ERIC Number: ED486047
Record Type: Non-Journal
Publication Date: 2005-Sep
Understanding Family Involvement in the Preparation of Graduate Students: Measuring Family-Centered Beliefs, Skills, Systems, and Practices
Giallourakis, Angie; Kent, Kristie Pretti-Frontczak; Cook, Bryan
Harvard Family Research Project
This research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of early childhood intervention, (ECI) and early childhood education (ECE) graduate students. The study was guided by four research questions: (1) To what extent do graduate students from preservice preparation programs in ECI and ECE receive preparation in family involvement during their training? (2) What are preservice graduate students' family-centered beliefs, skills, system, and work practices? (3) What are the predictors of students' family-centeredness? and (4) What are student perceptions of family-centeredness and family involvement? The findings of the study suggest family-centered concepts and practices should be incorporated into all aspects of preservice training. Results also suggest ECI and ECE preservice curriculum materials should contain subject matter that promotes and instructs a family-centered philosophy and practice, and the Partnership Scale could measure the impact of curricula in the classroom environment, practica, and internships on family-centered beliefs, skills, system, and work practices throughout and beyond preservice students' training.
Descriptors: Early Childhood Education, Graduate Students, Graduate Study, Preservice Teacher Education, Family Involvement, Family Role, Family Influence, Predictor Variables, Student Attitudes, Attitude Measures, Environmental Influences
Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: email@example.com.
Publication Type: Information Analyses; Reports - Research
Education Level: Early Childhood Education; Higher Education
Authoring Institution: Harvard Family Research Project, Cambridge, MA.