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As a result of globalization, the number of cross-national couples in the United States is on the rise. However, a primary conclusion of the past research on such marriages has been subsumed under general intermarriages. The results of these studies focused on the challenges confronted by couples in potential conflicts caused by their disparate cultural backgrounds. Place of residence, language issues, societal stereotypes, extended families, and cultural complexity were identified in most qualitative studies as stressors most likely to contribute to a greater levels of parenting stress.A relatively small proportion of the literature in this area has focused on childrearing which was recognized as a flashpoint for more conflicts in these marriages. Thus, this study sought to compare the level of parenting stress and social support between cross-national and traditional families. Purposeful sampling was used to recruit 159 parents from both cross-national (82) and traditional (77) families in Western New York area. This study adopted the Parental Stress Scale (PSS), Family Support Scale (FSS), and self-developed questionnaire. Basic statistics and multiple regression analysis were applied. The results suggested parents from cross-national families do not experience higher level parenting stress comparing to their counterparts in traditional families. However, the number of children and cultural influences were found significantly related to parenting stress in cross-national families. In other words, the more children in a family and more distinct cultural difference between couples strongly contribute to the level of parenting stress among cross-national families.

Systematic research into bullying has a short history spanning about 40 years. However, investigations into school bullying from a multicultural context are especially limited. As schools in the 21st century become increasingly diverse due to rapid globalization and immigration, there is a need to consider bullying within changing populations. The goals of this study were three-fold. First, to explore the prevalence of bullying between refugee, immigrant, and native born children. Second, to explore the impact of immigration status, and age and gender on the prevalence of bullying. Finally, through a socio-ecological model framework, this study examined the influence of individuals and teachers upon bullying among refugee children. This study employed a mixed methodology consisting of both the Swearer Bully Survey and in-depth interviews. A purposeful sampling of 116 Grade 3 and Grade 6 students and 13 teachers from an inner city USA public school participated. Quantitative results suggest that statistically significant differences were found only in regard to grade level. A new image of the concept of ‘victim’ emerged from the qualitative data. Refugee children responded as non passive victims in contrast to the ‘passive victim’ adopted by immigrant and native born children.

This article provides practical strategies for beginning scholars to assist in writing for professional publications. Specific strategies include awareness/understanding of publication requirements of institutions, types of manuscripts, creating time and space for writing, knowing publication outlets in the field, ethics/plagiarism, the manuscript submission and evaluation process, and ideas for turning rejected articles into accepted ones.

Increasing numbers of very young refugee children are entering the world's schools. Yet, for the most part, very few teachers are prepared to respond to this unique population. This study uses qualitative methodology to answer the following questions: 1: What are unique issues (social/emotional and academic) facing very young refugee children in our schools? and, 2): How can teachers assist very young refugee children in becoming more successful?

(2008). Bullying and Violence in Schools: What Teachers Should Know and Do. Childhood Education: Vol. 84, International Focus Issue 2008: Bullying and Violence Issues in Children's Lives: Examining the Issues and Solutions, pp. 357-363.

This article informs readers about early childhood in one of the poorest nations in the world — Ethiopia. Within the context of ecological systems theory, it emphasizes the characteristics of early education programs such as pre-school and basic (primary) education, and creates connections with families' views about education. The article concludes with recommendations for further research.

This study chronicles one of poverty's most egregious outcomes—child prostitution. Rather than share sanitized descriptions of this condition from agency surveys and final reports from non-governmental organizations, this study investigates child prostitution through the voices of children themselves. Through the words of children interviewed, we learn how these children became entangled in this deadly profession, the impact it has had on their lives, and how well-intentioned agencies working on this issue might be more effective. Most poignantly, however, we learn of these children's hopes for a better life. Implications with particular focus upon education conclude this article.

Increasing numbers of refugee children are entering our public schools. In addition to carrying with them memories of untold trauma, they bring with them many special needs. This article explores these needs and ideas for assisting teachers in making our classrooms more responsive to our refugee children.

