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dc.contributor.advisorAbell, Ellen E.
dc.contributor.advisorMiller, Ellaineen_US
dc.contributor.advisorVazsonyi, Alexanderen_US
dc.contributor.advisorMize, Jacquelynen_US
dc.contributor.authorManning, Jessicaen_US
dc.date.accessioned2008-09-09T21:14:27Z
dc.date.available2008-09-09T21:14:27Z
dc.date.issued2007-12-15en_US
dc.identifier.urihttp://hdl.handle.net/10415/145
dc.description.abstractThe purpose of the study was to examine the differences between various forms of collaborative training methods for family child care providers, and to determine which methods were most effective in increasing the use of child care practices associated with children’s school readiness. Study participants were 113 family child care providers enrolled in Family Child Care Partnerships (FCCP) – a quality enhancement training program designed to provide technical assistance training to its providers using a mentoring approach. Data from three groups of FCCP providers were analyzed. Providers were selected into groups based on their participation in the telecourse, “Going to School” (GTS) – an Alabama Public Television training series focused on helping young children (ages 3-8) succeed in school – and whether and how the GTS training was subsequently followed up through in-home mentoring by their FCCP mentor. MANOVAs were conducted to examine changes in child care quality from Time 1 (three months prior to taking the training) to Time 2 (three months following the training) on two categories of quality indicators from the Family Day Care Rating Scale (FDCRS; Harms & Clifford, 1989 Overall, results indicated significant increases in quality occurred among all providers on the Language and Reasoning subscale of the FDCRS; however, no significant differences in the slope of change over time were found among the three provider groups. Providers in the group whose members both participated in the GTS workshop facilitated by their mentor and then received mentoring in their homes showed significant change from Time 1 to Time 2 on the Language and Reasoning quality indicators. With regard to the Learning Activities subscale of the FDCRS, no significant changes were found among providers as a whole, between the three groups, or among members of individual groups. Covariates used (Education and Child Care Income) yielded no significant effects. Limitations of the current study along with suggestions for future research are discussed.en_US
dc.language.isoen_USen_US
dc.subjectHuman Development and Family Studiesen_US
dc.titleAn Examination of Collaborative Training Methods among Participants in the Family Child Care Partnerships Programen_US
dc.typeThesisen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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