dc.contributor.advisor | Espinosa, Linda Marie, 1948- | eng |
dc.contributor.author | Kim, Yeon Ha, 1972- | eng |
dc.coverage.spatial | Korea | eng |
dc.date.issued | 2007 | eng |
dc.date.submitted | 2007 Summer | eng |
dc.description | The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. | eng |
dc.description | Title from title screen of research.pdf file (viewed on December 26, 2007) | eng |
dc.description | Questionnaire in English and Korean. | eng |
dc.description | Thesis (Ph. D.) University of Missouri-Columbia 2007. | eng |
dc.description.abstract | [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purposes of this study were (a) to profile Korean preschool and daycare center teachers' (reported and observed) strategies for addressing challenging behaviors and quality of instruction; (b) to identify relationships among three fundamental ECE factors (family, teacher, and child factors) and teachers' strategies for addressing challenging behaviors and quality of instruction; and (c) to identify which factors best predict these strategies and quality of instruction. The participants of this study were 270 preschool and daycare center teachers serving children aged three to five in South Korea. Findings from this study are as follow. (A) Teachers' beliefs regarding developmentally appropriate practices for young children are associated with positive strategies for addressing challenging behaviors. Teachers' beliefs regarding developmentally inappropriate practices for young children are associated with negative strategies for addressing challenging behaviors. (B) Center-level support, such as positive work environments and availability of consultation with specialists regarding challenging behaviors, is associated with reported positive proactive strategies. (C) Severity of challenging behaviors is associated with both reported and observed negative strategy implementation. (D) Severity of challenging behaviors has negative impacts on teachers' quality of instruction. (f) Program, teacher, and child factors all contribute, in some way, to teachers' strategies for addressing challenging behaviors and quality of instruction. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.identifier.merlin | b61716443 | eng |
dc.identifier.oclc | 185036345 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/5932 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/5932 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campus of the University of Missouri--Columbia. | eng |
dc.subject.lcsh | Early childhood education | eng |
dc.subject.lcsh | Preschool children | eng |
dc.subject.lcsh | Preschool teachers | eng |
dc.subject.lcsh | Early childhood educators | eng |
dc.subject.lcsh | Child psychology | eng |
dc.title | Korean ece teachers' strategies for addressing challenging behavior | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Learning, teaching and curriculum (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |