Dissertations / Theses on the topic 'Bereavement in children Study and teaching'
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MacDonald, Bonnie Louise. "The role of systems-level variables in family adaptation to bereavement : a concept-validation study of cohesion and expressiveness /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10042006-143841/.
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Schofield, Alistair. "Day : a study of the presentation of bereavement in novels for secondary level children." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/367400/.
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This thesis comprises critical reflection and novel. Claims for originality in the novel lie in the combination of the specific geographical location of Leeds, the 1970s setting, the narrative time frame of twenty‐four hours, and the use of the mundane not as a setting from which to escape but as one in which epiphanous moments can be found. These key decisions were made early in the evolution of the novel and are discussed, along with other issues such teenage sexuality, in the first section of the critical reflection. The novel’s main character, fourteen‐year‐old Daniel, is grieving over the loss of his mother, and bereavement becomes the focus of the second section, which comprises the main thrust of the reflection. In response to similar research undertaken in 1985, I take forty‐nine novels for ten to fourteen‐year‐olds written between 1997 and 2010 and analyse the presentation of bereavement therein, providing original data and opening up the novels to a scrutiny to which many have never been subjected. The previous research concludes that children’s novels offered little of value for bereaved children. I question whether writers for children have a duty to do anything but entertain by engaging with critical opinion past and present, and argue that it is impossible for a writer to avoid awareness of the age of the reader, that novels can affect children, and that consequently the writer must show moral and artistic responsibility in the presentation of important themes. My research suggests that gender differences are still present but are less emphatic, and that some novels present bereavement in a sanitised, irresponsible way or fail to present it at all. I also find the resolution of grief through the use of ghosts or visions neither realistic nor helpful. In the final chapter I explore ways in which the reading impacted positively upon the writing of Day and conclude that not only do the best of the novels treat bereavement with wit, insight and sensitivity, but that the eclectic mix of theme, character, voice and style across the books will provide inspiration for future projects for years to come.
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Woodrow, Eleferia. "The experience of the loss of a sibling : A phenomenological study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04252007-134513.
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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.
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Shangyan, Li, and Yuan Tingjun. "mainstreaming teaching methods for disabled children in china : a quantitative study." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18387.
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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.
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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months.
Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes.
Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Koong, May-kay Maggie, and 孔美琪. "Development of addition strategies in young children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955927.
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Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.
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Arostegui, Carole W. "Helping children understand fractions." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/160.
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Carey, Marilyn. "A phenomenological study of parents' experiences teaching their children values and morals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49164.pdf.
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Meyer, Karen. "Children as experimenters : elementary students' actions in an experimental context with magnets." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31132.
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In science education the nature and value of science laboratory activities have become the subject of critical debate. Some science educators argue that a better understanding of what students do while purposefully engaged with materials would provide some answers. The intent of this study is to explore elementary students' actions and the knowledge they use while designing and conducting experiments.
Four dyads each from grades 4 and 7 participated in three events. First, each pair was presented with a question (Which magnet is strongest?), two sets of magnets (one set at a time) and materials. The researcher observed and videotaped dyads' actions with materials until they made a conclusion for both magnet sets. Second, the researcher presented dyads with a selective set of materials to further explore their conceptions of magnetism. Finally, the pairs of students were interviewed while they watched the video of themselves experimenting during the first two events. The data were analyzed using an action theory perspective which emphasizes the cognitive nature of action.
Students' models of magnetism were constructed from the data. Students used more than one model to explain different effects they observed. The designs of student experiments were grounded in their operational knowledge of the materials. Dyads generated data from a series of experiments whereby they manipulated different materials in a variety of ways. Dyads who obtained variable data did not repeat experiments to confirm or disconfirm results; rather they used specific strategies to make conclusions. The designs and procedures of experiments of students from both grades were similar, likely due to their common knowledge of the materials and their limited experience with open-ended tasks.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Chan, Yuen-yin Grace, and 陳婉燕. "Development of writing skills in Hong Kong preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626007.
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Kelsay, Karla Lynn Fisher Robert L. Heyl Barbara Sherman. "The process of relfection [sic] in teaching as utilized by enablers a micro-ethnographic study of teachers of the gifted /." Normal, Ill. : Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901465.
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Thesis (Ed. D.)--Illinois State University, 1988.Title from title page screen, viewed Sept. 15, 2005. Dissertation Committee: Robert L. Fisher, Barbara S. Heyl (co-chairs), Paul J. Baker, John V. Godbold, Larry D. Kennedy. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.
