Father/Male Involvement Preschool Teacher Education Program
Note: The Father/Male Involvement Preschool Teacher Education Program was not responsive to the CEBC's inquiry. The following information was obtained from publicly available sources.
About This Program
Target Population: 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.
Education and Training
Education and Training Resources
Publicly available information indicates there is some training available for this program.
See contact info below.
Relevant Published, Peer-Reviewed Research
This program has been reviewed and it was determined that this program lacks the type of published, peer-reviewed research that meets the CEBC criteria for a scientific rating of 1 – 5. Therefore, the program has been given the classification of "NR - Not able to be Rated." It was reviewed because it was identified by the topic expert as a program being used in the field, or it is being marketed and/or used in California with children receiving services from child welfare or related systems and their parents/caregivers. Some programs that are not rated may have published, peer-reviewed research that does not meet the above stated criteria or may have eligible studies that have not yet been published in the peer-reviewed literature. For more information on the "NR - Not able to be Rated" classification, please see 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, 77-93.
Type of Study:
Posttest-only comparison group design
Number of Participants: 21
- 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: (To include comparison groups, outcomes, measures, notable limitations)
The study examined the impact of a 26-week intervention program targeted at teachers and designed to encourage and facilitate father/male involvement (Father/Male Involvement Preschool Teacher Education Program) in two state-funded prekindergarten programs for children identiﬁed as being at-risk for later school failure. Teachers completed the Attitudes Toward Father Involvement (ATFI) and General Attitudes Toward Parent Involvement (GATPI) scales, and collected data on parent contacts. Results indicated that a signiﬁcantly higher proportion of the parent involvement contacts and activities at the treatment site program involved fathers/men than that reported at the comparison site. Limitations included the use of post test only data and the small sample size.
Length of 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.
- Brent A. McBride, PhD
- Agency/Affiliation: University of Illinois at Urbana/Champaign
- Email: email@example.com
- Phone: (217) 333-0971
- Fax: (217) 333-0961
Date Research Evidence Last Reviewed by CEBC: April 2015
Date Program Content Last Reviewed by Program Staff: March 2011
Date Program Originally Loaded onto CEBC: March 2011