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Parents and teachers' beliefs about ...

The University of North Carolina at Greensboro., School of Human Environmental Sciences: Human Development and Family Studies.

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Parents and teachers' beliefs about preschool inclusion in P.R. China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parents and teachers' beliefs about preschool inclusion in P.R. China./
作者:	Li, Linlin.
面頁冊數:	157 p.
附註:	Adviser: Linda L. Hestenes.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3290828
ISBN:	9780549347941

Parents and teachers' beliefs about preschool inclusion in P.R. China.
Li, Linlin.

Parents and teachers' beliefs about preschool inclusion in P.R. China. - 157 p.

Adviser: Linda L. Hestenes.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2007.

The primary purpose of this study was to examine parents of typically developing children and preschool teachers' beliefs about early inclusion in P. R. China, from the perspectives of Bronfenbrenner's Bioecological Theory, Vygotsky's Social-Cultural Theory, and Goodenough's Belief Theory. Parents and teachers' previous experience with individuals with disabilities, parents' socioeconomic status, teachers' age, education, and sense of teaching efficacy, preschool quality, and average socioeconomic status of families in each preschool were considered in relation to parents and teachers' beliefs about preschool inclusion. Participants included 346 teachers and 597 parents across 16 preschools in Northern China. Their participation included completing an online survey to assess their general beliefs about inclusion and perceived benefits and risks of inclusion on children with and without disabilities.

ISBN: 9780549347941Subjects--Topical Terms:

1017530
Education, Early Childhood.

Parents and teachers' beliefs about preschool inclusion in P.R. China.
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500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 4972.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2007.
520 $a The primary purpose of this study was to examine parents of typically developing children and preschool teachers' beliefs about early inclusion in P. R. China, from the perspectives of Bronfenbrenner's Bioecological Theory, Vygotsky's Social-Cultural Theory, and Goodenough's Belief Theory. Parents and teachers' previous experience with individuals with disabilities, parents' socioeconomic status, teachers' age, education, and sense of teaching efficacy, preschool quality, and average socioeconomic status of families in each preschool were considered in relation to parents and teachers' beliefs about preschool inclusion. Participants included 346 teachers and 597 parents across 16 preschools in Northern China. Their participation included completing an online survey to assess their general beliefs about inclusion and perceived benefits and risks of inclusion on children with and without disabilities.
520 $a The results revealed that parents and teachers reported moderately positive beliefs about inclusion and perceived benefits for children with and without disabilities. Teachers who had prior experiences with children or adults with disabilities had higher overall positive beliefs about inclusion, higher perceived benefits of inclusion for children with and without disabilities, lower negative beliefs about inclusion, and lower perceived risks of inclusion for children with and without disabilities. Teachers with higher sense of teaching efficacy had more positive beliefs about inclusion and perceived benefits for children with and without disabilities. Teachers with a higher level of education had more positive beliefs about inclusion than teachers with a lower education level.
520 $a The results also indicated that parents whose children were in preschools with higher quality had higher overall and positive beliefs about inclusion, higher perceived benefits of inclusion for children with and without disabilities, lower negative beliefs about inclusion, and lower perceived risks of inclusion for children with and without disabilities than parents with children in moderate quality programs. In addition, parents from a preschool in which the socioeconomic status (SES) of families was higher had higher perceived benefits of inclusion on children with disabilities. Teachers from a preschool in which the SES of families was higher had lower reported negative beliefs of inclusion and higher reported perceived benefits for children with and without disabilities than teachers from a lower SES preschool. Implications of these findings for quality inclusive preschool programs, teacher preparation programs, and future research are discussed.
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