{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4710"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4710","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"A survey study of entry transition practices used by teachers of infants and toddlers.","abstract":"This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices.","abstract_html":"This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices.","abstract_has_math":false,"creators":["Fernandez, Mary Elizabeth Poteet"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Schertz, Linda","Robles-Goodwin, Patsy J.","Hagen, Carol"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-12","date_published":"2004-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Child care services -- Texas -- Dallas.","Day care centers -- Texas -- Dallas.","Adjustment (Psychology) in children.","child care","transitions","early childhood","teachers","barriers"],"languages":["English"],"rights":["Public","Copyright","Fernandez, Mary Elizabeth Poteet","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 58676750","https://digital.library.unt.edu/ark:/67531/metadc4710/","ark: ark:/67531/metadc4710"],"render_values":[{"text":"oclc: 58676750","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4710/","href":"https://digital.library.unt.edu/ark:/67531/metadc4710/","code":true},{"text":"ark: ark:/67531/metadc4710","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4710","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Schertz, Linda","Robles-Goodwin, Patsy J.","Hagen, Carol"]},{"key":"dc:creator","label":"Author","values":["Fernandez, Mary Elizabeth Poteet"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Child care services -- Texas -- Dallas.","Day care centers -- Texas -- Dallas.","Adjustment (Psychology) in children.","child care","transitions","early childhood","teachers","barriers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Fernandez, Mary Elizabeth Poteet","Copyright is held by the author, unless otherwise noted. 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Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["A survey study of entry transition practices used by teachers of infants and toddlers."]}]}],"canonical_facts":{"dc:contributor":["Schertz, Linda","Robles-Goodwin, Patsy J.","Hagen, Carol"],"dc:creator":["Fernandez, Mary Elizabeth Poteet"],"dc:date":["2004-12"],"dc:description":["This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices."],"dc:format":["Text"],"dc:identifier":["oclc: 58676750","doi: 10.12794/metadc4710","https://digital.library.unt.edu/ark:/67531/metadc4710/","ark: ark:/67531/metadc4710"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Fernandez, Mary Elizabeth Poteet","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Child care services -- Texas -- Dallas.","Day care centers -- Texas -- Dallas.","Adjustment (Psychology) in children.","child care","transitions","early childhood","teachers","barriers"],"dc:title":["A survey study of entry transition practices used by teachers of infants and toddlers."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}