth; Degenhardt, Louisa; Mattick, Richard P.; Nelson, Elliot C.
2009-01-01
Objective To examine the prevalence, characteristics and risk factors for child maltreatment among opioid-dependent persons compared to a community sample of similar social disadvantage. Method The study employed a case-control design. Cases had a history of opioid pharmacotherapy. Controls were frequency matched to cases with regard to age, sex and unemployment and were restricted to those with a lifetime opioid use of less than five times. The interview covered child maltreatment, family environment, drug use and psychiatric history. Results This study found a high prevalence of child maltreatment among both cases and controls. Despite the elevated prevalence among controls, opioid-dependent males had a higher prevalence of physical and emotional abuse; female cases had a higher prevalence and greater severity of sexual abuse. The prevalence of neglect was similar for both groups. Early parental separation was more prevalent among female cases compared to female controls; otherwise the prevalence of the risk factors was comparable for both groups. The risk factors significantly associated with child maltreatment were also similar for both cases and controls. Conclusions Given the documented association between child maltreatment and adult mental disorder, child maltreatment may be an important antecedent of current psychological distress in persons presenting to treatment for opioid dependence. Apart from a possible association between early parental separation and sexual abuse among female cases, the increased prevalence of child maltreatment associated with opioid-dependence did not appear to be related to differences in early childhood risk factors considered in this paper. Other risk factors may be more pertinent for those with opioid dependence. Practice Implications The high prevalence of child maltreatment among the opioid-dependent sample has implications for the assessment and treatment of clients presenting with opioid dependence. Assessment of child
ERIC Educational Resources Information Center
Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.
2016-01-01
Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…
Maniadaki, K; Sonuga-Barke, E J S; Kakouros, E
2003-11-01
Adults' perceptions of children with disruptive behaviour disorders (DBDs), which usually interfere with socialization and referral of children to mental health services, might differ according to the child's sex. Given the importance of (a) the interactions between these children and their educators, and (b) early identification and referral, the impact of the child's sex on adults' perceptions is an important factor to consider. To examine the role of gender-related expectations in the identification and referral of childhood DBDs by trainee nursery teachers. One hundred and fifty-eight female trainee nursery teachers (mean age = 20 years) at the Department of Early Childhood Education in Athens. Trainee nursery teachers' perceptions of male and female children with DBDs were explored using a Greek version of the Parental Account of the Causes of Childhood Problems Questionnaire. Eighty-one participants answered questions about a set of disruptive behaviours ascribed to a boy and 77 about the same behaviour ascribed to a girl. DBDs ascribed to girls were considered to be no more severe or of greater concern than those ascribed to boys. Judgements of severity were related to concern in the same way for boys and girls. However, DBDs were regarded as less typical for girls than boys. The child's sex affected trainee teachers' judgements of typicality, but not severity, of children's behaviour problems. The implications of this finding for socialization practices and referral attitudes are discussed.
ERIC Educational Resources Information Center
Joseph, Alex Clement
2011-01-01
This study explored the relationship between ethnic identity, emotional empathy, multicultural sensitivity and dimensions of burnout among schoolteachers working with students from diverse ethnic groups. Based on the self-stereotyping principles and tendencies for ingroup favoritism of social identity approaches, it was hypothesized that…
The Effects of Client-Counselor Racial Matching on Therapeutic Outcome
ERIC Educational Resources Information Center
Kim, Eunha; Kang, Minchul
2018-01-01
This study explored the effects of ethnic/racial matching on psychotherapy outcomes via the number of counseling sessions attended by clients, using clinical data collected from a university's counseling center. A total sample of 644 clients (193 men, 448 women) was selected and the ethnic/racial distribution of the sample comprised 499…
Liber, Juliette M; De Boo, Gerly M; Huizenga, Hilde; Prins, Pier J M
2013-12-01
In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support (ATS) versus educational teacher support (ETS) (CBT + ATS vs. CBT + ETS). Screening (n = 1,929) and assessment (n = 224) led to the inclusion of 173 children ages 8-12 years from 17 elementary schools. Most of the children were boys (n = 136, 79%) of low or low-to-middle class socioeconomic status (87%); the sample was ethnically diverse (63% of non-Western origin). Children received CBT + ATS (n = 29) or CBT + ETS (n = 41) or were entered into a waitlist control condition (n = 103) to be treated afterward (CBT + ATS, n = 39, and CBT + ETS, n = 64). Effect sizes (ES), clinical significance (reliable change), and the results of multilevel modeling are reported. Ninety-seven percent of children completed treatment. Teachers and parents reported positive posttreatment effects (mean ES = .31) for CBT compared with the waitlist control condition on disruptive behavior. Multilevel modeling showed similar results. Clinical significance was modest. Changes had remained stable or had increased at 3-months follow-up (mean ES = .39). No consistent effect of teacher condition was found at posttreatment; however, at follow-up, children who received ETS fared significantly better. This study shows that a school-based CBT program is beneficial for difficult-to-reach children with disruptive behavior: The completion rate was remarkably high, ESs (mean ES = .31) matched those of previous studies with targeted intervention, and effects were maintained or had increased at follow-up.
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Sette, Stefania; Baumgartner, Emma; Schneider, Barry H.
2014-01-01
The purpose of the present study was to examine the moderating role of child-teacher relationship quality (i.e., closeness, conflict, and dependence) in the association between children's shyness and indices of socio-emotional adjustment and maladjustment. The participants were Italian preschool children (63 boys; 66 girls) and two lead teachers…
Tarn, Derjung M.; Meredith, Lisa S.; Kagawa-Singer, Marjorie; Matsumura, Shinji; Bito, Seiji; Oye, Robert K.; Liu, Honghu; Kahn, Katherine L.; Fukuhara, Shunichi; Wenger, Neil S.
2005-01-01
PURPOSE Trust is a cornerstone of the physician-patient relationship. We investigated the relation of patient characteristics, religiosity, acculturation, physician ethnicity, and insurance-mandated physician change to levels of trust in Japanese American and Japanese patients. METHODS A self-administered, cross-sectional questionnaire in English and Japanese (completed in the language of their choice) was given to community-based samples of 539 English-speaking Japanese Americans, 340 Japanese-speaking Japanese Americans, and 304 Japanese living in Japan. RESULTS Eighty-seven percent of English-speaking Japanese Americans, 93% of Japanese-speaking Japanese Americans, and 58% of Japanese living in Japan responded to trust items and reported mean trust scores of 83, 80, and 68, respectively, on a scale ranging from 0 to 100. In multivariate analyses, English-speaking and Japanese-speaking Japanese American respondents reported more trust than Japanese respondents living in Japan (P values <.001). Greater religiosity (P <.001), less desire for autonomy (P <.001), and physician-patient relationships of longer duration (P <.001) were related to increased trust. Among Japanese Americans, more acculturated respondents reported more trust (P <.001), and Japanese physicians were trusted more than physicians of another ethnicity. Among respondents prompted to change physicians because of insurance coverage, the 48% who did not want to switch reported less trust in their current physician than in their former physician (mean score of 82 vs 89, P <.001). CONCLUSIONS Religiosity, autonomy preference, and acculturation were strongly related to trust in one’s physician among the Japanese American and Japanese samples studied and may provide avenues to enhance the physician-patient relationship. The strong relationship of trust with patient-physician ethnic match and the loss of trust when patients, in retrospect, report leaving a preferred physician suggest unintended
Cultural Issues in Disclosures of Child Sexual Abuse
ERIC Educational Resources Information Center
Fontes, Lisa Aronson; Plummer, Carol
2010-01-01
Cultural norms affect the likelihood that child sexual abuse will be discovered by an adult or disclosed by a child. Cultural norms also affect whether abused children's families will report child sexual abuse to authorities. This article explores the ways ethnic and religious culture affect child sexual abuse disclosure and reporting, both in the…
Diversity, Child Care Quality, and Developmental Outcomes
ERIC Educational Resources Information Center
Burchinal, Margaret R.; Cryer, Debby
2003-01-01
It is widely accepted that high quality child care enhances children's cognitive and social development, but some question whether what constitutes quality care depends on the child's ethnic and cultural background. To address this question, secondary analysis of data from the two largest studies of child care experiences in the United States,…
To tell or not to tell: what influences children's decisions to report bullying to their teachers?
