Father/Male Involvement Preschool Teacher Education Program

Preschool teachers

The Father/Male Involvement Preschool Teacher Education Program assists teachers in developing the knowledge and skills needed to successfully plan, implement, and evaluate specific activities that encourage program involvement by fathers and other males who serve as father figures for school children. The focus and intensity of program activities varies based on the identified needs and interests of individual teachers and school teams. The program does not have a prescribed or set curriculum.

Brent A. McBride, PhD

• Agency/Affiliation: University of Illinois at Urbana/Champaign
• Email: brentmcb@uiuc.edu
• Phone: (217) 333-0971

Homework

This program does not include a homework component.

Languages

Father/Male Involvement Preschool Teacher Education Program has materials available in the following languages other than English:

For information on which materials are available in this language, please check on the program's website or contact the program representative (contact information is listed in this page).

"What is included in the Relevant Published, Peer-Reviewed Research section?"

• Note: The following study was not included in rating Father/Male Involvement Preschool Teacher Education Program on the Scientific Rating Scale.

  McBride, B. A., Rane, T. R., & Bae, J. (2001). Intervening with teachers to encourage father/male involvement in early childhood programs. Early Childhood Research Quarterly, 16(1), 77–93. https://doi.org/10.1016/S0885-2006(01)00087-4

  Type of Study: Posttest only study

  Number of participants: 21

  Population:

  • Age — Mean=33 years
  • Race/Ethnicity — 60% African American, 35% Caucasian, and 5% Other
  • Gender — 100% Female
  • Status — Participants were teachers at two Illinois state-funded prekindergarten programs.

  Location/Institution: University of Illinois at Urbana-Champaign

  Summary:

  The purpose of the study was to examine the impact of a 26-week intervention program targeted at teachers and designed to encourage and facilitate father/male involvement in two state-funded prekindergarten programs for children identified as being at-risk for later school failure. Participants were 21 teachers at two state-funded prekindergarten programs. Teachers reported data on parent contacts. Results indicate that independent means t-tests revealed no significant differences between treatment and comparison program site teachers on any of the demographic variables. Limitations include the use of posttest only data and the small sample size. Note: This article was not used in the rating process due to criteria on the Scientific Rating Scale which requires that outcome measures be reliable and valid, and administered consistently and accurately across all subjects.

  Length of controlled postintervention follow-up: None.

• McBride, B. A. & Rane, T. R. (1997). Father/male involvement in early childhood programs: Issues and challenges. Early Childhood Education Journal, 25, 11–15.
  
  McBride, B. A. & Rane, T. R. (2001). Father/male Involvement in early childhood programs: Training staff to work with men, in J. Fagan and A. J. Hawkins, eds., Clinical and Educational Interventions with Fathers, Binghampton, NY: The Haworth Clinical Practice Press.