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dc.contributorMorrison, George S.
dc.contributorBullock, Lyndal M.
dc.contributorSnider, Sharla
dc.contributor.authorMacias-Brown, Armandina A.
dc.date.accessioned2019-10-22T11:39:54Z
dc.date.available2019-10-22T11:39:54Z
dc.date.created2016-09-05 23:29
dc.date.issued2011-05
dc.identifieroai:info:ark/67531/metadc68006
dc.identifierhttp://digital.library.unt.edu/ark:/67531/metadc68006/
dc.identifieroai:ark: ark:/67531/metadc68006
dc.identifier.urihttp://hdl.handle.net/20.500.12424/720595
dc.description.abstractThis research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent Involvement Survey. Additionally, the study also considered family income and child membership in special education as predictors of parent involvement. The survey instruments included the Early Childhood Environmental Rating Scale, Revised (ECERS-R) and the Hoover-Dempsey and Sandler Parent Involvement Survey. A total of 306 parents across 35 preschool classrooms participated in the study. Effect sizes, beta weights and structure coefficients from a series of multiple regression analyses measured the relationship between variables. A regression equation comprised of teacher quality, family income and child membership in special education was statistically significant in predicting parent school-based involvement. In the school-based involvement model the predictors teacher quality and child membership in special education accounted for a greater percentage of variance than did family income. Teacher quality demonstrated a small, negative beta weight but accounted for the greatest amount of variance among the three predictors within the school-based parent involvement model. A negative relationship between teacher quality and school-based parent involvement suggested that as teacher quality improved, parents reported less involvement in school-based activities and events. Findings for special education membership, however, demonstrated a reverse effect in the model and appeared to have a positive significant effect on school-based involvement of parents. The study contributes to the literature on the relationship between teacher quality and parent involvement in early childhood preschool programs.
dc.format.mediumText
dc.languageEnglish
dc.publisherUniversity of North Texas
dc.rightsPublic
dc.subjectTeacher quality
dc.subjectearly childhood
dc.subjectparental engagement
dc.titleAn Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations
dc.typeThesis or Dissertation
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ge.identifier.legacyglobethics:10259911
ge.identifier.permalinkhttps://www.globethics.net/gtl/10259911
ge.lastmodificationdate2016-09-05 23:29
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ge.oai.repositoryid97976
ge.oai.setnameUNT Libraries
ge.oai.setnameUNT Theses and Dissertations
ge.oai.setnamePublic Access Files
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ge.oai.setspecaccess_rights:public
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ge.linkhttp://digital.library.unt.edu/ark:/67531/metadc68006/


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