Cortes, Khaerannisa I; Kochenderfer-Ladd, Becky
2014-09-01
Teachers are the primary agents for creating and maintaining a positive classroom climate--and promoting healthy interpersonal relations with, and among, their students (including the prevention of school bullying) is key to achieving this goal. For this study it was posited that students' willingness to report bullying to their teachers is an indicator of the degree to which teachers have successfully created such environments. Data were gathered on 278 (135 boys; 152 girls) ethnically diverse (46.4% Hispanic; 43.5% White; 10.2% Black and Other) 8- to-10-year-old students. Results showed that classrooms in which children reported greater willingness to report bullying evidenced lower levels of victimization. Moreover, believing that teachers would take an active role in intervening, such as by separating involved students or involving parents and principals, was associated with greater willingness to report than child-level characteristics, such as grade, personal blame, and individuals' propensity toward aggression. PsycINFO Database Record (c) 2014 APA, all rights reserved.
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Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele
2013-01-01
Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…
ERIC Educational Resources Information Center
Brand, Brenda R.; Glasson, George E.
2004-01-01
The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities…
The Role of Teachers in Peer Conflict: Implications for Teacher Reflections
ERIC Educational Resources Information Center
Blunk, Elizabeth M.; Russell, Elizabeth Morgan; Armga, Carol J.
2017-01-01
The purpose of this qualitative study was to explore early childhood teachers' interventions during peer conflict. Fifteen ethnically diverse teachers in central Texas were asked to reflect on videotaped peer conflict situations. Using thematic analysis, five strategy themes were identified: prevent aggression, consider timing, stop conflict,…
ERIC Educational Resources Information Center
Veale, Natasha W.
2010-01-01
A No Child Left Behind Act of 2001 Title II audit found the state of North Carolina out of compliance with the definition of teacher quality for secondary special education teachers. The state specific Praxis exam and the Highly Objective, Uniform State Standard of Evaluation these teachers completed to earn certification to teach subject area…
ERIC Educational Resources Information Center
Fenton, Angela
2013-01-01
This paper explores a collaborative strengths-based approach to investing in pre-service early childhood teacher education in the area of child protection. The doctoral research of the author, which evaluated a Strengths Approach as a cross-sector tool for implementing change in early-childhood education and in doing so researched a potential…
Race, culture and ethnicity in minority research: a critical discussion.
Dein, Simon
2006-01-01
Race and ethnicity are terms commonly used in ethnic minority research. Both these terms present a number of problems in terms of definition and classification. It is argued here that there is a need to move beyond essentialised concepts of race and ethnicity to examine the socio-political processes which relate to their social construction and the ways in which these terms articulate with other categories such as social class and gender and structure social relationships. The implications of the social constructionist position are discussed specifically in relation to the use of interpreters and ethnic matching of researcher and respondent in qualitative research on ethnic minorities.
ERIC Educational Resources Information Center
Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J.
2018-01-01
Background/Context: As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils' experiences of ethnic prejudice from their ethnic majority counterparts. Purpose/Objective/Research…
ERIC Educational Resources Information Center
Carlson, Sarah E.