This article extends concerns of our National Association of Early Childhood Teacher Educators (NAECTE) membership beyond the borders of the United States to the continent of Africa. Specifically, it explores the current status of early childhood teacher education in one of the poorest nations of the world—Ethiopia. It includes an analysis of recent policy developments as well as continuing challenges to educational progress. The article concludes with a call for like-minded professional organizations such as NAECTE to lend its expertise and support to this struggling nation.

(2004). A Cyber Ray of Hope for Ethiopian Children. Childhood Education: Vol. 80, International Focus Issue 2004: Challenges Issues and Rays of Hope, pp. 295-299.

Explored herein are historical roots of preschool through elementary grade education in the East Africa nation of Ethiopia. Also included are current difficult challenges to educational improvement as well as promising developments such as greater involvement of private institutions, organizations, and individuals in supporting Ministry of Education reform initiatives.

Increasing numbers of Muslim children attend programs for young children yet many teachers appear to know very little about Islam. Along with its overview of Islam, this article suggests how teachers can better support the rights and special needs of Muslim children. A list of references for further information and resources for teachers concludes the article.

The purpose of the study was to explore the beliefs of Hungarian teachers and parents of children in preschool and Grade 1 as they relate to the construct of developmentally appropriate practices (DAP) identified by the National Association for the Education of Young Children (NAEYC, 1987, 1997). In order to overcome methodological problems inherent in many previous DAP studies, Q-methodology and interviews were utilized to collect, analyze and interpret the data. Fourteen teachers and 14 parents were included in the Q-methodology (7 teachers and 7 parents in each grade level). Follow-up interviews were conducted with 6 participants. Results of the study suggest three major viewpoints regarding DAP beliefs of the Hungarian participants. These included: (1) focusing on children’s individual development and learning, (2) focusing on teaching children according to the traditional teaching methods, and (3) focusing on respecting diversity in schools, in children, and in families. Recommendations for further research included: (1) teacher observations in addition to interviews, (2) exploring administrators’ views of DAP along with that of teachers and parents, and (3) extending the study into higher grade levels.

(2001). Distance learning and the early childhood teacher educator. Journal of Early Childhood Teacher Education: Vol. 22, No. 4, pp. 221-224.

This article describes the collaborative efforts of multiple organizations and individuals in transforming a doomed church in a large urban community into an exemplary public Pre‐k through Grade 2 laboratory school. Central to this emerging facility was the commitment of all cooperating parties to focus upon meeting the educational, health, and social needs of each child through school, home and community involvement. Unique to this collaboration has been the continual involvement of higher education institutions in Western New York in the planning, organization and implementation of this project. Further, infusion of the latest in computer and video technology with distance learning capability supported cross‐fertilization and friendships among higher education professionals and their students from a variety of related disciplines.

The purpose of this study was to compare the views of Finnish and US preschool teachers, administrators and parents on appropriate educational practices for children aged 3‐5. To obtain a measure of their attitudes toward quality practices with children, a 26‐item instrument was adapted from Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Researchers in the USA and Finland were asked to administer the instrument to subjects they considered to be ‘representative’ of teachers, administrators and parents in their respective countries. Analysis‐of‐variance procedures were then used to determine the differences in views to quality programmes among the three groups in both countries. No significant differences were found among the three groups in the Finnish sample (F(2,69) = 1.34, p = ns). Among the US group, the parents were found to score significantly less than administrators (F(2,120) = 7.85, p < 0.0006). Multivariate analyses of varianc...

Administrators of preschool programs, preschool teachers, and parents of preschool children from four countries (Finland, the United States, China, and Ecuador) provided their views of what constitutes developmentally appropriate classroom practices for children ages 3–5. Their beliefs were surveyed with an instrument adapted from the list of developmentally appropriate professional standards for preschool programming published in the United States by the National Association for the Education of Young Children (Bredekamp, 1987). In general, respondents from Finland scored very high on all survey items. Administrators and teachers from the United States scored higher than U.S. parents. Parents in the United States were in favor of more straightforward teaching approaches, use of workbooks and textbooks for instruction, and weekly formal assessment. Respondents from China and Ecuador scored high on some items, and low on others, indicating a considerable variance. Preschool programs in both China ...

