Includes bibliographical references.

Examination of Self-Efficacy and Hope: A Developmental Approach Using Latent Growth Modeling -- No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population -- The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehensio -- A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade -- Can Quality Improvement System Improve Childcare Site Performance in School Readiness? --Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers.

[Article Title : Examination of Self-Efficacy and Hope: A Developmental Approach Using Latent Growth Modeling / Huy P. Phan, p. 93-104]


Abstract : Recent research studies have indicated that self-efficacy and hope explain a significant, independent portion of the variability in academic performance (D. H. Adelabu, 2008). Despite this recognition, there is an absence of research outlining the developmental trajectories of the aforementioned constructs over time. The author used latent growth modeling (LGM) procedures to investigate the developmental course of these 2 constructs over 4 occasions. Participants were 196 students (89 girls and 107 boys) from 3 secondary schools. Likert-type scale inventories were used to elicit relevant data from students. LGM analyses using SPSS AMOS 17 indicated significant individual differences in initial levels and change in individuals' self-efficacy beliefs and hope. The intercept mean and slope mean values revealed that self-efficacy and hope changed over time. The author discusses the findings ascertained with reference to applied teaching practices and continuing research development.

https://doi.org/10.1080/00220671.2012.667008

[Article Title : No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population / Sira Park and Susan D. Holloway, p. 105-119]

Abstract : umerous studies have investigated the utility of the Hoover-Dempsey and Sandler (HDS) model for predicting parents' involvement in students' education. Yet, the model has yet to be thoroughly evaluated with respect to youth who are (a) in high school and (b) from sociodemographically diverse families. Using a nationally representative sample of 3,248 parents drawn from the 2007 National Household Educational Survey, the authors examined the relationship of high school outreach efforts, parent satisfaction with the school, and parental beliefs to 3 types of parent involvement. The analysis largely confirmed the power of the HDS model. Furthermore, the findings suggest that school outreach efforts are particularly important in promoting historically disenfranchised parents' involvement in the schools, whereas enhancing parenting self-efficacy is crucial for supporting their engagement at home. Examination of Self-Efficacy and Hope: A Developmental Approach Using Latent Growth Modeling -- No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population --

https://doi.org/10.1080/00220671.2012.667012

[Article Title : The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension / Elaine Carlson, Frank Jenkins, Tiandong Li and Mary Brownell, p. 120-131]

Abstract : The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary.

https://doi.org/10.1080/00220671.2012.687791

[Article Title : A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade / Cody Ding, Lloyd Richardson and Thomas Schnell, p. 132-145]

Abstract : Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development.

https://doi.org/10.1080/00220671.2012.667009

[Article Title : Can Quality Improvement System Improve Childcare Site Performance in School Readiness? / Xin Ma, Jianping Shen, Xuejin Lu, Karen Brandi, Jeff Goodman and Grace Watson, p. 146-156]

Abstract : The authors evaluated the effectiveness of the Quality Improvement System (QIS) developed and implemented by Children's Services Council of Palm Beach County (Florida) as a voluntary initiative to improve the quality of childcare and education. They adopted a growth model approach to investigate whether childcare sites that participated in QIS showed greater growth in school readiness of their children than childcare sites that did not participate in QIS over a period of 3 years. After control for site characteristics, the authors found that (a) QIS sites grew significantly faster than non-QIS sites in initial sound fluency and (b) non-QIS sites grew significantly faster than QIS sites in terms of the probability of becoming a low-performing provider.

https://doi.org/10.1080/00220671.2012.667015

[Article Title : Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers / Louis S. Nadelson, Janet Callahan, Patricia Pyke, Anne Hay, Matthew Dance and Joshua Pfiester, p. 157-168]

Abstract : Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.

https://doi.org/10.1080/00220671.2012.667014