2011-01-01
The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…
A Critical Examination of Normalistas' Self-Conceptualization and Teacher-Efficacy
ERIC Educational Resources Information Center
Flores, Belinda Bustos; Clark, Ellen Riojas
2004-01-01
Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers ("normalistas") were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas' ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization…
ERIC Educational Resources Information Center
Doumen, Sarah; Buyse, Evelien; Colpin, Hilde; Verschueren, Karine
2011-01-01
High levels of teacher-child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self-esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18…
Silberg, Tamar; Tal-Jacobi, Dana; Levav, Miriam; Brezner, Amichai; Rassovsky, Yuri
2015-01-01
Gathering information from parents and teachers following paediatric traumatic brain injury (TBI) has substantial clinical value for diagnostic decisions. Yet, a multi-informant approach has rarely been addressed when evaluating children at the chronic stage post-injury. In the current study, the goals were to examine (1) differences between parents' and teachers' reports on a child's emotional and behavioural problems and (2) the effect of time elapsed since injury on each rater's report. A sample of 42 parents and 42 teachers of children following severe TBI completed two standard rating scales. Receiver Operating Characteristic (ROC) curves were used to determine whether time elapsed since injury reliably distinguished children falling above and below clinical levels. Emotional-behavioural scores of children following severe TBI fell within normal range, according to both teachers and parents. Significant differences were found between parents' reports relatively close to the time of injury and 2 years post-injury. However, no such differences were observed in teachers' ratings. Parents and teachers of children following severe TBI differ in their reports on a child's emotional and behavioural problems. The present study not only underscores the importance of multiple informants, but also highlights, for the first time, the possibility that informants' perceptions may vary across time.
Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers
ERIC Educational Resources Information Center
Upadhyay, Bhaskar
2010-01-01
The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…
Match of psychosocial risk and psychosocial care in families of a child with cancer.
Sint Nicolaas, S M; Schepers, S A; van den Bergh, E M M; de Boer, Y; Streng, I; van Dijk-Lokkart, E M; Grootenhuis, M A; Verhaak, C M
2017-12-01
The Psychosocial Assessment Tool (PAT) was developed to screen for psychosocial risk, aimed to be supportive in directing psychosocial care to families of a child with cancer. This study aimed to determine (i) the match between PAT risk score and provided psychosocial care with healthcare professionals blind to outcome of PAT assessment, and (ii) the match between PAT risk score and team risk estimation. Eighty-three families of children with cancer from four pediatric oncology centers in the Netherlands participated (59% response rate). The PAT and team risk estimation was assessed at diagnosis (M = 40.2 days, SD = 14.1 days), and the content of provided psychosocial care in the 5-month period thereafter resulting in basic or specialized care. According to the PAT, 65% of families were defined as having low (universal), 30% medium (targeted), and 5% high (clinical) risk for developing psychosocial problems. Thirty percent of patients from universal group got basic psychosocial care, 63% got specialized care, and 7% did not get any care. Fourteen percent of the families at risk got basic care, 86% got specialized care. Team risk estimations and PAT risk scores matched with 58% of the families. This study showed that families at risk, based on standardized risk assessment with the PAT, received more specialized care than families without risk. However, still 14% of the families with high risks only received basic care, and 63% of the families with standard risk got specialized care. Standardized risk assessment can be used as part of comprehensive care delivery, complementing the team. © 2017 Wiley Periodicals, Inc.
Ethnic differentials in under-five mortality in Nigeria.
Adedini, Sunday A; Odimegwu, Clifford; Imasiku, Eunice N S; Ononokpono, Dorothy N
2015-01-01
There are huge regional disparities in under-five mortality in Nigeria. While a region within the country has as high as 222 under-five deaths per 1000 live births, the rate is as low as 89 per 1000 live births in another region. Nigeria is culturally diverse as there are more than 250 identifiable ethnic groups in the country; and various ethnic groups have different sociocultural values and practices which could influence child health outcome. Thus, the main objective of this study was to examine the ethnic differentials in under-five mortality in Nigeria. The study utilized 2008 Nigeria Demographic and Health Survey (NDHS) data. We analyzed data from a nationally representative sample drawn from 33,385 women aged 15-49 that had a total of 104,808 live births within 1993-2008. In order to examine ethnic differentials in under-five mortality over a sufficiently long period of time, our analysis considered live births within 15 years preceding the 2008 NDHS. The risks of death in children below age five were estimated using Cox proportional regression analysis. Results were presented as hazard ratios (HR) with 95% confidence intervals (CI). The study found substantial differentials in under-five mortality by ethnic affiliations. For instance, risks of death were significantly lower for children of the Yoruba tribes (HR: 0.39, CI: 0.37-0.42, p < 0.001), children of Igbo tribes (HR: 0.58, CI: 0.55-0.61, p < 0.001) and children of the minority ethnic groups (HR: 0.66, CI: 0.64-0.68, p < 0.001), compared to children of the Hausa/Fulani/Kanuri tribes. Besides, practices such as plural marriage, having higher-order births and too close births showed statistical significance for increased risks of under-five mortality (p < 0.05). The findings of this study stress the need to address the ethnic norms and practices that negatively impact on child health and survival among some ethnic groups in Nigeria.