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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.
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McLay, Laura-Lee Kathleen. "A study of teaching strategies that facilitate stimulus generalisation in children with autism." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6351.
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Language development involves the learning of multiple sets of equivalence relations. Research has shown that if certain conditional relations are directly taught for one member of a class of stimuli, then additional conditional relations often emerge for other members of that class, without direct training. There are currently very few studies which have demonstrated this research finding in individuals with autism spectrum disorder (ASD). The research design used for the present experiment was a single-subject AB cross-over design replicated across five plus five children with ASD and five plus five typically developing children. The children with ASD and the typically developing children were matched on their level of vocabulary development. Participants were randomly assigned to either a teaching order Treatment A+B or a teaching order Treatment B+A. The first experimental treatment (Treatment A+B) involved teaching responses to S1 and S2 in the order Condition A followed by Condition B. The second experimental treatment (Treatment B+A) involved teaching responses to S1 and S2 in the order Condition B followed by Condition A. Condition A involved the teaching of AB and AC (hear-select) relations, and Condition B involved the teaching of BA and CA (see-say) relations. The participants in this study were taught stimulus-response relations that involved six names and numerical representations of quantities in the range 1 to 18. Tests for the emergence of symmetry and transitivity were then conducted. The relationships between the emergence of the untaught equivalence relations and teaching condition, the entering characteristics of the children, and trials to criterion were examined. The results of this study showed that five out of ten participants with ASD demonstrated the emergence of all of the untaught equivalence relations regardless of the treatment condition. The remaining five participants with ASD showed substantial variability. Of the children in the Typically Developing Group nine of the ten demonstrated emergence of all of the untaught equivalence relations. The variables that were most strongly correlated with the emergence of untaught equivalence relations were speed of acquisition of taught relations, functional academics scores, and the chronological age of the participants. The effect of communication ability, pre-academic numeracy skill level, and the experimental treatment (the teaching order conditions) were not strongly related to the emergence of untaught equivalence relations. These findings suggest that outcomes on tests for emergence may have been a function of children’s rate of development and prior learning history. The findings of the current study are best explained by Relational Frame Theory. The implications of these findings for teaching children with ASD and other developmental disabilities, and also teaching in general are discussed.
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Meli, Alisa A. "Eye of the beholder: Children respond to beauty in art." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3081/.
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The purpose of this study was to determine if beauty was important to elementary age children when exploring and making aesthetic judgements about works of art and to determine the criteria elementary students used in judging beauty in works of art. This study also explored beauty as a concept that could be used as an organizing idea for designing a thematic unit with the purpose of introducing elementary students to postmodern art and issues. One hundred and sixty first grade and fourth grade students looked at 20 pairs of art reproductions and picked the artwork they considered the most beautiful. The criteria elementary students use for determining beauty in artworks was found to be color, realism, subject matter and physical appearance of the subject of the work of art.
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Ho, Lok-yin, and 何樂然. "Transfer of morphological skills in Chinese bilingual children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589069.
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Delfakis, Helen 1950. "THE EFFECTIVENESS OF VIDEOCASSETTES IN EDUCATING WOMEN, INFANTS AND CHILDREN PROGRAM (WIC) CLIENTS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277126.
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Gibb, Nancy Jo 1957. "AN EXPERIMENTAL INVESTIGATION OF NOVEL BILINGUAL VOCABULARY ACQUISITION BY FOUR MINORITY-LANGUAGE PRESCHOOL CHILDREN (NONSENSE WORDS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275394.
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McIlhenny, Alan J. "Secondary education of expatriate children through internationally supported self-study : theory and practice." Thesis, University of Surrey, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236992.
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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.
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Mueller, Andrea Christiane. "A desire to inquire : children experience science as adventure." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34595.pdf.
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林志明 and Chi-ming Lam. "Engaging children in doing philosophy to promote an open society." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45551777.
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Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. Since criticism plays such a vital role in Popper’s falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the literature over the feasibility and utility of his falsificationism as a heuristic. This study argued that Popper’s falsificationism is justified on the grounds that it not only solves, theoretically, the problem of the bounds of reason in the form of comprehensively critical rationalism, but influences, practically, the research work of scientists from diverse fields. It also found that there is cause for cautious optimism about the effectiveness of falsification as a strategy for solving scientific problems.
