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dc.contributor.advisorEspinosa, Linda Marie, 1948-eng
dc.contributor.authorKim, Yeon Ha, 1972-eng
dc.coverage.spatialKoreaeng
dc.date.issued2007eng
dc.date.submitted2007 Summereng
dc.descriptionThe 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.descriptionTitle from title screen of research.pdf file (viewed on December 26, 2007)eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionQuestionnaire in English and Korean.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] 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.identifier.merlinb61716443eng
dc.identifier.oclc185036345eng
dc.identifier.urihttps://hdl.handle.net/10355/5932
dc.identifier.urihttps://doi.org/10.32469/10355/5932eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subject.lcshEarly childhood educationeng
dc.subject.lcshPreschool childreneng
dc.subject.lcshPreschool teacherseng
dc.subject.lcshEarly childhood educatorseng
dc.subject.lcshChild psychologyeng
dc.titleKorean ece teachers' strategies for addressing challenging behavioreng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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