Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The researcher examined the experiences of three directors of child care centers that had been accredited by the National Association for the Education of Young Children (NAEYC) and six directors of child care centers that had not yet reached accreditation status. The nature and meaning of these experiences was explored through interviews with each of the directors individually, and then with each mentor and her two protégés. The purpose of this study was to understand how a mentoring program promotes change in child care programs and how that change impacts the quality of care, if, in fact, it does. Using the constant comparative method, three major findings emerged. The first finding was the critical issue of identifying, screening, and selecting protégés to participate in the Director's Mentoring Project (DMP). Factors that result in protégés remaining in the program include self-selection, having previously met or heard of the mentors themselves, awareness of accreditation standards and procedures, and knowledge of and concern about quality care for young children. The second and third findings were intertwined. They had to do with the models of mentoring used and the nature of the relationship between the mentors and protégés. The mentors and the protégés utilized a model of mentoring that was based on their understanding that the primary goal of the DMP was to either gain NAEYC-accreditation status for the center itself or to provide professional and personal support to the protégé directors. While all the mentors began the program with accreditation as their primary goal, those who developed a close and empathic relationship with their protégés came to believe that support of the directors was primary. The former utilized a more goal-oriented model of mentoring; the latter utilized a more affective model of mentoring. The nature of the mentor-protégé relationship formed a continuum from instrumental to personal and developmental. Where the mentors and protégées fell on the continuum paralleled their understanding of the purpose of the project and the model of mentoring that was adopted.

The purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young children, as well as the kinds of interactions between families and teachers that supported ELL children's literacy development. The sample for this study consisted of four Korean ELL students attending public early childhood programs in Texas, their teachers and families. A constructivist grounded theory-based approach to data generation was employed, utilizing a wide variety of data collection methods such as questionnaires, interviews, observations, photography, field notes, and video recording. Grounded analysis, content analysis, and narrative analysis were then used in order to analyze the data. The case analysis showed that the parents and teachers did their best using their own resources within their own contexts. However, their educational goals and practices were not noticed or shared by each other. The families' and teacher's challenges and limited resources resulted in the creation of invisible expectations of the other parties. However, by watching video clips about literacy practices and reading handouts about each person's literacy values, goals, experiences, and photo projects, the families and teachers recognized each other's literacy resources, negotiated different expectations, and mediated communication channels to facilitate ELL children's literacy development. In the cross-case analysis, one major theme emerged: the search for understanding two different social and cultural contexts to find an overlapping resource to support ELL children's literacy learning. In detail, the more sophisticated emergent description of literacy support of the Korean family participants was provided through the lenses of the sociocultural approach, bidirectionality, and intergenerational trajectories. With regard to the construction of literacy by the teacher participants, I found that behind their support is their own perception of a bilingual child: monolingual viewpoint vs. bilingual viewpoint. Furthermore, the teachers' bilingualism was related to parental involvement in the school curriculum. The analysis then found an overlapping resource to use to enhance ELL students' learning: the practice of classroom book reading. Finally, recommendations for future applications of the Intergenerational Literacy Connection (ILC) model and some future directions for research are also discussed.

This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.

This dissertation examines the evolution of Britain’s and Canada’s early childhood education and child care (ECEC) sectors, especially the growing number of policy initiatives adopted in both countries over the past thirty years. I contend that policy coalitions in both countries have been able to promote gradual but nevertheless important policy changes by grafting new purposes onto inherited institutions. The result of these incremental changes has been ECEC systems that often appear incoherent and disjointed. The dissertation also explores how Canada and Great Britain have increasingly followed distinct trajectories. In particular, I demonstrate that while a growing proportion of ECEC services are provided by the commercial sector in Britain, Canada has instead increasingly relied on the non-profit sector to deliver such services. I contend in this dissertation that differences between the two cases are the result of distinct policy coalitions that have emerged in both countries. I make the case that the character of these coalitions and their capacity to promote, institutionalize, protect and further their policy preferences are the result of, first, the sequence of policy development and, second, the territorial organization of the welfare state in both countries. In short, as a result of the federal nature of Canada, Canadian child care activists were able to ensure the early institutionalization of a regulatory framework that constrained the expansion of for-profit services. By the time Britain adopted a national framework, in the late 1980s and early 1990s, on the other hand, the for-profit sector had already established a strong presence. Covering more than one hundred twenty five years of policy development in both countries, this dissertation draws both on extensive archival research and on interviews with policy-makers and ECEC activists.

The primary purpose of this study was to implement and evaluate two instructional programs designed to enhance early literacy skills of pre-kindergarten 4-year-olds enrolled in Head Start. A second goal was to compare literacy task assessment measures of three instructional groups, (1) explicit literacy instruction (ELI; N= 26), (2) shared book reading (SBR; N = 25), and (c) no specialized treatment (NST; N = 29), prior to the onset of treatment and again 15 weeks later. Pre-treatment group differences on measures of early literacy and receptive vocabulary were not significant. Intervention for the ELI group focused on providing explicit, systematic, developmentally appropriate instruction to enhance phonological awareness skills and increase alphabet knowledge. The SBR intervention, which focused on enhancing oral language, involved scaffolding strategies. Children in the two intervention groups received instruction two times per week for 15 weeks. Post-treatment outcome measures obtained for these two groups were compared with each other and also with scores of children in the NST group who received Head Start standard curriculum instruction only. ANOVA results indicated that post-treatment scores for the ELI group were significantly better than those of the other two groups on overall primary literacy measures and for the phonological awareness component, but not for alphabet knowledge. Differences between the SBR and NST groups were not significant for any measures. These results indicate that explicit, systematic early literacy instruction can improve Head Start children's literacy scores. / Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders. / "December 2006." / Includes bibliographical references (leaves 79-90)

Traditionally, it was believed that young children did not experience long-term negative effects resulting from a traumatic experience. Many professionals continue to assume that the effects of trauma on infants (0-3 years) are transient and that intervention is unnecessary. However, research has shown that infants and young children can develop posttraumatic stress disorder (PTSD; Scheeringa, Peebles, Cook, & Zeanah, 2001). Symptoms consistent with older children and adults (i.e., re-experiencing, avoidance/emotional numbing, and hyperarousal) have been found with infants and young children exposed to trauma. The purpose of this dissertation was to better understand the nature of trauma in early childhood using a multidimensional approach. Three studies were conducted to determine the effects of trauma and PTSD on young children. Study 1 considered the effectiveness of using the Child Behaviour Checklist (CBCL), a popular measure of childrens adjustment, to screen for PTSD symptoms in a sample of young children. Results suggested that the PTSD subscale of the CBCL correctly identified 71% of children with PTSD. Study 2 examined the role that potentially traumatic events, as well as family and child characteristics, play in the development of symptoms of PTSD by surveying a community sample. Results suggested that certain events were more likely to be associated with symptoms of PTSD and that children with younger mothers and higher rates of internalizing problems were more likely to experience symptoms of PTSD. Study 3 explored the effects of trauma on young childrens emotional, physiological and relational functioning, and was conducted in two phases: Phase I considered PTSD symptom expression, physiological stress-response (i.e., salivary cortisol) and quality of attachment in children recruited from a community sample; and Phase II considered PTSD symptoms, quality of attachment and maternal psychological distress in the development of PTSD in a clinical sample of young children. Results found that in Phase I PTSD symptoms were not associated with either cortisol level or quality of attachment, although effect sizes were moderate. Phase II results found a direct and significant association between quality of attachment and PTSD symptoms. A non-significant but moderate effect size was found for the link between maternal psychological distress and PTSD symptoms. Findings are discussed with regards to their implications for future research and clinical practice.