Popper’s falsificationist epistemology carries profound political and educational implications. On a political level, it is necessary to establish and maintain an open society by fostering five core values, viz. freedom, tolerance, respect, rationalism, and equalitarianism, as well as three crucial practices, viz. democracy, state interventionism, and piecemeal social engineering. On an educational level, the overriding aim is to nurture in children the requisite abilities, skills, and dispositions characteristic of critical thinking for full participation in an open democratic society. In order to achieve Popper’s educational ideal, this study proposed implementing Matthew Lipman’s Philosophy for Children (commonly known as P4C) programme in schools, arguing that the programme can fulfil the requirements of Popper’s educational ideal through using community of inquiry as methodology of teaching, philosophy as subject matter for inquiry, logic as both means and ends of inquiry, and Socrates as a model teacher for inquiry.
The present study then conducted an experiment to assess the effectiveness of Lipman’s P4C programme in promoting Hong Kong children’s critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.
Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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LaFleur, Julie Lynnette. "Increasing emergent literacy skills in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3099.
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Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.
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Karea, Syahrial. "Indonesian secondary-trained EFL teachers teaching English to primary-age children: A study of motivational factors and EFL teaching knowledge." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/51ec3e6ea2cd42bc4f4397fae43c5f03523106a671fcb1bce841ec2e129b8a20/4090745/201605_Syahrial_Karea.pdf.
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Indonesia has employed secondary-trained EFL teachers to teach English to children since the EFL program was introduced in primary schools in 1994 (Suyanto, 2004). Many EFL teacher educators in Indonesia have debated the employment of these teachers in primary schools because they were prepared to teach English to secondary school students; it has been assumed that their educational background is not relevant to undertake the teaching task at the primary level. The research investigated motivational factors that have brought secondary-trained EFL teachers in Indonesia to choose the EFL teaching profession and to teach English to children in primary schools, and analysed the EFL teaching knowledge these teachers used to work with children in primary classrooms. The overarching questions of the study are: “What motivational factors have led secondary-trained EFL teachers to teach English in primary classrooms?” and “How do these teachers approach the work of EFL teaching in primary classrooms in Indonesia?” The study used a qualitative research approach underpinned by interpretive phenomenology (Heidegger, 1962; van Manen, 1997) to understand the motivational factors and the EFL teaching knowledge of the participants. Interpretive phenomenology supported the researcher’s interest in the experience of secondary-trained EFL teachers working in primary contexts in Indonesia. Thirteen participants from nine primary schools in Jambi City, Indonesia were chosen to participate in the study. The participants were interviewed and their practice was observed...
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Chiu, Chiu Hing William. "Teachers' perceptions of collaboration between guidance and discipline : a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347662x.
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Little, Catherine Anne. "A study of metaphor development in young gifted children." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.
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English, Merle Russell. "The effects of using computer graphics on preschool children." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26810.
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This study was designed to investigate the ability of young children to use a particular computer graphics program Colorpaint and its effects on their artwork. It was conducted in two parts : the pilot study in which five children participated and the main study which involved two children. Four predictions were made. Prediction one stated that of the total number of children's interactions with the program, more would be in the category of independent use than in the category of teacher-assisted use. The second prediction was that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the program. Prediction three stated artwork, done with computer media would be rated higher in each of the categories of "Variety within Shapes", "Variety between Shapes", "Complexity", and "Texture" than would images made with other media. The fourth prediction was that computer-generated artwork, would be rated lower in the category of "Image Autonomy" than the artwork done in other media. For both parts of the study, anecdotal data in the form of field notes, transcribed conversations, and videotapes were kept and analysed to provide insight into the children's behavior when using the computer. During the main study the children's interactions with the computer program were recorded on a checklist indicating whether they were able to use the program independently or if they needed help. Artwork made by the subjects in the main study using the computer and other media were saved for analysis and were rated by three independent judges. The judges used five criteria derived from the literature on children's art to rate each image on a five point Likert scale. Results indicated that prediction one, which stated that more interactions with the computer would be in the category of independent use, was supported as there were more independent interactions than teacher-assisted interactions with the computer for each subject. Prediction two, which indicated that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the computer, was supported by the descriptive data collected. Prediction three, that the computer images would be rated higher in each of the categories of Variety within Shapes, Variety between Shapes, Complexity, and Texture, was supported in the two categories Variety between Shapes and Variety within Shapes. The fourth outcome predicted was that the computer artwork would be rated lower in the category Image Autonomy than artwork done in other media. This outcome was supported by the results of the analysis of the artwork.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Ng, Yim-wah, and 吳艷華. "Social skill training for children in institutional care: an exploratory study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249012.
