Dissertations / Theses on the topic 'Cognition in children – Testing – Evaluation'
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Nijakowski, S. Rachel Marie. "The relationship among cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722241.
Full textDepartment of Educational Psychology
Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.
Full textDepartment of Educational Psychology
Williams, Tasha H. "A joint-confirmatory factor analysis using the Woodcock-Johnson III tests of cognitive ability and the Stanford-Binet Intelligence Scales, fifth edition, with high achieving children." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318454.
Full textDepartment of Educational Psychology
Eichenhofer, David J. "Auditory and visual factors of the Kaufman Assessment Battery for Children : a confirmatory factor analysis." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514707.
Full textMiller, Angela L. "Cognitive processes associated with creativity scale development and validation /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/763.
Full textOrrison, Nancy Lynn Robertson. "Adequate and appropriate intelligence testing of moderately mentally retarded children." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618394.
Full textMoreno, Sala María Teresa. "The influence of perceptual shift, cognitive abilities and environmental factors on young children's development of absolute and relative pitch perception /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85941.
Full textThe results indicate that a shift from absolute to relative perception occurs between the ages of 5 and 7. Children younger than six demonstrated limited ability to perform relational tasks such as ordering bells, identifying transposed intervals, and comparing pitches. However, they memorized target pitches better than the older children, matched target tones on the xylophone and sang newly learned songs in their original key more often than did the older children. Older children benefited to a larger extent from the training on relative pitch. Cognitive and spatial abilities were related to absolute pitch development: children who identified pitches better had a more sequential and a less simultaneous way of processing information. Family musical environment seems to have influenced the development of absolute pitch. Implications for the acquisition of absolute pitch are discussed.
Jordan, Sharon Teresa. "Correlates of cognitive skills used by boys and girls on sequencing and construction tasks." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/214.
Full textHorn, Jocelyn L. "An examination of shortened measures of intelligence in the assessment of giftedness." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354647.
Full textDepartment of Educational Psychology
Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.
Full textDepartment of Educational Psychology
Lam, Wai-tak Ronny, and 林偉德. "Validation of modified fuld object-memory evaluation (FOME) for screening of geriatric population with cognitive impairment in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45010730.
Full textMorgan, Kimberly E. "The validity of intelligence tests using the Cattell-Horn-Carroll model of intelligence with a preschool population." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389688.
Full textDepartment of Educational Psychology
Tecle, Hagos Ghebremicael. "The psychometric properties of the Paper and Pencil Games Level 2 for Tigrigna-speaking children in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53666.
Full textENGLISH ABSTRACT: The aim of this study was to investigate the psychometric properties of a screening test of cognitive ability, the Paper and Pencil Games Level 2 (PPG Level 2), for Tigrignaspeaking schoolchildren in Eritrea. This study represents one of the first attempts to measure cognitive ability in Eritrea. The PPG was developed in South Africa (Claassen, 1996) as a group test of general cognitive ability for children in Grade 2 and 3 (PPG Level 2), and Grade 4 and 5 (PPG Level 3). The PPG provides Total, Verbal and Nonverbal ability scores. The Verbal Scale consists of two subtests, namely (a) Verbal and Quantitative Reasoning and (b) Comprehension. The Non-verbal Scale consists of three subtests, namely (a) Figure Classification, (b) Figure Series, and (c) Pattern Completion. Although the PPG has the appearance of a standardized intelligence test, Claassen emphasized that it is best used as a screen for academic difficulties or failures. Participants were 577 Tigrigria-speaking Grade 3 children. The children were selected from schools in the capital, Asmara, from small towns, and villages. Eleven schools participated. The participants can be considered representative of the Grade 3 Tigrignaspeaking population in Eritrea. The PPG Level 2 was completed under supervision of the researcher. Classical and Rasch item analyses were conducted on the Verbal and Non-verbal Scales, respectively. The internal consistency of the Non-verbal scale can be considered satisfactory for a screening instrument (Cronbach's a = .85). Furthermore, the non-verbal items showed satisfactory fit to the Rasch model (INFIT values and OUTFIT values < 1.3 for all items), suggesting that they measure a unidimensional construct. In addition, the item difficulty estimates corresponded well with the serial order of the items, with easy items being presented earlier than more difficult items. The internal consistency of the Verbal scale was lower (Cronbach's a = .72), which can probably be attributed to the relative easiness