This dissertation examines the evolution of Britain’s and Canada’s early childhood education and child care (ECEC) sectors, especially the growing number of policy initiatives adopted in both countries over the past thirty years. I contend that policy coalitions in both countries have been able to promote gradual but nevertheless important policy changes by grafting new purposes onto inherited institutions. The result of these incremental changes has been ECEC systems that often appear incoherent and disjointed. The dissertation also explores how Canada and Great Britain have increasingly followed distinct trajectories. In particular, I demonstrate that while a growing proportion of ECEC services are provided by the commercial sector in Britain, Canada has instead increasingly relied on the non-profit sector to deliver such services. I contend in this dissertation that differences between the two cases are the result of distinct policy coalitions that have emerged in both countries. I make the case that the character of these coalitions and their capacity to promote, institutionalize, protect and further their policy preferences are the result of, first, the sequence of policy development and, second, the territorial organization of the welfare state in both countries. In short, as a result of the federal nature of Canada, Canadian child care activists were able to ensure the early institutionalization of a regulatory framework that constrained the expansion of for-profit services. By the time Britain adopted a national framework, in the late 1980s and early 1990s, on the other hand, the for-profit sector had already established a strong presence. Covering more than one hundred twenty five years of policy development in both countries, this dissertation draws both on extensive archival research and on interviews with policy-makers and ECEC activists.

The purpose of this study was to observe pre-kindergarten through fifth-grade public school classrooms to examine differences among instructional practices and technology use by teachers, students and the overall classroom. The current study differed from and built upon previous classroom observational research in a number of major ways. First, the observational data examined both student and teacher technology use and the availability of technology in the classroom. Second, authentic classroom behaviors were examined in relation to technology use; specifically, behaviors related to the impact of technology use on student engagement as well as differences among technology use in classrooms and differences by student socio-economic status. Finally, unlike previous studies, this study focused specifically on pre-kindergarten through fifth-grade classrooms from the same large public school district that was diverse by both socio-economic status (SES) and by student ethnicity. Overall, the results of this study suggest that technology has not been adequately implemented into the observed classrooms. Technology was available but was not used to a great extent. When technology was implemented, teachers were primarily observed using it to present material and students were observed using it almost exclusively for basic skills activities. This low-level of technology integration occurred in elementary schools of a high performing school district which had a technology plan in place, a low student to computer ratio, and 100 percent of the classrooms had Internet access. Furthermore, only 15 percent of teachers were observed integrating technology to a great extent; however, students in these classrooms were observed on task significantly more frequently than students in classrooms where technology was observed less or not at all. On the other hand, students were observed off task significantly more in classrooms where either no technology integration was observed or where it was only observed a moderate amount. These findings support and build upon previous observational studies. There is still a need, however, for strong, empirical research to be conducted to further examine the use of technology in elementary classrooms.

Traditionally, it was believed that young children did not experience long-term negative effects resulting from a traumatic experience. Many professionals continue to assume that the effects of trauma on infants (0-3 years) are transient and that intervention is unnecessary. However, research has shown that infants and young children can develop posttraumatic stress disorder (PTSD; Scheeringa, Peebles, Cook, & Zeanah, 2001). Symptoms consistent with older children and adults (i.e., re-experiencing, avoidance/emotional numbing, and hyperarousal) have been found with infants and young children exposed to trauma. The purpose of this dissertation was to better understand the nature of trauma in early childhood using a multidimensional approach. Three studies were conducted to determine the effects of trauma and PTSD on young children. Study 1 considered the effectiveness of using the Child Behaviour Checklist (CBCL), a popular measure of childrens adjustment, to screen for PTSD symptoms in a sample of young children. Results suggested that the PTSD subscale of the CBCL correctly identified 71% of children with PTSD. Study 2 examined the role that potentially traumatic events, as well as family and child characteristics, play in the development of symptoms of PTSD by surveying a community sample. Results suggested that certain events were more likely to be associated with symptoms of PTSD and that children with younger mothers and higher rates of internalizing problems were more likely to experience symptoms of PTSD. Study 3 explored the effects of trauma on young childrens emotional, physiological and relational functioning, and was conducted in two phases: Phase I considered PTSD symptom expression, physiological stress-response (i.e., salivary cortisol) and quality of attachment in children recruited from a community sample; and Phase II considered PTSD symptoms, quality of attachment and maternal psychological distress in the development of PTSD in a clinical sample of young children. Results found that in Phase I PTSD symptoms were not associated with either cortisol level or quality of attachment, although effect sizes were moderate. Phase II results found a direct and significant association between quality of attachment and PTSD symptoms. A non-significant but moderate effect size was found for the link between maternal psychological distress and PTSD symptoms. Findings are discussed with regards to their implications for future research and clinical practice.