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Proctor, Lindsay M. "Bullying: A Qualitative Study of Siblings of Young Children with Disabilities." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3345.
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Research indicates that, in some instances, siblings can be a first line of defense when a child experiences bullying. Research also shows that children with disabilities are often prime targets of bullying. However, no research was located that specifically explored the relationship between siblings of children with disabilities, their perceptions of bullying and the roles that they play when bullying occurs. This study investigated siblings' perceptions of bullying through a qualitative interview. Twelve participants ranged in age from 7 to 13. Few participants described witnessing siblings with special needs being bullied; however, many of these children described themselves at bystanders who intervene when a peer is being bullied. Several factors, such as the young age of the participants' siblings or the fact that none of our participants attended school with their sibling, may be related to the lack of bullying that was reported. Future research may investigate the experiences of children with school-aged siblings with disabilities.
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郭悦生 and Yuet-sang Kwok. "Helping an autistic student to use money in daily life: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256624.
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Kibirige, Geoffrey. "Philosophy for children and McPeck's critique of the concept of generic and transferable thinking skills." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61304.
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This thesis attempts to apply McPeck's critique (one which contests the teaching of critical thinking by using lists of skills assumed to be generic; or applicable to all subjects) to Lipman's program, the "Philosophy for Children".The hidden question is: "Can Lipman's program withstand McPeck's critique?" Is there anything that can be salvaged? Though McPeck's critique undermines Lipman's claims regarding the use of generic thinking skills as a means of educating a critical thinker, this thesis suggests that the skills that Lipman calls "generic" seem to exist. In addition it is suggested that what is needed is to find out what impedes their transference.
This thesis suggests that McPeck's reflections and critique should send us to prepetual inquiry which is the very heart of "Philosophy for Children" where Lipman's program should be viewed simply as a resting place out of which to jump on to better answers.
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Yoshimitsu, Kuniko 1944. "Language maintenance efforts of Japanese school children in Melbourne." Monash University, School of Asian Languages and Studies, 1999. http://arrow.monash.edu.au/hdl/1959.1/8560.
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Mailula, Gaefele Simon. "Listening to the unheard stories of children affected by HIV and AIDS in a bereavement process in the Mamelodi Township of Tshwane a narrative research study /." Thesis, Pretoria [s.n.], 2009. http://upetd.up.ac.za/thesis/avaialble/etd-09252009-011209/.
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Metcalfe, Marta J. "Teaching phonics skills to young children via the formation of generalized equivalence classes." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137509.
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An equivalence class exists if the stimuli that comprise the class are related by the properties of reflexivity, symmetry, and transitivity. Through these properties, new behavior that has not been taught emerges. For example, when taught to match Set A stimuli to Set B stimuli and to match Set A stimuli to Set C stimuli, if equivalence classes have formed, subjects will (with no explicit instruction) match Set B stimuli to Set C and Set C stimuli to Set B stimuli. Although equivalence classes have been studied extensively, few studies have considered the application of this technology to educational concerns. The purpose of this study was (a) to determine if phonics skills could effectively and efficiently be taught to young children through the formation of equivalence classes and (b) to investigate the generality of those acquired skills. Using a conditional discrimination procedure, children were taught to match printed letters to dictated phonetic sounds and to match the initial sound of pictured items to dictated phonetic sounds. Test results indicated that equivalence classes had emerged and that generalization did occur. The children could match the initial sound of pictured items to printed letters and vice versa and could name letter sounds and initial sounds of pictured items. During generality testing, each child could identify the initial sound of several novel pictured items and could sound out the letters within the words. However, reading did not occur. Only 1 of 5 children could blend the sounds of letters into recognizable words. A significant difficulty encountered throughout the study was maintaining the children's motivation, possibly due to the children's inexperience in attending to academic tasks. This study did, however, demonstrate that the formation of equivalence classes is an effective and efficient method for teaching phonics and that the formation of generalized equivalence classes is effective in extending those taught relations to novel stimuli.Department of Special Education
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Lee, Kam-ming. "A study of values and value teaching in personal and social education among boys' social development schools." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305158.
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Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.
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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.
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Masters, Jennifer Ellen. "Investigations in geometric thinking : young children learning with technology." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36544/1/36544_Masters_1997.pdf.
