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This study aimed to determine the program satisfaction of Latina mothers who participated in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a large, urban area in the Southwest with the purpose of identifying the specific components of HIPPY that Latina mothers feel best supported them in their role as their child's first teacher. In addition, the study examined areas where they were not as satisfied and didn't feel quite as supported. Thirty-seven Latina mothers whose children were in kindergarten and completing their last year in the HIPPY program completed the HIPPY Satisfaction Survey. Mean ratings on the 13 quantitative questions related to satisfaction with the components of the HIPPY program was 8.67, with a range of 1-10. This indicated that, overall, the Latina mothers completing the survey were highly satisfied with the HIPPY program. Analysis of the first open-ended question ("What specific components of the HIPPY program do you think were the most beneficial to you and your child?") resulted in six themes: general comments about HIPPY being helpful, specific components of the HIPPY program, academic benefits for their child, benefits to their child's social development, changes in their parenting, and changes in their relationship to their child. Analysis of the second open-ended question ("What additional information or training do you feel HIPPY could provide to better support you as your child's first teacher?") revealed themes related to being completely satisfied with no suggested improvements to the HIPPY program, academic changes, and more parenting support.

The purpose of this study was to examine whether the use of a prompting technique increased pre-school teachers' use of behavior-specific praise (BSP) statements. Two early childhood teachers participated in the study; one served children aged three to four years, the other four to five years. Both classes consisted of students from low income neighborhoods and all were Black or African American. A single-subject research design was used to determine if an electronic prompting device called a MotivAider increased teachers' use of BSP statements. Rates of BSP statements, general praise statements, and corrective statements were scored. Results indicated that the use of the MotivAider increased BSP statements for both teachers, minimally increased general praise for one teacher and reduced the number of corrective statements by both teachers.

This study examined the impact of an Adapted Lesson Study Project (ALSP), an undergraduate course assignment, utilized for field-experience, on teaching efficacy, and the quality of lessons developed by pre-service teachers. Participants consisted of 23 undergraduate early childhood education students enrolled in an early childhood mathematics and science education course. The study used a mixed-methods model. Results of a paired samples t-test on the Sense of Teaching efficacy survey indicated significant differences in the sub-categories of instructional strategies and student engagement from pre- to post-participation in the ALSP. Lesson plans were quantitatively evaluated using a rubric developed to assess lesson quality. Lesson observation, reflection, and revision notes were analyzed using content analysis. Results indicated the ALSP, which included iterative collaborative and reflective practices, improved teaching efficacy and the quality of lessons. The study provides a viable methodology for the inclusion of Lesson Study processes within short-term field-based projects in teacher preparation programs.

This study examined the learning experiences of pre-service teachers completing a project with young children using the Project Approach methodology. The study used a mixed-methods research design to evaluate the teaching efficacy, attitudes, and knowledge of 55 pre-service teachers enrolled in an Early Childhood through Grade 6 certification programme for doing projects with young children, after utilising a Project Approach with kindergarten and first-grade students. Scores indicated a significant increase in feelings of preparedness and efficacy to complete a project with young children (t = -11.32, p <0.001; t = -10.55, p <0.001). Responses to open-ended questions indicated a significant increase in understanding and confidence through the experience of doing a project themselves. Also, the pre-service teachers' knowledge of completing projects with young children and their understanding of the perceived benefits of project-based learning increased after completing a project with young children.