of the items for the particular group of participants. The verbal items also showed satisfactory fit to the Rasch model. The Rasch analysis, which expresses person ability and item difficulty on the same scale, clearly showed that the Verbal items were too easy for the majority of the children. However, it should be kept in mind that the PPG is intended to discriminate among children with low ability. Hence, the observed mismatch between the abilities and item difficulties was not unexpected. It should also be noted that the serial order of the items did not correspond well with item difficulty, with some difficult items being presented early and some easy items presented late in the scale. The five subtests of the PPG were subjected to a confirmatory factor analysis. Two models were specified and compared. Model 1 specified a single general factor; this provided a more parsimonious description of the data and showed a satisfactory fit with the data, though a bit weaker than that of Model 2. Model 2 specified two correlated factors, namely a Verbal and a Non-verbal factor. Model 2 also fitted the data well, but a high correlation between the factors was observed (r = .77; r2 = .59), suggesting the presence of a general factor. The results provide support for two levels of interpretation, namely on the Total score level and the Verbal and Non-verbal level. The validity of the PPG Level 2 was further investigated by examining the correlations between the PPG scores and teacher ratings of academic achievement. Because different schools had different raters, the correlations within each of the schools were pooled to obtain an estimate of the correlations between the PPG scales and academic achievement for the total group. The pooled correlation for the PPG Total score with academic achievement was .56, for the Non-Verbal score .53, and for the Verbal score .41. The correlations for the Total and Non-verbal scores are similar to those typically reported in the educational psychology literature and provide support for the validity of these scales as a screen for academic difficulties. The results show that the PPG, which was developed in South Africa, may be fruitfully exported to Eritrea. It is recommended, however, that before the PPG Level 2 is routinely used for screening purposes with Tigrigna-speaking children, the functioning of the Verbal Scale should be re-examined and possibly some of the Verbal items should be rewritten.
AFRIKAANSE OPSOMMING: Die doel van die onderhawige studie was om die psigometriese eienskappe van 'n siftingstoets van kognitiewe vermoë, naamlik die Paper and Pencil Games Level 2 (PPG Level 2), vir Tigrigna-sprekende kinders in Ertirea te bestudeer. Hierdie studie verteenwoordig een van die eerste pogings om kognitiewe vermoë in Eritrea te meet. Die PPG is in Suid-Afrika ontwikkel (Claassen, 1996) as 'n groeptoets van kognitiewe vermoë vir kinders in Grade 2 en 3 (PPG Level 2), en Grade 4 en 5 (PPG Level 3). Die PPG lewer tellings van kognitiewe vermoë op drie vlakke, naamlik Totaal, Verbaal en Nie-Verbaal. Die Verbale skaal bestaan uit twee subskale: (a) Verbale en Kwantitatiewe redenering en (b) Begrip. Die Nie-Verbale skaal bestaan uit drie subskale, naamlik (a) Figuur Klassifisering, (b) Figuurreekse en (c) Patroonvoltooiing. Alhoewel die PPG op die oog af soos 'n konvensionele intelligensietoets lyk, beklemtoon Claassen dat dit te beste geskik is as 'n siftingsinstrument vir akademiese probleme of mislukkings. Die deelnemers was 577 Tigrigna-sprekende kinders in Graad 3. Die kinders is uit skole van die hoofstad, Asmara, klein dorpe en geselekteer. Elf skole het aan die studie deelgeneem. Daar kan aanvaar word dat die deelnemers verteenwoordigend is van die Graad 3 Tigrigna-sprekende populasie in Eritrea. Die PPG Level 2 is onder supervisie van die navorser voltooi. Klassieke en Rasch item-ontledings is op die Verbale en Nie- Verbale skale, onderskeidelik, uitgevoer. Die interne konsekwentheid van die Nie- Verbale skaal kan as bevredigend vir 'n siftingsinstrument beskou word (Cronbach se a = .85). Hierbenewens het die Nie-Verbale items 'n bevredigende passing met die Rasch model getoon (INFIT gemiddelde kwadrate en OUTFIT gemiddelde kwadrate < 1.3 vir alle items), wat daarop dui dat die items 'n essensiëel eendimensionele konstruk meet. Die moeilikheidswaardes van die Nie- Verbale items het ook sterk ooreengestem met die volgorde waarin die items in die skaal aangebied word - die maklike items is eerste aangebied en daarna die moeilike items. Die interne konsekwentheid van die Verbale skaal was laer (Cronbach se a = .72). Die laer koëffisiënt kan waarskynlik aan die relatiewe lae moeilikheidsgraad van die Verbale items toegeskryf word. Die Verbale items het egter ook 'n bevredigende passing met die Rasch model getoon. Die Rasch ontleding, wat vermoë en item moeilikheid op dieselfde skaal uitdruk, het duidelik getoon dat die Verbale items te maklik vir die meeste kinders was. Daar dien egter op gelet te word dat die PPG ontwerp is om te diskrimineer tussen kinders met relatiewe lae vermoëns. In hierdie lig gesien is die swak passing tussen vermoë en item moeilikhede nie te onverwags nie. Die volgorde waarin die items in die skaal aangebied word het ook nie goed ooreengestem met die item moeilikheidswaardes nie - sommige moeilike items is vroeg in die skaal aangebied en sommige maklike items laat in die skaal. Die vyf subtoetse van die PPG is aan 'n bevestigende faktorontleding onderwerp. Twee modelle is gespesifiseer en vergelyk. Model 1 het 'n enkele algemene faktor gespesifisieer.