Ethnic differentials in under-five mortality in Nigeria
Adedini, Sunday A.; Odimegwu, Clifford; Imasiku, Eunice N.S.; Ononokpono, Dorothy N.
2015-01-01
Objective. There are huge regional disparities in under-five mortality in Nigeria. While a region within the country has as high as 222 under-five deaths per 1000 live births, the rate is as low as 89 per 1000 live births in another region. Nigeria is culturally diverse as there are more than 250 identifiable ethnic groups in the country; and various ethnic groups have different sociocultural values and practices which could influence child health outcome. Thus, the main objective of this study was to examine the ethnic differentials in under-five mortality in Nigeria. Design. The study utilized 2008 Nigeria Demographic and Health Survey (NDHS) data. We analyzed data from a nationally representative sample drawn from 33,385 women aged 15–49 that had a total of 104,808 live births within 1993–2008. In order to examine ethnic differentials in under-five mortality over a sufficiently long period of time, our analysis considered live births within 15 years preceding the 2008 NDHS. The risks of death in children below age five were estimated using Cox proportional regression analysis. Results were presented as hazard ratios (HR) with 95% confidence intervals (CI). Results. The study found substantial differentials in under-five mortality by ethnic affiliations. For instance, risks of death were significantly lower for children of the Yoruba tribes (HR: 0.39, CI: 0.37–0.42, p < 0.001), children of Igbo tribes (HR: 0.58, CI: 0.55–0.61, p < 0.001) and children of the minority ethnic groups (HR: 0.66, CI: 0.64–0.68, p < 0.001), compared to children of the Hausa/Fulani/Kanuri tribes. Besides, practices such as plural marriage, having higher-order births and too close births showed statistical significance for increased risks of under-five mortality (p < 0.05). Conclusion. The findings of this study stress the need to address the ethnic norms and practices that negatively impact on child health and survival among some ethnic groups in Nigeria. PMID:24593689
Peer relationships of bereaved siblings and comparison classmates after a child's death from cancer.
Gerhardt, Cynthia A; Fairclough, Diane L; Grossenbacher, Julie C; Barrera, Maru; Gilmer, Mary Jo; Foster, Terrah L; Compas, Bruce E; Davies, Betty; Hogan, Nancy S; Vannatta, Kathryn
2012-03-01
To compare peer relationships among bereaved siblings and matched classmates, and to examine gender, grade level, and time since death as moderators. Families were recruited from cancer registries at four hospitals 3-12 months after a child's death. Measures of social behavior and peer acceptance were completed by children in the classrooms of 105 bereaved siblings (ages 8-17 years). Teachers also reported on children's social behavior. Three classmates were matched for gender, race, and age to each bereaved sibling to form a comparison group (n = 311). Teachers reported bereaved siblings were more prosocial than comparison classmates. Peers perceived bereaved boys as more sensitive-isolated and victimized, while bereaved siblings in elementary grades were perceived by peers as less prosocial, more sensitive-isolated, less accepted, and as having fewer friends. Peers and teachers viewed bereaved siblings in middle/high school grades as higher on leadership-popularity. Bereaved siblings who were male and in elementary grades were more vulnerable to social difficulties, while those in middle/high school may exhibit some strengths. Ongoing research to inform the development of interventions for bereaved siblings is warranted.
Teenage births to ethnic minority women.
Berthoud, R
2001-01-01
This article analyses British age-specific fertility rates by ethnic group, with a special interest in child-bearing by women below the age of 20. Birth statistics are not analysed by ethnic group, and teenage birth rates have been estimated from the dates of birth of mothers and children in the Labour Force Survey. The method appears to be robust. Caribbean, Pakistani and especially Bangladeshi women were much more likely to have been teenage mothers than white women, but Indian women were below the national average. Teenage birth rates have been falling in all three South Asian communities.