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Direct linkDiStefano, Christine; Liu, Jin; Burgess, Yin – Journal of Psychoeducational Assessment, 2017
When using educational/psychological instruments, psychometric investigations should be conducted before adopting to new environments to ensure that an instrument measures the same constructs. Exploratory structural equation modeling and confirmatory factor analysis methods were used to examine the utility of the short form of the Pediatric…
Descriptors: Screening Tests, Check Lists, Preschool Children, Structural Equation Models
Mozahem, Najib A.; Kozbar, Dana K.; Al Hassan, Ahmad W.; Mozahem, Laila A. – International Journal of School & Educational Psychology, 2020
Science, technology, engineering, and mathematics play an important role in shaping the economies of countries. It is now well documented that females are underrepresented in these fields. This study examines whether gender differences exist in Lebanon with regard to the career choices of boys and girls at the secondary school level. Three hundred…
Descriptors: Career Choice, Gender Differences, Secondary School Students, Factor Analysis
Jeong, Hye In; Kim, Yeolib – Interactive Learning Environments, 2017
This study investigated kindergarten teachers' decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160…
Descriptors: Teacher Attitudes, Technological Literacy, Self Efficacy, Guidelines
Waaland, Torbjørn – Cogent Education, 2017
The main purpose of this article is to study the influence of social support on mentoring provided and the moderating influence of having a higher education. This cross-sectional survey was based on a questionnaire that was sent to 435 employees from 29 preschools in Norway. A total of 284 responses were returned, a response rate of 65.3%. Three…
Descriptors: Mentors, Beginning Teacher Induction, Social Support Groups, Teacher Qualifications
Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid – ZDM: The International Journal on Mathematics Education, 2016
Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…
Descriptors: Preservice Teachers, Preschool Teachers, Student Teacher Attitudes, Epistemology
Sandvik, Jenny Miglis; van Daal, Victor H. P.; Adèr, Herman J. – Journal of Early Childhood Literacy, 2014
The present study reports on the construction of a research instrument developed to examine preschool teachers' beliefs and practices in relation to emergent literacy. A 130-item survey (Preschool Literacy Survey, PLS) was completed by a total of 90 preschool teachers in Norway. Items were grouped into homogenous scales, and the relationship…
Descriptors: Emergent Literacy, Preschool Teachers, Beliefs, Educational Practices
Chen, Ru-Si – Turkish Online Journal of Educational Technology - TOJET, 2015
The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…
Descriptors: Preschool Teachers, Preservice Teachers, Technological Literacy, Surveys
Buettner, Cynthia K.; Jeon, Lieny; Hur, Eunhye; Garcia, Rachel E. – Early Education and Development, 2016
Research Findings: Early care and education has pronounced implications for young children's social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers' personal social-emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and…
Descriptors: Early Childhood Education, Young Children, Social Development, Emotional Development
Bassett, Hideko Hamada; Denham, Susanne; Mincic, Melissa; Graling, Kelly – Early Education and Development, 2012
Research Findings: A theory-based 2-factor structure of preschoolers' emotion knowledge (i.e., recognition of emotional expression and understanding of emotion-eliciting situations) was tested using confirmatory factor analysis. Compared to 1- and 3-factor models, the 2-factor model showed a better fit to the data. The model was found to be…
Descriptors: Structural Equation Models, Emotional Intelligence, Preschool Children, Minority Group Children
Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris – Journal of Speech, Language, and Hearing Research, 2013
Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was…
Descriptors: Augmentative and Alternative Communication, Hearing Impairments, Language Skills, Language Acquisition
Leerkes, Esther M.; Paradise, Matthew; O'Brien, Marion; Calkins, Susan D.; Lange, Garrett – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2008
The core processes of emotion understanding, emotion control, cognitive understanding, and cognitive control and their association with early indicators of social and academic success were examined in a sample of 141 3-year-old children. Confirmatory factor analysis supported the hypothesized four-factor model of emotion and cognition in early…
Descriptors: Futures (of Society), Academic Achievement, Factor Analysis, Emotional Development
Dohrmann, Kathryn Rindskopf; Nishida, Tracy K.; Gartner, Alan; Lipsky, Dorothy Kerzner; Grimm, Kevin J. – Journal of Research in Childhood Education, 2007
The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997-2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and…
Descriptors: High School Students, Preschool Education, Elementary Education, Montessori Method
