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Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten
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Brock, Laura L.; Curby, Timothy W. – Early Education and Development, 2014
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…
Descriptors: Preschool Teachers, Preschool Children, Kindergarten, Teacher Student Relationship
Impact of Disability Awareness and Self-Efficacy on Preschool Teachers' Attitudes toward Inclusion in Orthodox Jewish Day Schools
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Gerson, Wendy Devorah – ProQuest LLC, 2012
The purpose of this study was to examine the relationship between preschool teachers' awareness of disabilities, their exposure to disabilities, and their self-efficacy in a classroom, and how they affect teachers' attitudes toward inclusion. Another purpose was to investigate the extent to which class composition (all boys, all girls, co-ed…
Descriptors: Jews, Preschool Teachers, Disabilities, Self Efficacy
Teacher and School Variables That Impact Special Education Preschool Teacher-Family Involvement Behaviors
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Marchini, Louise – ProQuest LLC, 2011
The present study examined teacher attitudes, teacher preparation/training, teacher experience, and school support and their relationship to reported family involvement behaviors, using the Epstein framework as a six part definition for family involvement. Participants included 283 teachers in 20 different special education preschool programs…
Descriptors: Family Involvement, Preschool Teachers, Teaching Experience, Teacher Attitudes