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Preservice Preschool Teachers' Self-Efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator
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Chen, Ya-Ling; Huang, Lee-Feng; Wu, Pei-Chen – Early Childhood Education Journal, 2021
This study analyzed early childhood preservice teachers' specific components of self-efficacy to provide a more exhaustive comprehension of the relationships among STEM self-efficacy, pedagogical belief, and the self-reported need for professional development (PD). The participants were undergraduate or graduate preservice teachers recruited from…
Descriptors: Preservice Teachers, Preschool Teachers, Self Efficacy, STEM Education
Features of Taiwanese Parents' Moral Discourse in Shared Storybook Reading: Exploring Associations Related to Preschoolers' Cognitive and Affective Moral Attribution
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Chou, Yu-Ju; Hu, Bi-Ying; Roberts, Sherron Killingsworth – Early Childhood Education Journal, 2021
This study examined the moral discourse of 79 dyads of Taiwanese parents and children during shared storybook readings and the associations with children's cognitive and affective moral attributions. This study involved four- to six-year-old children who participated in a receptive language test and a moral reasoning task. Their responses were…
Descriptors: Foreign Countries, Parents, Story Reading, Cognitive Development
Perspectives of Taiwanese Families: A Preliminary Study on Promoting Self-Determination Skills of Young Children with Disabilities
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Chu, Szu-Yin – Early Childhood Education Journal, 2018
Self-determination is vital to the successful transition of youths with disabilities into adult life; however, this ability does not emerge without these skills being fostered during the early years of childhood. On the basis of the survey proposed by Palmer and Summers (Early Intervention & Early Childhood Special Education Goal 2: U. S.…
Descriptors: Self Determination, Behavior Problems, Emotional Disturbances, Foreign Countries
Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment, Third Edition (GGA) in Nine Countries
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Hardin, Belinda J.; Bergen, Doris; Busio, Dionne Sills; Boone, William – Early Childhood Education Journal, 2017
The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People's Republic of China (2 sites), Guatemala, India, Italy,…
Descriptors: Foreign Countries, International Assessment, Early Childhood Education, Psychometrics