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1. New Ways of Preparing High-Quality Teachers (EJ769631)
Author(s):
Bennett, Tess
Source:
Young Children, v62 n4 p32-33 Jul 2007
Pub Date:
2007-07-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Young Children; Teaching Methods; Field Experience Programs; Early Childhood Education; Teacher Competencies; Preservice Teacher Education; Preschool Teachers; Experiential Learning; Cooperating Teachers
Abstract: The field of early childhood education is growing tremendously, with states designing and implementing prekindergarten programs and universal preschool throughout the country. This is good news for families of young children as well as for the field. With the resulting increased demand for teachers, however, come serious implications for teacher training. In this article, to initiate the conversation about preparing new teachers, the author shares ideas gleaned from a study involving practicing early childhood teachers (Bennett, Katz, & Beneke 2005). While most of the 121 teachers in the study ranked their own teacher preparation program as either excellent or good, they often cited the need for better field experiences. They said more practical, coordinated hands-on experiences were needed during teacher preparation. This finding suggests that teacher educators who prepare early childhood teachers should infuse multiple hands-on experiences throughout their classrooms, so that they can prepare a cadre of well-trained teachers to meet the new demand. Some ways teacher educators can provide and support students' hands-on experiences are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Future Teachers Forge Family Connections (EJ729643)
Young Children, v61 n1 p22-27 Jan 2006
2006-01-00
Descriptors: Family School Relationship; Early Childhood Education; Child Development; Special Needs Students; Child Care; Young Children; Preservice Teacher Education; Teacher Role; Counselors
Abstract: Continuity of Care Between Home and School is highly valued in early childhood education. Good teachers consider working closely with families of young children an integral part of their job. When teachers and families develop partnerships, children's learning is enhanced. The intimate contact between teachers and families calls for teachers to take on different roles--listener, advocate, counselor, coach, child development specialist, and supporter. Based on the assumption that experience is the best teacher, one college course offers a resource family experience in which each student spends 10 hours in close contact with a family in the local community. The experience is part of a 16-week preservice course on supporting families of children with special needs. The author's teaching team includes a parent liaison, a community member who herself has a child with special needs. She has several responsibilities, including co-teaching, assisting in recruiting resource families, and matching up students with families. This article describes their approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Experiences and Perceptions of EHS Staff with the IFSP Process: Implications for Practice and Policy (EJ732283)
Zhang, Chun; Fowler, Susan; Bennett, Tess
Early Childhood Education Journal, v32 n3 p179-186 Dec 2004
2004-12-00
Journal Articles; Reports - Evaluative
Descriptors: Developmental Delays; Individualized Family Service Plans; Young Children; Program Development; Scheduling; Time Management; Agency Cooperation; Early Intervention; Child Caregivers; Case Studies; Cooperative Planning
Abstract: This study examined the experiences of Early Head Start (EHS) staff with the development of the Individualized Family Service Plans (IFSPs) for young children with developmental delays and their families in 40 EHS programs in six Midwestern states. Staff perspectives about challenges, needs, strategies and suggestions for the IFSP development were explored. Findings indicated that time and scheduling, paperwork, and collaboration with early intervention (EI) agencies were the major challenges to participation and involvement in the IFSP process. Recommendations for practice and policy were suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. In Whose Eyes? Parents' Perspectives on the Learning Needs of Their Gifted Children (EJ698435)
Hertzog, Nancy B.; Bennett, Tess
Roeper Review, v26 n2 p96 Win 2004
2004-00-00
Journal Articles; Reports - Research
Descriptors: Role Models; School Districts; Academically Gifted; Parent Attitudes; Student Needs; Talent; Surveys; Delivery Systems
Abstract: The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Perspectives of Early Intervention Professionals about Culturally-Appropriate Practices. (EJ674629)
Lee, Hwa; Ostrosky, Michaelene M.; Bennett, Tess; Fowler, Susan A.
