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Making Visible Teacher Reports of Their Teaching Experiences: The Early Childhood Teacher Experiences Scale
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Fantuzzo, John; Perlman, Staci; Sproul, Faith; Minney, Ashley; Perry, Marlo A.; Li, Feifei – Psychology in the Schools, 2012
The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co-constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience…
Descriptors: Teacher Effectiveness, Literacy Education, Teaching Methods, Teaching Experience
A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children
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McWayne, Christine; Hampton, Virginia; Fantuzzo, John; Cohen, Heather L.; Sekino, Yumiko – Psychology in the Schools, 2004
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low-income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from…
Descriptors: Disadvantaged Youth, Kindergarten, Caregivers, Urban Schools
An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children
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Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L. – Psychology in the Schools, 2004
Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…
Descriptors: Disadvantaged Youth, Vocabulary Skills, Play, Preschool Children