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Article
Publication date: 12 June 2020

Angeliki Kallitsoglou

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the…

Abstract

Purpose

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.

Design/methodology/approach

The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.

Findings

According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.

Originality/value

This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

Details

Journal of Children's Services, vol. 15 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 9 April 2018

Jemimah L. Young, Bettie Ray Butler, Inna N. Dolzhenko and Tameka N. Ardrey

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore…

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Abstract

Purpose

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings.

Design/methodology/approach

Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children.

Findings

Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice.

Originality/value

Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 1 February 2022

Adrijana Visnjic Jevtic and Edita Rogulj

The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine…

Abstract

Purpose

The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.

Design/methodology/approach

Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.

Findings

The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.

Originality/value

An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 7 April 2022

Anika Cloutier and Julian Barling

Given the role leaders play in organizational effectiveness, there is growing interest in understanding the antecedents of leader emergence. The authors consider parental…

Abstract

Purpose

Given the role leaders play in organizational effectiveness, there is growing interest in understanding the antecedents of leader emergence. The authors consider parental influence by examining how witnessing interparental violence during adolescence indirectly affects adult leader role occupancy. Drawing on the work–home resources (W-HR) model, the authors hypothesize that witnessing interparental violence serves as a distal, chronic contextual demand that hinders leader role occupancy through its effects on constructive personal resources, operationalized as insecure attachment. Based on role congruity theory, the authors also predict that the relationship between attachment style and leader role occupancy will differ for women and men.

Design/methodology/approach

To test the hypotheses, the authors used data from the National Comorbidity Survey Replication (NCS-R) (n = 1,665 full-time employees).

Findings

After controlling for age, education, childhood socioeconomic status and experienced violence, results showed that the negative indirect effects of witnessing interparental violence on leader role occupancy through avoidant attachment was significant for females only, while the negative effects of anxious attachment hindered leader role occupancy across sexes.

Originality/value

Results identify novel distal (interparental violence) and proximal (attachment style) barriers to leader role occupancy, showing empirical support for the life-span approach to leadership and the persistent effects of home demands on work.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 41 no. 6
Type: Research Article
ISSN: 2040-7149

Keywords

Open Access
Article
Publication date: 6 March 2024

Annie Williams, Hannah Bayfield, Martin Elliott, Jennifer Lyttleton-Smith, Honor Young, Rhiannon Evans and Sara Long

Using a mixed methodology comprising interviews, case file analysis and descriptive statistics, this study aims to examine the experiences of all 43 young people in Wales subject…

Abstract

Purpose

Using a mixed methodology comprising interviews, case file analysis and descriptive statistics, this study aims to examine the experiences of all 43 young people in Wales subject to secure accommodation orders between 1st April 2016 and 31st March 2018.

Design/methodology/approach

Children in the UK aged 10–17 years who are deemed to be at a significant level of risk to themselves or others may be subject to a secure accommodation order, leading to time spent in a secure children’s home (SCH) on welfare grounds. Following a rise in the number of children in Wales referred to SCHs for welfare reasons, this paper describes these young people’s journeys into, through and out of SCHs, giving insight into their experiences and highlighting areas for policy and practice improvements.

Findings

Findings indicate that improvements in mental health support and placement availability are key in improving the experiences of this particularly vulnerable group of young people throughout their childhood.

Practical implications

Other practical implications of the study’s findings, such as improvements in secure transport arrangements, are also discussed.

Originality/value

While the findings are limited by the reliance on self-report methods and the size of the study, namely, the small number of young people with experience of SCHs who were able to participate, the findings build on the existing knowledge base around children’s residential accommodation and provide new insights into how best to support these children.

Details

Journal of Children's Services, vol. 19 no. 1
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 11 November 2013

Amanda Bateman and Susan Danby

Traumatic events can cause post-traumatic stress disorder due to the severity of the often unexpected events. The purpose of this paper is to reveal how conversations around lived…

Abstract

Purpose

Traumatic events can cause post-traumatic stress disorder due to the severity of the often unexpected events. The purpose of this paper is to reveal how conversations around lived experiences of traumatic events, such as the Christchurch earthquake in February 2011, can work as a strategy for people to come to terms with their experiences collaboratively. By encouraging young children to recall and tell of their earthquake stories with their early childhood teachers they can begin to respond, renew, and recover (Brown, 2012), and prevent or minimise more stress being developed.