Writing a paper whose purpose is to explore the current state of the professional status and preparation of teachers of young children in the former Soviet Union is not without serious limitations. The Gorbachev Era unleashed unprecedented openness in all sectors in its attempt to address increasingly difficult social and economic issues which ultimately led to the demise of the Soviet Union in December, 1991. Concomitant with rampant socioeconomic changes prior to this breakup, were rapidly emerging proposals and developments in the area of early childhood education and the preparation of professionals for this field. At the risk of being outdated by the time the manuscript is published, this paper explores the educational system for which teachers of young children arevery urgently needed in the new commonwealth nations, current plans to improve the quality of early childhood programs and the professional preparation and status of upbringers/teachers and an update on the progress toward espoused goals p...

(1996). Sharing the Best the World Has to Offer for Children. Childhood Education: Vol. 72, International Focus Issue 1996, pp. 322-324.

(2003). Reflections on our past, challenges in our present, and visions for our future: NAECTE celebrates 25 years in support of teachers of our nation's children. Journal of Early Childhood Teacher Education: Vol. 24, No. 2, pp. 91-92.

A couple of years ago I attended a presentation at a professional meeting that made a major impact upon my life. The session, “Ways of Achieving Excellence in a Global Community,” included presentations by early childhood educators from Australia, Hungary and Finland. At the conclusion of this sharing of ideas regarding what other countries are doing to improve the lives of children, I overheard an American colleague whisper to her neighbor in amazement, “My God! We're a Third World country when it comes to child care.” Without contrasts brought out by this session, however, this educator might have never been open to the world of ideas for improving children's lives.

(1991). Message from Publications Committee: Childhood Education Expands. Childhood Education: Vol. 68, No. 1, pp. 2-2.

Since the development of the microcomputer in the early 70's, computer technology has expanded into the eductional lives of increasing numbers of persons. Computers, once seen only in wealthy industries, are now nearly as common as pencils and paper in our nations' schools. In addition to the rapid development of computer training programs at the post secondary level, the proliferation of such programs is now manifest at the secondary, elementary, and even preschool levels. While computers appear to offer a great deal of educational potential for our youth, their benefits have not as yet been explored among older adults.

A survey of 500 public school teachers in Texas was conducted to determine the extent to which aging content is incorporated into curricula. Results show that very few teachers (3.6%) make specific provision for teaching about aging. Almost one‐half of the teachers who indicated they did not teach about aging stated they would include this area in their curricula if instructional materials were available. Most of the teachers (68%) indicated their willingness to participate in short‐term inservice training to better prepare themselves to teach about aging. From the results of this study it appears that educational gerontology has far to go in the direction of “gerontologizing” public schools at all levels. Yet the willingness of teachers to learn more about this important curriculum area is encouraging.

A great deal of attention has been given over the past few years to the educational value of play in the lives of very young children (Glickman 1979, Pellegrini 1980, Yawkey & Fox 1981, Hoot, 1984). Play has been shown to serve as an indispensible medium for supporting the cognitive, physical, emotional, and social development of children. Where play does exist, it is generally found in the housekeeping, block, and sand/water play areas. Yet, many classrooms overlook one of the most developmentally appropriate and enjoyable play media of all — woodworking.

At a time when the need for quality programs for preschool children has never been greater, directors and teachers of very young children have witnessed a rapid decrease in food support, classroom assistance, and training. While financial austerity for social programs is likely to continue well into the 80s, better utilization of existing volunteer resources can have a positive impact upon services for children. Perhaps the most untapped yet most powerful volunteer resource for improving programs for young children today is the elderly.

Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as “Learning by Computers at Age 4” and “Computers Preparing Preschoolers for Kindergarten” now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise “Computer Tutor” in their literature. “Computer Tutor” is often even listed above other important qualifications such as “certified teachers” and “professional affiliations” of centers.