INTRODUCTION: Asthma is one of the most common chronic diseases in the United States, affecting the quality of life of at least 20 million Americans. Almost half of the affected (approximately 9.5 million) are children under the age of 18. While Hispanics overall (5.4%) had lower asthma prevalence compared to non-Hispanics (7.4%), those of Puerto Rican descent (14.5%) have a higher burden of asthma than those of Mexican descent (3.9%). AIM: The purpose of this study was to use data collected from a cohort of Puerto Rican infants born in New York City to examine associations between indoor pesticides use and wheeze and asthma in the first two years of life. The data were collected in a prospective birth cohort of Puerto Rican children born to mothers with a history of allergy or asthma. METHODS: Data analysis was conducted using SAS. Descriptive statistics were calculated and reported as percentages. Bivariate statistics were carried out to test independent associations. Logistic regression models for asthma and wheeze at each time point and generalized estimating equation (GEE) models (for wheeze at the end of the study period) were then created with adjustment of potential confounders. RESULTS: After controlling for confounders, no forms of pesticides were associated with wheeze using logistic regression and GEE. However, use of rodenticides at baseline yielded a hazardous relationship with asthma at two years of age (OR = 3.64, 95% CI = 1.26 - 10.52). DISCUSSION: The strong association with exposure to rodenticides at baseline reveals the importance of early life exposures, specifically those that occur prenatally or perinatally. Because rodenticide exposures have not been specifically identified as a possible risk factor in previous scientific literature, it is difficult to ascertain the mechanism behind exposure and asthma onset. Findings from this study and previous studies indicate that more research is needed to further elucidate the role of pesticides and physiological processes, specifically lung and immune system development, in children, especially those in highly allergenic environments.

There is no abstract available for this dissertation. / Department of Elementary Education

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

Thesis (MTchLn)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 107-113). Also available via the World Wide Web.

Thesis (M.Ed.)--University of Waikato, 2007. / Includes bibliographical references (leaves 137-152) Also available via the World Wide Web.

Thesis (Ph. D. in Special Education)--Vanderbilt University, Dec. 2008. / Title from title screen. Includes bibliographical references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: David N. Boote. Includes bibliographical references (p. 234-239).

Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: xii, 221 p. ; 8 Mb. UMI publication number: AAT 3344195. Includes bibliographical references. Also available in microfilm and microfiche formats.