Urban early childhood educators' beliefs regarding the importance and feasibility of behavior support strategies

Author(s): Jeter-Iles, Priscilla
Date Issued: 2009
Description: An examination of early childhood educators' beliefs about behavior support strategies, an examination of predictors of differences in belief among Head Start and community-based preschool teachers, and a study of supports and challenges to viewing behavior support as meaningful, based on 2 focus groups and questionnaire responses of 117 early childhood educators in urban settings
show entire record ↓
Source: Unpublished doctoral dissertation, Arcadia University, Glenside, PA
Topics: Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United States
States: PENNSYLVANIA
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Young children's prosocial behavior: The relationship between kindergarten teachers' beliefs and practices Reports & Papers
Measuring teachers' perceived interactions with children: A tool for assessing beliefs and intentions Reports & Papers
An examination of changes in classroom teacher behaviors when implementing an individualized behavior support plan for a preschooler with challenging behavior Reports & Papers
Head Start teachers' perceptions of implementing classroom Positive Behavior Support: Insights for teacher training Reports & Papers
Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate