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Record identifier : 569501
Personal Name - Primary Intelectual Responsibility : Omolo, Caroline Sophie
Title and statement of responsibility : An examination of early childhood educators' use of program policies designed to encourage father involvement [Thesis]
Publication, Distribution,Etc. : University of Wyoming, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : M.S
Body granting the degree : , University of Wyoming
Summary or Abstract : This study investigated early childhood educators' use of program policies that are designed to encourage father involvement in two early childhood programs. The study centered on comparing how well lead teachers from two early childhood programs: Head Start and developmental preschool programs used program policies designed to encourage father involvement. A total of 120 lead teachers (65 from Head Start programs and 55 from developmental preschool programs) participated in the study. Two measures were used in this study. The program's involvement with fathers was evaluated using the Program Assessment Rating scale (PAR), a measure of early childhood educators' perceived use of program policies aimed at involving fathers in their programs. The degree of father involvement in the early childhood programs was evaluated using Levine's Assessment of Father Involvement Rating scale (LAFIR), a measure of early childhood educators' perception of the levels of father involvement in their programs. Frequencies, means, standard deviations, and independent samples t tests for the subscale PAR measure scores were calculated for Head Start and developmental lead teachers. Results indicated that for both educator samples, the participants stated that their programs reflected an adequate of high level of commitment to fathers on all but one subscale: the program evaluation subscale. The results of the independent samples t-tests reflected that the mean scores of Head Start lead teachers were significantly different from their developmental preschool counterparts on three subscales of the PAR: the outreach and recruitment subscale, parent/family education practice subscale, and program evaluation subscale. No significant differences between the two groups were found on the other four subscales: program characteristics subscale, staff attitudes and background subscale, parent-child interaction subscale, and co-parenting and family development subscale. Bivariate analyses revealed that for Head Start lead teachers, positive and significant relationships exist between father involvement and all seven subscales. On the other hand, the results reflect that for developmental preschool lead teachers, positive and significant relationships are also present between father involvement and all except one subscale: the outreach and recruitment subscale. Multiple regression analyses however, revealed that for the Head Start lead teachers, no partial correlation between any of the seven subscales and the father involvement index was significant at p< .05 level, while two out of the seven partial correlations (between program characteristics index and the father involvement index, and between parent-child interaction index and the father involvement index) were significant at p<.05 for the developmental preschool lead teachers. Implications of the findings for early childhood programs are discussed. In particular, findings emphasize the need for college level classes on family studies, particularly father studies and program evaluation studies for the early childhood staff..
Topical Name Used as Subject : Early childhood education
: Individual family studies
Information of biblio record : TL
 
 
 
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