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ERIC Number: EJ831010
Record Type: Journal
Publication Date: 2006-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1090-1027
The Difference a Course Can Make: Preservice Teachers' Perceptions of Efficacy in Working with Families
Zygmunt-Fillwalk, Eva M.
Journal of Early Childhood Teacher Education, v27 n4 p327-342 Oct 2006
The primary purpose of this study was to examine the extent to which preservice teachers participating in a 16-week course in family and community relations would evidence a change in perception of the importance, feasibility, and level of preparation regarding family involvement strategies. A sample of 132 undergraduate preservice teachers was examined to quantify potential change. Study methodology included pre- and posttest administration of the Peabody Family Involvement Survey (Katz & Bauch, 1999) to both treatment (n = 78) and control groups (n = 54). Data were analyzed using paired sample tests to establish the significance of shift in ratings. Findings indicate significant growth overall in the treatment groups' attitudes toward involving families, perceived feasibility in accomplishing these practices, and their perception of their preparation for such work. Particularly noteworthy is the extent to which subjects' impressions of feasibility of strategies changed as a result of the intervention. Research suggesting a relationship between perceived feasibility and actual implementation of family involvement practices supports the importance of these findings and the merit of focused study which builds preservice students' knowledge, attitudes, skills, and repertoire of strategies from which to draw when working to involve families in children's education. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A