Design/methodology/approach

The study involved collecting data of the participating children taking turns to wear a wireless microphone where their interactions with each other and with teachers were video recorded over one week in November 2011. A total of eight hours and 21 minutes of footage was collected; four minutes and 19 seconds of that footage are presented and analysed in this paper. The footage was watched repeatedly and transcribed using conversation analysis methods (Sacks, 1995).

Findings

Through analysing the detailed turn-taking utterances between teachers and children, the orderliness of the co-production of remembering is revealed to demonstrate that each member orients to being in agreement about what actually happened. These episodes of story telling between the teachers and children demonstrate how the teachers encourage the children to tell about their experiences through actively engaging in conversations with them about the earthquake.

Originality/value

The conversation analysis approach used in this research was found to be useful in investigating aspects of disasters that the participants themselves remember as important and real. This approach offers a unique insight into understanding how the earthquake event was experienced and reflected on by young children and their teachers, and so can inform future policy and provision in post-disaster situations.

Details

Disaster Prevention and Management, vol. 22 no. 5
Type: Research Article
ISSN: 0965-3562

Keywords

Article
Publication date: 21 December 2015

Tara Flemington, Donna Waters and Jennifer A Fraser

Home visiting is a strategy widely implemented to support families following the birth of a baby. There is a broad consensus that home visiting programmes are successful. But…

Abstract

Purpose

Home visiting is a strategy widely implemented to support families following the birth of a baby. There is a broad consensus that home visiting programmes are successful. But there is little understanding of factors moderating this success. The purpose of this paper is to examine the relationship between maternal involvement in a nurse home visiting programme, maternal depression, and adjustment to the parenting role.

Design/methodology/approach

A retrospective design was employed in which the medical records of 40 mothers who had been enroled in a nurse home visiting programme were examined. The number of nurse home visits from birth to six months, maternal depressive symptoms, Home Observation for Measurement of the Environment (HOME) and responsivity scores were examined. Mothers had been selected for the programme if they had a history of mental illness, were in a violent relationship, or reported drug or alcohol problems.

Findings

A significant, positive relationship was found between maternal involvement, positive HOME environment and maternal responsivity scores. Furthermore, the mothers with the highest scores for HOME environment and responsivity to their infant ' s cues at six months were mothers experiencing deteriorating symptoms of depression. These mothers had the highest levels of involvement with the programme. Despite their mothers’ deteriorating mental health, infants whose mothers received the greatest number of visits from a nurse received the greatest benefit ameliorating their risk for developing poor attachment and impaired behavioural, emotional and cognitive development.

Originality/value

This is the first study to examine the relationship between changes in maternal depression and programme outcomes in a home visiting programme. It is one of the first explorations of the relationship between maternal involvement and programme outcomes in a targeted nurse home visiting programme to prevent child maltreatment. The findings from this study are critical to future home visiting programme development and evaluation.

Details

Journal of Children's Services, vol. 10 no. 4
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 20 June 2016

Tara Flemington and Jennifer Anne Fraser

Nurse home visiting programmes designed to reduce the likelihood of child maltreatment in families at risk have been widely implemented in Australia and overseas. The purpose of…

Abstract

Purpose

Nurse home visiting programmes designed to reduce the likelihood of child maltreatment in families at risk have been widely implemented in Australia and overseas. The purpose of this paper is to examine the intensity and duration of maternal involvement in a nurse home visiting programme to prevent child maltreatment.

Design/methodology/approach

A retrospective, longitudinal design was employed. The clinical records of 40 mothers who had received nurse home visits following the birth of a new baby for at least six months, and had provided consent for their details to be accessed for research purposes, were selected for analysis. The influence of antenatal characteristics and well-being on maternal involvement in a nurse home visiting programme was examined using reliability of change indices.

Findings

Mothers with impaired family functioning reporting they experienced violence at home were more likely to leave the programme early and received fewer than the prescribed number of home visits compared to mothers who had been enroled into the programme for other complex psychosocial needs. At the same time, mothers enroled on the basis of impaired psychological functioning and who did not report violence in the home remained, and received more than the prescribed number of home visits over the course of their involvement.