Full textAbstract:
While it is usually assumed that the implementation of computers in the
classroom will enhance teaching and learning, research has suggested that
too often the use of computers does not meet this assumption.
This thesis investigated the implementation of a technology-based
mathematics curriculum unit that was characterised by tasks designed to
promote exploration and investigation of geometric concepts. In particular
it focused on the children's application of prior mathematical knowledge
while they worked in pairs on computer -based tasks.
The study found that children could often apply prior mathematical
knowledge to solve problems in a new context, however, on other occasions
they were unable to do so or they choose to apply less sophisticated
mathematical strategies (such as visual approximation). Other evidence
suggested that at times the children appeared to be constructing new
mathematical ideas or at least, implementing concepts not formally
presented in a school context.
A further observation of this study was that the results of this type of
technological project seemed to be highly dependent on dynamic group
structures and teacher support mechanisms such as scaffolding.
Consequently it was recommended that further research wa
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Ma, Kam-fong. "A study of teachers' perception towards resource teaching services for autistic children in schools for mentally handicapped." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2130483X.
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Roberts, Creta M. "Promoting generalization of coin value relations with young children via equivalence class formation." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137578.
Full textAbstract:
Sidman and Tailby (1982) established procedures to analyze the nature of stimulus to stimulus relations established by conditional discriminations. Their research describes specific behavioral tests to determine the establishment of properties that define the relations of equivalence. An equivalence relation requires the demonstration of three conditional relations: reflexivity, symmetry, and transitivity. The equivalence stimulus paradigm provides a method to account for novel responding. The research suggests that equivalence relations provide a more efficient and effective approach to the assessment, analysis, and instruction of skills. The present research examined the effectiveness of the formation of an equivalence class in teaching young children coin value relations. The second aspect of the study was to determine if there was a relationship between equivalence class formation and generalization of the skills established to other settings. Five children, 4- and 5-years old, were selected to participate in the study based on their lack of skills in the area of coin values and purchasing an item with dimes or quarters equaling fifth cents. The experimental task was presented on a Macintosh computer with HyperCard programming. The experimental stimuli consisted of pictures of dimes, quarters, and Hershey candy bars presented in match-to-sample procedures. Two conditional discriminations were taught (if A then B and if B then C.). The formation of an equivalence class was evaluated by if C then A. Generalization across settings was tested after the formation of an equivalence class by having the children purchase a Hershey candy bar with dimes at a play store. A multiple baseline experimentaldesign was used to demonstrate a functional relationship between the formation of an equivalence class and generalization of skills across settings. The present research provides supportive evidence that coin value relations can be taught to young children using equivalence procedures. The study also demonstrated generalization of novel, untaught stimuli across settings, after the formation of an equivalence class. A posttest on generalization across settings was conducted 3 months after the study. Long-term stability of equivalence relations was demonstrated by three of the subjects.Department of Special Education
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Kalischuk, Ruth Grant, and University of Lethbridge Faculty of Education. "Nurses' perception of death education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1992, 1992. http://hdl.handle.net/10133/49.
Full textAbstract:
The primary purpose of this study was to examine nurses including student nurses perceptions of death education in southern Alberta as one way of improving futrue nursing curricula. Five nurse subgroups were included, as follows: college and university students, hospital nurses, community nurses, and nurse educators. A questionnaire was developed and piloted prior to distribution to 450 nurses in six locations, including two urban and four rural sites, in southern Alberta. Completed, useable returns numbered 373 (83%). Descriptive statistics, ANOVA, and t-tests were used to analyze the data from scaled questionnaire items; content analysis was used to interpret written response items. Theoretical and conceptual frameworks were developed and utilized to guide the interpretation of findings. Generally, nurses perceived that existing death education remains inadequate as preparation for sound clinical nursing practice. Several statistically significant findings related to the provision of professional terminal care were reported amon the five nurse subgroups. Nurses identified concerns and deficits within existing nursing death educaiton and offered several
specific suggestions for improvement. The improvement of death education for nurses will most likely result in the delivery of safe, effective, quality nursing care practice to the dying person and family.xi, 160 leaves : ill., charts ; 28 cm.
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Chantler, Edward Wilmot James. "An investigation into the behaviour of a group of primary school children when using selected mathematical software." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17660.
Full textAbstract:
Includes Course Papers.Includes bibliographies.
