Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices

Moseman, Cindy C.

doi:10.1207/s15566935eed1402_1

Cited by 10 publications

(4 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Öğretmen adaylarının ebeveynler ve okullar hakkında kendi değerlerini, inanı ve düşüncelerini incelemeleri son derece önemlidir (Tichenor, 1998). Bir çok çalışma aile katılımı üzerinde öğretmen ve öğretmen adaylarının tutum ve inanılarının etkili olduğunu ortaya koymaktadır (Baum ve McMurray-Schwarz, 2004;Pedro, Miller ve Bray, 2012;Abdullah ve diğerleri, 2011;Jones, Aeby, Benso, 1997;McBride, 1991;Moseman, 2003;Graue ve Brown, 2003;Starling, 1991;Arsenault, 1991;Stallworth ve Williams, 1982;Epstein ve Becker, 1982). Eğer öğretmen adayları bu konuda hazırlandıklarına inanır, aile katılımının önemine ve yararına inanırlar ve ebeveynlerle etkili olarak çalışma stratejileriyle donatılırlarsa öğretmen olduklarında aile katılımını daha aktif olarak sağlayacaklardır (Tichenor, 1998;Knopf ve Swick, 2008;Pedro, Miller ve Bray, 2012).…”

unclassified

Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement

Ekici

2016

International Journal of Social Sciences and Education Research

View full text Add to dashboard Cite

show abstract

unclassified

Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement

Ekici

2016

International Journal of Social Sciences and Education Research

View full text Add to dashboard Cite

show abstract

“…The traditional role of professionals is to provide direct services/intervention to children (Moseman 2003). Today the professional needs to be competent in not only providing direct service and intervention to children but in supporting the family (Murray and Mandell 2004).…”

Section: Clarification Of the Professionals Rolementioning

confidence: 99%

“…These principles include effective, respectful parent-professional partnerships with the provision of emotional and education supports (Burton 1992; Dinnebeil et al 1996), opportunities to participate in service delivery decisionmaking (Burton 1992), activities to enhance family members' capacities to carry out their self-determined roles (Garshalis and McConnell 1993;Moseman 2003), and family centeredness and participatory decision-making (Turnbull et al 2001) A fundamental principle of familycentered practice is respect for the central, active role of the family in all aspects of the care and decision making for their child with special needs (Marshall and Mirenda 2002). NAEYC and DEC standards support family selfdetermination and the human dignity that choice provides.…”

mentioning

confidence: 99%

Supporting Family Choice

Murray

Christensen

Umbarger

et al. 2007

Early Childhood Educ J

View full text Add to dashboard Cite

Supporting family choice in the decisionmaking process is recommended practice in the field of early childhood and early childhood special education. These decisions may relate to the medical, educational, social, recreational, therapeutic/rehabilitative, and community aspects of the child's disability. Although this practice conveys the message that families are the primary decision-makers for their children, families are not always adequately supported by professionals through the decisionmaking process. This manuscript calls for a renewed focus on family choice from the parents' perspective by offering vignettes from parents who have had both positive and negative experiences with parent choice. To explore family choice, this manuscript includes discussions of (a) ethical, societal, and legislative rationales for families making choices, (b) benefits and challenges of family informed choice in practice, and (c) clarification of the professionals' roles. This manuscript provides recommendations and strategies for assisting professionals in facilitating and optimizing the choice process for families.

show abstract

“…Liontos' a (1992) Bir çok çalışma aile katılımı üzerinde öğretmen ve öğretmen adaylarının tutum ve inanışlarının etkili olduğunu ortaya koymaktadır (Abdullah vd. , 2011;Arsenault, 1991;Baum ve McMurray-Schwarz, 2004;Epstein ve Backer, 1982;Graue ve Brown, 2003;Jones vd., 1997;McBride, 1991;Moseman, 2003;Pedro, vd., 2012;Stallworth ve Williams, 1982;Starling, 1991).…”

Section: Introductionunclassified

Öğretmen Adayları İçin Aile Katılımına Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Güler¹

2014

BUEFAD

View full text Add to dashboard Cite

I S S N : 1 3 0 8 -7 1 7 7 C i l t / V o l u me : 3 2 0 1 4 -3 S a y ı / I s s u e : 2 K ı ş / Wi n t e r 2 0 1 4 U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l Sınıf Fen ve Teknoloji Öğretim Programı Canlılar Dünyasını Gezelim Tanıyalım Ünitesinin Sağlamlığının İncelenmesi Examining the Adequacy of the Lesson Unit of Let's Learn about the World of Biology in the Elementary School Fifth-Grade Course of Science and Technology Development of a Scale of Attitude towards Family Involvement for Preservice Teachers: A Validity and Reliability StudyAbstract: The aim of the study is to develop a scale to determine the attitudes of preservice teachers towards family involvement and to conduct validity and reliability analyses. The trial scale composed of 36 items, formed with this aim, has been applied to 298 preservice teachers. The scale consisted of two factors named "Attitudes supporting collaboration-15 items" and "Attitudes preventing collaboration-10 items" and and a total of 25 items according to the results of exploratory and confirmatory factor analysis. These two factors explain % 43.62 of the total variance. The results of Confirmatory factor analysis revealed that the model showed consistency with the data and consequently proved the scale had structural validity (χ²=619.86; sd=274, p.01; χ²/sd=2.26; SRMR=0.057; RMSEA=0.065; CFI=0.90; IFI=0.90). The internal consistency coefficient (Cronbach Alpha) of "The Scale of Attitude toward Family Involvement" was .92. As a conclusion, the scale has enough psychometric features and is a valid and reliable scale that can be used to examine attitudes of preservice teachers towards family involvement.

show abstract

Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices

Cited by 10 publications

References 20 publications

Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement

Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement

Supporting Family Choice

Öğretmen Adayları İçin Aile Katılımına Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Contact Info

Product

Resources

About