Marcontell, Deborah K. (Deborah Kay). "The Aronson Cognitive Residual Evaluation Scale (ACRES): an Evaluation of Reliability with the Elderly." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504529/.
Full textDale, Brittany A. "Profile analysis of the Kaufman Assessment Battery for Children, second edition with African American and Caucasian preschool children." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/772.
Full textShafer, Micheal E. "Traumatic Brain Injury in Children and Adolescents: An Evaluation of the WISC-III Four Factor Model and Individual Cluster Profiles." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9033/.
Full textWarren, Deborah Kay. "Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4884.
Full textBakari, Heather. "Evaluation of an Elementary PBIS Bully Prevention Program." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1329.
Full textLarrabee, Amy L. "Predicting academic achievement through kindergarten screening : an evaluation of developmental and school readiness measures." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343472.
Full textDepartment of Educational Psychology
Lunn, Douglas James. "Utilization of the Wisconsin card sorting test in the diagnostic discrimination of Attention-Deficit/Hyperactivity Disorder and learning disorders in children." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213155.
Full textDepartment of Educational Psychology
Wong, Ka Yee Allison. "Construct validity of the test of gross motor development - 2." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/694.
Full textPeterson, Deana R. "Development and field testing of the elementary school accessibilty checklist." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10052007-143557/.
Full textWasserberg, Martin J. "Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/116.
Full textCrowell, Ciera. "Analysis of interaction design and evaluation methods in full-body interaction for special needs: collaborative virtual environments for improving socialization in children with autism." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667614.
Full textAquesta tesi es centra en l'avaluació i les propietats específiques del disseny d'interacció a cos sencer d'entorns de realitat mixta multiusuari, dissenyats per ajudar en estratègies d'intervenció per a nens amb autisme, i millorar la seva comprensió i adopció de comportaments socials amb companys i amb la societat en general. Aquesta investigació es basa en la disciplina de la interacció persona-ordinador, informada també per teories generals de la cognició encarnada i de la psicologia del desenvolupament. Aquesta recerca consisteix en dissenyar experiències lúdiques per a la població objectiu per tal de promoure la socialització i la col·laboració. El disseny de les experiències ha estat informat per activitats de co-disseny i la col·laboració amb experts en autisme, pares, psicòlegs, terapeutes, cuidadors i els propis nens. Els temes per a l'anàlisi inclouen la comprensió de les dinàmiques de joc orientat a un objectiu i joc lliure, les proxèmiques i la col·laboració encoratjada per al disseny d'aquests tipus de sistemes. Els mètodes d'avaluació tenen en compte les imatges enregistrades en vídeo, els registres del sistema, les entrevistes amb els usuaris i l'anàlisi multimodal; incloent dades fisiològiques, com l'activitat electrodèrmica i la freqüència cardíaca dels estats conductuals i afectius dels nens durant tota l'experiència. El context principal de la investigació són els entorns mixtos a gran escala projectats al terra , els quals permeten provar estratègies d'interacció i mètodes d'avaluació d'experiències d'interacció a cos sencer amb múltiples usuaris dins d'un mateix escenari, on poden practicar la interacció cara a cara, de manera natural i desinhibida.
Rochelle, Gary B. "Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2700/.
Full textGuy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.
Full textChan, Po-wah, and 陳寶華. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children: the Bender Gestalt Test." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959258.
Full textParker, Kathy L. "Construct validity of the Differential Ability Scales with a mentally handicapped population : an investigation into the interpretability of cluster scores." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019480.
Full textDepartment of Educational Psychology
Serova, Svetlana. "Factor Structure of the Neurocognitive Battery in a Geriatric Sample with Cognitive Impairments." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3615/.
Full textRam, Anshumala. "Effects of Head Start participation on cognitive and social functioning of children in the United States." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2000.
Full textKnoth, Sharon K. "Essential accommodations for students with sensory impairments : perceptions from the field." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354646.