Very little is known about how young children think and behave when faced by computers and the broad array of mathematical software available. Much of the software has been developed by adults in the way adults see young children reasoning. A class of twenty English-speaking boys of approximately 12 years of age were exposed to carefully selected mathematical software without adult (teacher) interference, to clarify how these pupils would react to that software. Special focus was placed on the interactions of three children throughout the series of twenty lessons, using two video cameras to record their behaviour. The size of the groupings was changed to consider the effect of group size on the pupils' interactions. Various 'themes' evolved out of reviewing the video recordings. These 'themes' were then linked to Research data. It appears that these pupils had great trouble in reading and interpreting instructions accurately. Also, the software made assumptions of what the pupils could do. The interaction and collaboration by the boys seemed at its best when they were in a group of two as 'peer equals'. The class recognised and used the services of those boys they considered 'experts' in the use of computers. The video-recordings showed that the pupils preferred having pencil and paper available to record information and their estimations, rather than having to rely on memory. It seemed to give permanence to their thoughts and make these more explicit and organised. An analysis of the data also showed that the software and the boys' reaction to it was distinctly sexist. The names of the software (SNOOKER, PILOT, MATHS - CARS IN MOTION, etc.) can be seen as male. The boys gave the computer a 'personality' and referred to it as a 'he'. Also, a disturbing tendency among these pupils was the way they interpreted the software and reacted to it in a distinctive military fashion. This can be attributed to the boys having to battle, explode or bomb their way to victory; to shoot something or be shot in much of the software available. My role of being 'non-expert' was an extremely difficult one as the pupils had expectations of me, and the shortcomings in the software obliged some form of interference. My conclusions are that the mathematical software needs to be appropriate and relevant to what is being done in the class rather than to exist on its own outside of it, and that it could aid the pupil to think about his thinking.
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Jackson, Monica Ann. "A study of children and grief : living through bereavement." Thesis, 2007. http://hdl.handle.net/10413/2200.
Full textAbstract:
The high levels of HIV/AIDS and violent crime in South Africa mean that millions of children are being forced, and will continue to be forced, to deal with the death of a parent/primary caregiver in their early and middle childhood years. Acknowledging that does not lessen the apprehension and uneasiness which lingers in formal and informal discussions of children, death, dying and grief, nor does it ameliorate the fact that childhood bereavement is becoming a normative childhood experience in South Africa. It is vital, therefore, to understand what are South African children's experiences of bereavement and grief, and to explore what impacts are likely to be exerted on their development. Children do not grieve in the same way; and children's grief is influenced by factors such as environment, unique experiences, developmental level, personality, age and gender. Family, too, is important because it is still the primary institution of society, and it influences substantially how children understand death, bereavement and grief. The school, too, has an impact on childhood grief. The majority of school-going children in South Africa are in primary school grades. Attending primary school corresponds with (most often) middle childhood, which is a critically important developmental stage. The experience of bereavement and grief during middle childhood is challenging precisely because it occurs in such a sensitive emotionally, cognitively and socially developmental period. Childhood grief experienced in that period can have long-term consequences. Important, too, is the fact that school-going children will, more than for younger children, not only experience grief privately but will grieve in public settings such as the school setting. This study, therefore, was concerned with exploring and gaining insight into the dynamics of bereavement and grief as experienced by children, who were in middle childhood, and enrolled in the primary school system. An exploratory design was chosen to explore the issue. A purposive sample was drawn from the school's list of scholars, and included 25 children attending Grades Five to Seven (Senior Primary Phase) at a co-educational, English-medium, state school. Data were collected both qualitatively and quantitatively. Qualitative primary data collection, involving in-depth interviews, was chosen because it allowed the researcher to explore the issue from the children's own perspectives. Each child was interviewed by the researcher over two to three sessions. Quantitative secondary data collection, involving key demographic and academic information extracted from the school's records, was included, and that helped triangulate and contextualise the data collected in the interviews. This study found that children in middle childhood do experience a diverse range of grief responses to the death of their parents/primary caregivers in the school environment, among other places, and some of those grief responses were challenging. Although respondents experienced different and confusing emotions; and although some had had their grief acknowledged by significant others, while others had not, all were able to engage in honest, clear discussions about death and grief. Respondents reported experiencing a range of secondary losses associated with the initial loss on their daily lives, and that was especially so for girl children. Respondents did know how to access support services but had not done so. The respondents also expressed a need to be encouraged to remember and memorialize their dead parent/primary caregiver. The study found, too, that the more prepared and supported the bereaved child was prior to that death, the better s/he coped with the event. Understanding children's bereavement can help those individuals and organisations, which are responsible for children's optimal development, provide children with the necessary support to prevent the child's bereavement and grief from becoming a lasting trauma.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.
