Creating communities: a consortium model for early childhood leaders

Ratner, Hilary Horn; Bocknek, Erika L.; Miller, Anna; Elliott, Sharon; Weathington, Beverly

doi:10.1080/13664530.2017.1367718

Cited by 8 publications

(4 citation statements)

References 46 publications

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“…Growing strong communities of collaborative practices within the EC sector can support retention, teacher learning and improved student interactions (Ratner, Bocknek, Miller, Elliott & Weathington, 2017). The collaboration practices among EC teachers become an essential platform for sharing of values, knowledge and skills.…”

Section: Findings and Discussionmentioning

confidence: 99%

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Chong¹,

Lu²

2019

AJTE

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Early childhood teachers face many challenges as they interact with children, their parents, fellow teachers and the early childhood community. The responsibility to meet the needs of a diverse group of people is critical to the teacher's development as a professional. This paper discusses the quantitative findings of a survey that examined the perceptions of the professional self of early childhood teachers. The population sample comprised of 88 early childhood teachers in a part-time undergraduate early childhood education programme with at least 2 years of teaching experience. Factor analysis was applied to identify and explore six factors of early childhood teachers' sense of professional self. The study found that participants rated themselves significantly lower in the latent variable of Professional Self with EC Communities and that the more experienced early childhood teachers rated themselves significantly higher.

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Section: Findings and Discussionmentioning

confidence: 99%

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Chong¹,

Lu²

2019

AJTE

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“…Participants were recruited from 1 of 2 sources (ie, 2 different recruitment groups). First, parents were recruited through childcare centers that are part of a community-based, university-anchored consortium (referred to hereafter as the Consortium ; see [28], for details). A total of 6 Consortium childcare centers agreed to allow recruitment for this study.…”

Section: Methodsmentioning

confidence: 99%

A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction

McGoron

Ratner

Knoff

et al. 2019

JMIR Pediatr Parent

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BackgroundInternet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them.ObjectiveThis study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement.MethodsParents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements.ResultsA total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high.ConclusionsFor some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

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“…Developing strong collaborative and team cultures within professional learning communities with preschool teachers can impact teacher retention, professional learning and improved teaching and learning interactions (Ratner, Bocknek, Miller, Elliott & Weathington, 2017). These learning communities are key platform for teachers to share knowledge, skills and values.…”

Section: Mentoring Can Support Training and Developmentmentioning

confidence: 99%

“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self

Chong

Lu²

2021

IJE

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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.

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Creating communities: a consortium model for early childhood leaders

Cited by 8 publications

References 46 publications

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction

“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self

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