Originality/value

Results showed that domestic violence increased the risk of poor engagement with a targeted nurse home visiting programme. At the same time, home visitors responded to complex individual and family needs by increasing the number of home visits accordingly. This theoretically based pilot research has helped to disentangle antecedents of maternal involvement and the subsequent impact on programme outcomes. Further investigation using a larger study sample is needed.

Details

Journal of Children's Services, vol. 11 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Open Access
Article
Publication date: 13 November 2018

Warunsicha Supprasert, Piyatida Khajornchaikul, Kitiphong Harncharoen, Pimsurang Taechaboonsermsak, Supachai Pitikultang and Udomluck Kulapichitr

The purpose of this paper is to investigate the factors contributing to the competencies and capabilities of Family Development Center (FDC) staff in order to promote pre-school…

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Abstract

Purpose

The purpose of this paper is to investigate the factors contributing to the competencies and capabilities of Family Development Center (FDC) staff in order to promote pre-school language developmental support amongst parents.

Design/methodology/approach

A cross-sectional study was conducted amongst 260 FDC staff under the supervision of Thai local authorities in the rural province of Suphanburi in Thailand from July to September 2016. Self-administered questionnaires were used. Eligible participants with at least a year’s experience on the FDC committee were purposively selected. Analyses were performed by descriptive statistics, Pearson’s correlation, Spearman’s correlation, χ2 test and stepwise multiple regression.

Findings

Only 23.5 percent of staff had a high level of capability. The respondents’ perceptions of their self-capability were influenced by motivation, attitudes toward promoting language learning amongst parents, self-efficacy, sufficient budget and receiving constructive appraisal support (r=0.387, 0.328, 0.366, 0.106 and 0.104, respectively). Marital status was negatively associated with FDC staff capability (r=−0.172). The multivariate analysis showed that 23.9 percent of the variability of FDC staff’s self-capability could be explained by their motivation for working, attitude, self-efficacy and marital status (p<0.001).

Originality/value

Research findings could be used to improve motivation for working, positive attitudes and self-efficacy regarding parenting promotion for pre-school language development to achieve standardized quality performance. Results of this study could also form the basis for designing effective training programs for FDC staff in the context of the specific organization and community.

Details

Journal of Health Research, vol. 33 no. 1
Type: Research Article
ISSN: 2586-940X

Keywords

Article
Publication date: 11 February 2019

Ama Pokuaa Fenny, Derek Asuman, Aba Obrumah Crentsil and Doreen Nyarko Anyamesem Odame

The purpose of this paper is to assess the trends of socioeconomic-related inequalities in maternal healthcare utilization in Ghana between 2003 and 2014 and examine the causes of…

Abstract

Purpose

The purpose of this paper is to assess the trends of socioeconomic-related inequalities in maternal healthcare utilization in Ghana between 2003 and 2014 and examine the causes of inequalities in maternal healthcare utilization in Ghana.

Design/methodology/approach

Data are drawn from three rounds of the Ghana Demographic and Health Survey collected in 2003, 2008 and 2014, respectively. The authors employ two alternative measures of socioeconomic inequalities in health – the Wagstaff and Erreygers indices – to examine the trends of socioeconomic inequalities in maternal healthcare utilization. The authors proceed to decompose the causes of inequalities in maternal healthcare by applying a recently developed generalized decomposition technique based on recentered influence function regressions.

Findings

The study finds substantial pro-rich inequalities in maternal healthcare utilization in Ghana. The degree of inequalities has been decreasing since 2003. The elimination of user fees for maternal healthcare has contributed to achieving equity and inclusion in utilization. The decomposition analysis reveals significant contributions of individual, household and locational characteristics to inequalities in maternal healthcare. The authors find that educational attainment, urban residence and challenges with physical access to healthcare facilities increase the socioeconomic gap in maternal healthcare utilization.

Originality/value

There is a need to target vulnerable women who are unlikely to utilize maternal healthcare services. In addition to the elimination of user fees, there is a need to reduce inequalities in the distribution and quality of maternal health services to achieve universal coverage in Ghana.

Details

International Journal of Social Economics, vol. 46 no. 2
Type: Research Article
ISSN: 0306-8293

Keywords

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