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Program Enrollment Options and Teacher Self-Efficacy for Promoting Partnerships with Parents in Preschool Programs
No full textPositive parent-teacher relationships are associated with positive child outcomes (Minke, 2010). Teacher characteristics such as self-efficacy and their work contexts, such as the number of children/families each teacher serves may influence teachers’ abilities to build those relationships. Participants in this pilot study included families of children enrolled in publicly-funded preschool programs and their teachers. Teacher and family demographic information, class schedules, and enrollment numbers were collected through survey. To assess their perceptions of self-efficacy regarding parent-teacher relationships, preschool teachers completed the Teacher Efficacy for Promoting Partnerships Scale (Moen, Sheridan, & White, 2016). Findings suggest that early childhood programs using single session models with fewer children and families assigned per teacher, may permit teachers to more quickly establish partnerships with parents or at least establish a confidence in working with parents sooner in the relationship than teachers assigned to double sessions/day
Interview with Dr. Talmadge C. Guy
No full textThe following is an interview with Dr. Talmadge C. Guy, to his friends and colleagues in adult education; he is Tal. Recently retired from The University of Georgia, Athens, Georgia following a 40 year career in adult education, the last 23 of which he spent at the University of Georgia. He received his doctorate in adult education from Northern Illinois University, a master of arts in social ethics from Northwestern University, and a Bachelor of Arts degree in sociology from Fisk University. At the University of Georgia, Tal worked with masters and doctoral level students in graduate research. Through his career he has conducted research on diversity and inclusion in adult education and learning settings with special expertise in multicultural adult education, history of adult education, and socio-historical analysis of the African American experience in adult education with a focus on the early 20th century. A particular focus has been the representation of race and gender through media and pop culture and the critical educational responses to those representations. Among his awards, Tal was co-recipient of the Ian Fleming Social Justice Award (2011), UGA President’s Fulfilling the Dream Award (2005), Cyril O. Houle Scholar (2001), and Outstanding Service Award (1992) from the Illinois Adult & Continuing Education Association. He has published in the Journal of Lifelong Learning, Adult Education Quarterly, Journal of Educational Telecommunications and his most recent work is as co-editor of volumes 1 & 2 of Swimming Upstream: Black Males in Adult Education, New Directions publications. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119021804.htm
Prisons, Pedagogy, and Possibilities: An Application of Freire and hooks’ Educational Philosophies
No full textThis paper calls attention to educational opportunities inside of correctional facilities. Literature correlates a direct relationship between education and reduced recidivism (Esperian, 2010; Rand Corp., 2014; DOJ, 2016b). Using Freire and hooks’ educational philosophies I discuss how I engaged critical pedagogy while teaching incarcerated juvenile offenders. I found that the youth I worked with were eager for an educational experience that allowed them to critically engage with our social world and analyze their lived experiences. Teaching in this controlled environment was challenging. My autonomy was encroached upon, which offered me a unique insight into the daily lives of the inmates. Through dialogical interactions, my perceptions and assumptions about incarcerated youth were confronted and changed. A radical and transformative pedagogy created a space where the notion of freedom could be negotiated
Collaboration Opportunities through Dialogue with Diverse Voices
No full textThis research to practice paper summarizes a qualitative study on an EHS program that utilized a narrative observation process, referred to as Journey of Discoveries, to examine collaboration between parents and teachers. Journey of Discoveries creates a pathway of collaboration for EHS teachers and parents by capturing children’s learning and development through the sharing of narrative observations. Journey of Discoveries was an effective collaboration approach resulting in: (a) connection, (b) partnership, (c) building of relationship, and (d) the value of teacher and parent shared understanding
The Literacy Skills of Children with One versus Two Years of Head Start Attendance
No full textResearch Findings: This quantitative study was designed to investigate whether children who return to a Head Start program (for a second year or from an Early Head Start Program) have different literacy skills and perform better than newly enrolled children, and to compare returning children’s literacy skills from rural, suburban and urban centers. This study uses the Language and Emerging Literacy Assessment (LELA) and analyzes the literacy scores of 2,305 3- and 4-year olds, from 39 Head Start centers in Alabama. The results reveal that returning children have higher literacy skills, but the return effect in centers differs depending on center’s location, percentage of 3 year olds, and percentage of ESL children. Practice or Policy: The results indicate that policymakers should consider the benefits of more than one year in a Head Start program. However, another policy issue is the differences in quality and resources among Head Start centers. In our results, the benefits of returning to a Head Start were higher in an urban than a rural location, suggesting that children who return to a center in an urban region may receive a higher quality education than in a center in other regions
Book Review
No full textM. Alexander (2012). The New Jim Crow: Mass incarceration in the age of colorblindness
Lessons from Training Early Head Start Staff to Implement an Evidence-Based Parenting Intervention
No full textThe purpose of this study was to understand the process of implementing Promoting First Relationships (PFR; Kelly, Zuckerman, Sandoval, & Buehlman, 2008b), an evidence-based parent-child interaction intervention, into an Early Head Start (EHS) home visiting program.  This study documented seven home visitors’ early experiences with intervention implementation, specifically preparation and training on the intervention, overall adaptation to use of the intervention, challenges and issues identified during implementation, as well as recommendations and suggestions for sustainability of PFR within the EHS program. Data were collected via semi-structured individual interviews. We employed a constant-comparative method and a systematic coding process. Findings indicate that overall, home visitors reported an alignment between the intervention content and their own philosophies, a belief that implementing the intervention improved their home visiting practice, and a sense that participating families benefited from the experience. Some negative experiences were identified in relationship to the lengthy training process and changes in home visiting practice. Major challenges involved learning about intervention content and household issues. Recommendations for sustaining the intervention in Early Head Start are also reported
Multi-tiered Narrative Intervention for Preschoolers: A Head Start Implementation Study
No full textTeachers and teaching assistants from three Head Start classrooms implemented a multi-tiered narrative intervention in their preschool classrooms. They delivered large group, small group, and individual lessons with students and administered and scored a progress monitoring tool with all children once a month. A quasi-experimental control group design was conducted to determine the effect of the multi-tiered intervention on children’s story retelling skills and story-based language comprehension. The extent to which the Head Start teachers’ could deliver the intervention with fidelity and administer and score the progress monitoring probes accurately were examined. Feasibility data were collected via interviews and questionnaires. Results indicated statistically significant improvements favoring the treatment group at Winter and Spring assessment points for story retelling and language comprehension. All measures of teachers’ fidelity and reliability were above acceptable standards. As teachers and teaching assistants became more comfortable delivering the intervention, teachers’ perceptions of the intervention’s feasibility increased