Full textDepartment of Special Education
McVey, Ann Francis. "Third Grade Teachers' Views and Perceptions of the Participation of Students with Disabilities in Statewide Testing." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1223744755.
Full textTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration & Supervision ." Bibliography: leaves 159-171.
Barron, Susan, and n/a. "Boys and Literacy: Rhetoric and Reality." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040623.140850.
Full textReddington, John. "Re-examining educational risk prediction: The development of a parent screening inventory for children with learning difficulties at school entry." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36594/1/36594_Digitised%20Thesis.pdf.
Full textVan, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.
Full textMiller, Linda. "Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/693.
Full textDeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.
Full textVan, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.
Full textColdebella, Cristiane. "Aplicação da baropodometria no desenvolvimento de um protocolo de avaliação motora em crianças nascidas pré-termo após a aquisição da marcha." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2644.
Full textPreterm birth contributes significantly to the increase of morbidities associated with motor development, making essential the continuous monitoring of these children. Thus, baropodometry analysis by consisting of a quantitative method for postural control can be advantageous for the diagnosis and monitoring of engine development of children. This study aimed to develop a motor evaluation protocol through the data and baropodometric indexes in preterm infants. It was a descriptive study, which were evaluated 103 children between 24 and 59 months. Of these, 40 preterm and 63 term infants. During the sample selection was completed an evaluation form with data from medical records corresponding to the pre-term group and a questionnaire to parents on group term. After, body mass and height were measured, then the implementation of the Motor Development Scale. Finally, baropodometry was held in static form, with three replicates, which consisted of 5 seconds of child adjustment bend the plate and 30 seconds which were measured static analysis data: plantar pressure and pressure swing center area. After, the plantar pressures were transformed into indexes, the anteroposterior index was defined by the anterior and posterior plantar pressures: API = 1-2 * │0,6-P│; and side side index, in turn, defined by the right and left side planter pressure: SSI = 1- │RS-LS│. After evaluating, the data were submitted to normality test of Shapiro-Wilk distributions, being checked the non-normal distribution, the Mann-Whitney test was used to verify differences between groups, the association between the values obtained by baropodometry analysis, Motor Development Scale, and the main characteristics and complications of preterm group was verified by Spearman correlation. Significant difference in the values of SSI (p = 0.000) among term infants and infants born preterm were observed, and this difference has moderate correlation with gestational age (ρ = 0.304) compared to the pressure oscillation center , full-term babies showed less fluctuation compared to chronological age (ρ = -0.354), and this relationship was contrary in preterm children (ρ = 0.336).When only analyzed the preterm group, it was found that the SSI had moderate and inverse correlation with the length of stay (ρ = -0.353) and the duration of mechanical ventilation (ρ = -0.317) and the air oscillation center pressure showed moderate and direct correlation with noninvasive ventilation time (ρ = 0.341).The mass at birth showed moderate correlation with SSI (ρ = 0.359) and also with the motor age (ρ = 0.323) and the ratio engine (ρ = 0.341) and strong correlation with gestational age (ρ = 0.898) in contrast current weight showed moderate correlation with the motor quotient (ρ = 0.310) and gestational age(ρ = 0.381) and strong correlation with the motor age (ρ = 0.555) and chronological age (ρ = 0.613). There was significant difference in the age of acquisition of march of the children who needed physical therapy monitoring of those who did not needed (p = 0.013). A smaller SSI index in premature infants, may be related to hospitalization time and mechanical ventilation, in addition to mass at birth, already the largest air pressure oscillation center has correlation with noninvasive ventilation time.It may also be seen that the current mass and chronological age influenced more motor development than the mass at birth and gestational age in preterm children.
Dallegrave, Caroline Paola Mickosz. "Proposta de uma unidade terapêutica domiciliar baseada no protocolo PediaSuit." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1021.
Full textIntroduction: The involvement of certain muscle groups and sensorimotor deficits are some of the characteristics displayed by children with cerebral palsy, making necessary the use of stabilizers and gait trainers to assist posture and gait of those patients. There are assistive technology devices that promote these aspects, but the cost is still quite high, making them inaccessible to most people. In order to present an alternative with lower cost, a PVC stabilizer/ gait trainer based on PediaSuit™ protocol was developed at UTFPR and Vitória Research Center. The support is provided by elastomers fixed to a belt, thereby allowing a more natural gait pattern. Objective: To evaluate the gait and posture of children with cerebral palsy during the use of a low cost/ low mechanization Therapy Unit Homecare. Method: Some tests were carried out to determine the strength of the prototype and the material itself. PVC proved to be a material with high strength in bending and impact tests. The maximum mass supported by the walker in the test conducted was approximately 226 kg. After evaluating the equipment, images of three children using a reguar gait trainer and the PVC home care unit were taken. Aspects of gait and posture were analysed by thirty physiotherapists through these videos. Results: The PVC home care unit showed better results in regarding all aspects of gait evaluated by promoting closer to normal gait. The mechanical strength tests show that PVC Ø32mm is a suitable material for fabrication of assistive technology equipment, to be able to withstand high loads without breaking. The use of this material also provided a significant reduction in the final cost of the product.
Nyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
Full textBetyg VG (skala IG-VG)
Shiell, Janet Lillian. "A meta-analysis of Feuerstein’s Instrumental Enrichment." Thesis, 2002. http://hdl.handle.net/2429/13232.
Full textGallegos, Guajardo Julia 1979. "Preventing childhood anxiety and depression : testing the effectiveness of a school-based program in México." 2008. http://hdl.handle.net/2152/18005.
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Chang, Mei. "Joint confirmatory factor analysis of the Woodcock-Johnson Tests of Cognitive Abilities, third edition, and the Stanford-Binet Intelligence Scales, fifth edition, with a preschool population." 2011. http://liblink.bsu.edu/uhtbin/catkey/1652227.
Full textAccess to thesis permanently restricted to Ball State community only
Department of Educational Psychology
Hargrave, Jennifer Leann. "The relationship between executive functions and broad written language skills in students ages 12 to 14 years old." Thesis, 2004. http://hdl.handle.net/2152/2060.
Full textWu, Pei Chen, and 吳珮甄. "The Study of Correlation among Evaluation Standards Cognition, Professional Commitment and Compliance Behavior of Children Protection Services Evaluation-from Children Social Workers View." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10019855604491531308.
Full text東海大學
社會工作學系
100
In social welfare services area, children protection services has its own specialty, by the norms of the Act, children social workers is the first line of defense in the protection business in public sector. With the development of the social work profession, the issues of accountability are increasingly important, evaluation play an important role in order to grasp the quality of social services. This study aims to explore children social workers in the implementation of children protection services evaluation, for the correlation among evaluation standards cognitive, professional commitment and compliance behavior. In this survey, 175 questionnaires were sent out, 91 were returned, 83 were valid. The rate of the effective response is 52%. After the statistical analysis, we found out the following points: 1. Policy: children social workers in the evaluation process, compared to concern evaluation is able to respond to the needs of clients, they are more concerned with the evaluation process in their own rights and interests are protected. 2. Theory: value will affect the behavior of decision-making in the evaluation compliance behavior or professional commitment theories are considered. 3. Practice: the implementation of the evaluation of the boundary is blurred with the treatment of children social workers of the public sector, so the evaluation is able to implement will being challenged. According to the research results, this study suggests the following recommendations: 1. Improve the children protection services staffing. 2. Enhance the professional knowledge and accountability through professional training of children social worker. 3. Welfare assessment should promote the practice and administrative links. Key words: Children Social Work, Children Protection Services, Evaluation Standards, Compliance Behavior, Professional Commitment.
"The effects of music training on memory of children." 2001. http://library.cuhk.edu.hk/record=b5890695.
Full text"Running head: Effects of music training on memory of children."
Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 51-65).
Abstracts in English and Chinese.
ABSTRACT (English Version) --- p.ii
ABSTRACT (Chinese Version) --- p.iii
ACKNOWLEDGEMENTS --- p.iv
TABLE OF CONTENTS --- p.v
LIST OF TABLES --- p.vi
LIST OF FIGURES --- p.vii
Chapter CHAPTER I - --- INTRODUCTION --- p.1
Chapter CHAPTER II - --- METHOD --- p.13
Chapter CHAPTER III - --- RESULTS --- p.19
Chapter CHAPTER IV - --- DISCUSSION --- p.42
REFERENCES --- p.51
Giroux, Deborah Mittanck. "Identifying depressed children : a qualitative analysis of child and parent responses to depression screening and assessment." 2008. http://hdl.handle.net/2152/18320.
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Awuah, Francis Kwadwo. "Grade 12 learner's problem-solving skills in probability." Thesis, 2018. http://hdl.handle.net/10500/25585.
Full textMathematics Education
Ph. D. (Mathematics, Science and Technology Education)
Gould, Judy. "An evaluation of assessment instruments in the measurement of the spoken communication skills of rural aboriginal children." Thesis, 1999. http://hdl.handle.net/1885/148000.
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