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Ferrer, Lynne. "Giving sorrow words: the experience of bereavement in the pre-school years: a phenomenological study." Thesis, 2005. http://hdl.handle.net/10530/997.
Full textAbstract:
Submitted in fulfilment ofthe requirements for the degree of D.Phil in psychology in the
Faculty of Arts at the University of Zululand, South Africa, 2005.Increasingly, hundreds of thousands of children under the age of seven are experiencing the death of their parents in South Africa. Scholarly debate pertaining to childhood bereavement has been and continues to be an arena lacking in clarity, particularly with respect to how this experience impacts upon the young child. To this end, this inquiry attempts to capture an in-depth understanding of this experience and stimulate awareness regarding the needs of bereaved children. Through a phenomenological approach this investigation focuses specifically on the personal experience of six children who experienced the death of a parent during their pre-school years, in the context of a group format. An aspect of the inquiry explores the debate around intervention and service provision for bereaved children. Six core themes are derived which reflect perceptions of this loss. The value of a phenomenological approach with relevance to the study of early bereavement is illuminated. Some limitations of this study are recognized and suggestions for future research are proposed. Based on the insights gleaned through this study, implications are brought to the fore that pertain to the general experience of parental bereavement and service delivery, with particular regard to the context of South Africa.
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Foster, Terrah Leigh. "A mixed method study of continuing bonds maintaining connections after the death of a child /." Diss., 2008. http://etd.library.vanderbilt.edu/ETD-db/available/etd-03302008-221648/.
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Whiteman, Allyson Dawn. "Children and loss : a descriptive-exploratory study of bereaved children's experience of loss following the death of a significant adult." 2004. http://hdl.handle.net/1828/705.
Full textAbstract:
This qualitative study describes the meaning of the experience of loss for four
child participants following the death of a grandparent. Using both descriptiveexploratory
methodology and human becoming theory as the framework, the findings are
presented in three themes. Related to meaning of the experience of loss, the theme in the
children's language is, sadness deepens with awareness of the permanence of death.
Related to how relationships unfold following the loss of a grandparent the theme is, time
spent doing things and with others provides memories. The final theme is related to hopes
and desires the children had following the death of their grandparent, that theme is wishes
to undo the past mingle with ongoing relating with one who has died. Practice
implications and directions for further research are discussed in light of study findings.
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CHUAN, SUN HSIU, and 孫秀鵑. "The study about school children diary writing teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49102747845107006143.
Full textAbstract:
碩士國立花蓮教育大學
國民教育研究所
97
Abstract The study investigated whether the school children diary writing teaching enhances the students’ diary writing ability. The course was designed to combine with the spirit of the teaching of writing, limited writing, multiple intelligence, observation of life, and character education. Students learned the skills of diary writing through activities and the instruction of topic writing, at the same time strengthened their language ability, and examined themselves every now and then. The study paid much attention to both quality and quantity. Qualitative study analyzed students’ performances on their assignments in class and the result of their learning. Information was collected by the means of observation, interview, survey, analysis of document, and teaching reflection, and was further quantified for research, organized and analyzed with SPSS12.0 for Windows in order to get more precise estimation. Students of the fourth grade of elementary school were taken as the subjects, grouped into “high”, “middle”, and “low”, and three students of each group were selected for focus study. The changing of writing was analyzed through their pre-test, post-test, and the work from non-topic teaching in order to find out the result and effect of the practice of the teaching. The study showed: 1. The teacher may first design the activity for students to observe and experience so they could find inspiration and writing material. Then the students were given training on speaking and writing step by step through oral discussions. 2. The work in the pre-test showed that the students’ ability of expressing sentences, thinking contents, organizing structure，correcting form ，correcting vocabulary and basic skills had reached a remarkable standard, but their ability of correcting sentences and a punctuation mark had not. 3. The work in the non-topic teaching showed that the students improved a lot in the quantitative aspect and in the ability of expressing sentences, thinking contents, organizing structure，and basic skills The study above showed that request for written work, basic skills analytical guidance， obseration taught in diary writing teaching helped enhance students’ diary writing ability, and they could be expanded to the teaching of non-topic writing.