Journal of Early Intervention, v25 n4 p281-95 Sum 2003
2003-00-00
N/A
Descriptors: Cross Cultural Training; Cultural Awareness; Cultural Differences; Disabilities; Early Childhood Education; Early Intervention; Educational Resources; Inservice Teacher Education; Professional Development; Theory Practice Relationship; Time Factors (Learning)
Abstract: A survey of 123 early intervention professionals found they considered recommendations for providing culturally appropriate services important. However, multiple barriers often hindered implementation. Lack of time was the most common barrier to providing culturally appropriate practices, followed by lack of training and lack of materials. Implications are discussed. (Contains references.) (CR)
6. Facilitating the Meaningful Participation of Culturally and Linguistically Diverse Families in the IFSP and IEP Process. (EJ666186)
Zhang, Chun; Bennett, Tess
Focus on Autism and Other Developmental Disabilities, v18 n1 p51-59 Spr 2003
Information Analyses; Journal Articles
Descriptors: Cultural Awareness; Cultural Differences; Disabilities; Early Childhood Education; Elementary Secondary Education; Family Involvement; Individualized Education Programs; Individualized Family Service Plans; Language Minorities; Minority Group Children; Parent School Relationship; Special Education
Abstract: This article reviews literature on barriers to the participation of culturally and linguistically diverse families in the special education process, highlights cultural issues educators need to consider, and discusses strategies for facilitating family participation in the development of the Individualized Family Service Plan and the Individualized Education Program. (Contains references.) (CR)
7. The Development of Family Partnership Agreement in Early Head Start: The Need for a Relationship-Based Approach. Issues in Education. (EJ661547)
Zhang, Chun; Bennett, Tess; Heal, Helen Bair
Journal of Early Education and Family Review, v10 n1 p15-28 Sep-Oct 2002
2002-00-00
Descriptors: Family Involvement; Family Programs; Family School Relationship; Human Services; Parent Participation; Partnerships in Education; Toddlers
Abstract: Examined how services are provided to families enrolled in Early Head Start (EHS). Surveyed EHS staff from four waves of the programs in six Midwestern states regarding the process of developing goals using documents such as Family Partnership Agreement (FPA). Found that the majority of staff who develop FPAs are family service providers and staff with multiple roles. The most apparent challenges were related to paperwork/format and time/scheduling conflicts. (SD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Cross-Cultural Considerations in Early Childhood Special Education. Technical Report. (ED479106)
Garcia, Georgia Earnest; Watkins, Ruth; Eatman, Janet; Bennett, Tess; Zhang, Chun; Tarnow, Laura Hojnar; McCollum, Jeanette; Yates, Tweety; Ostrosky, Micki; Halle, James
2001-08-00
Collected Works - General; Reports - Research
Descriptors: Attitudes toward Disabilities; Cultural Awareness; Cultural Influences; Disabilities; Diversity; Early Childhood Education; Early Intervention; Family Characteristics; Family Involvement; Infants; Intercultural Communication; Language Role; Minority Groups; Parent Attitudes; Parenting Styles; Toddlers
Abstract: From 1996-2001, the Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) has worked to support practitioners in increasing their understanding and awareness of the impact of culture and language on their interactions with children and families. This report presents four articles outlining some of the key concepts and underpinnings of the CLAS Institute. Section 1, "Cultural Definitions and Issues" (Georgia Earnest Garcia), provides a working definition of culture and identifies some cultural issues that have influenced the work of the CLAS Institute. Section 2, "An Introduction to Cross-Cultural Communication (Ruth Watkins and Janet Eatman), provides an overview to the issues of cross-cultural communication. In Section 3, "Multicultural Views of Disability" (Tess Bennett, Chun Zhang, and Laura Hojnar Tarnow), a discussion is provided about beliefs on disability, beliefs about health and healing, and expectations of the child's social roles. Finally, Section 4, "Cross-Cultural Conceptions of Child-Rearing: Implications for Reviewing/Evaluating Intervention Practices" (Jeanette McCollum, Tweety Yates, Micki Ostrosky, and James Halle), presents some conclusions highlighting the relationships between cultural context and parenting. Extensive references and information about the CLAS Institute are included. (Author/SG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Beliefs about and Implementation of Family-Centered Practice: A Study with Early Head Start Staff in Six States. (EJ645006)
Infant-Toddler Intervention: The Transdisciplinary Journal, v11 n3-4 p201-22 Sep-Dec 2001
2001-00-00
Descriptors: Beliefs; Early Childhood Education; Early Intervention; Family Programs; Infants; Low Income Groups; Preschool Teachers; Teacher Attitudes; Toddlers
Abstract: This study examined the extent to which staff from 40 Early Head Start programs in six Midwestern states believed in and were able to implement six aspects of family-centered practice. Results indicated staff experienced difficulty in implementing family-centered practice and that the extent of staff beliefs and implementation were affected by staff and program characteristics. (Contains references.) (Author/DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Multicultural Views of Disability: Implications for Early Intervention Professionals. (EJ629408)
Infant-Toddler Intervention: The Transdisciplinary Journal, v11 n2 p143-54 Jun 2001
Guides - Non-Classroom; Journal Articles
Descriptors: Adults; Attitudes toward Disabilities; Beliefs; Children; Cultural Differences; Cultural Influences; Disabilities; Family Relationship; Folk Culture; Minority Group Children; Moral Values; Parent Child Relationship; Religious Factors; Social Attitudes; Spirituality
Abstract: This article discusses the complex belief systems and values affecting the perception of disability for families from culturally diverse backgrounds, including the influence of traditional and spiritual beliefs, beliefs about health and healing, religion, belief about folk medicine and folk healers, and expectations of a child's social roles. (Contains references.) (Author/CR)
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