Source: Dissertation Abstracts International, Volume: 35-10, Section: A, page: 6502. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4218. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3349. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1425. / Thesis (Ph.D.)--The Florida State University, 1977.

Thesis (Ed.M.)--Boston University

The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2655. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6524. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6526. / Thesis (Ph.D.)--The Florida State University, 1978.

The major purpose of this study was to investigate the relationships among mother's level of anxiety, child's level of test anxiety, and child's level of achievement in reading. Other relationships investigated involved the following variables: family's socioeconomic status (mother's educational level and family's income level), mother's age, and sibling structure (number of children in the family and birth order of the participating child). / Subjects were 131 first grade students in nine heterogeneously grouped classes and their mothers. Data were collected using the following instruments: a demographic information questionnaire (socioeconomic status, sibling structure, mother's age); the State-Trait Anxiety Inventory (mother's anxiety); the Otis-Lennon Mental Ability Test (child's mental ability); the Test Anxiety for Children (child's test anxiety); the Metropolitan Achievement Test (child's reading achievement). Path analysis techniques were used to analyze the data. / Results indicated the following significant relationships: (1) The mother's socioeconomic status (education and income levels) had a direct and negative effect on the mother's level of anxiety. (2) The mother's level of anxiety had a direct and negative effect on child's mental ability and a direct and positive effect on child's level of test anxiety. In addition, indirect effects were found for mother's anxiety on child's test anxiety through a third variable, child's mental ability. (3) Child's mental ability had a direct and negative effect on child's level of test anxiety and a direct and positive effect on child's level of achievement in reading. In addition, an indirect effect for child's mental ability on the child's reading achievement was determined. This indirect effect involved a third variable, child's test anxiety. (4) Child's level of test anxiety had a direct and negative effect on child's level of achievement in reading. / The proposed causal model was revised to reflect the causal relationships defined in the analysis. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0078. / Thesis (Ph.D.)--The Florida State University, 1985.