Dissertations / Theses on the topic 'Emotions in children – Study and teaching'
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Cafferky, Marlene B. "A curriculum for dealing with anger as an emotion in the first-grade classroom." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/447.
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Bailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
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This study investigated various aspects of the Social Information Processing Model, in particular, young children’s emotional behavior regulation and negative emotionality, in Hong Kong. The sample was N=628 from 12 schools. Using Rasch measurement, linear unidimensional scales were constructed for Emotion and Behaviour Regulation (10 items) and for Negative Emotionality (10 items). The well-known Short Temperament Scale was Rasch analyzed too, but a linear scale could not be created – it had initially been designed under the True Score Test theory paradigm. The children were divided into Type A (high on negative emotionality and low on emotion and behavior regulation, N=27 and Type B (low on negative emotionality and high on emotion and behavior regulation, N=31). The children’s teachers were given conflict situations and asked to state what strategies the Type A and Type B children would adopt in each conflict situation. The first conflict situation was about the child who was being accidentally pushed by a peer. The second conflict situation was about the child who is being excluded from a game that has enough participants. The third conflict situation was about the child being called “a baby” because he/she was playing with baby toys. The fourth conflict situation was about a peer criticizing and putting marks on a child’s picture. The fifth situation was about a peer pushing ahead and taking a toy that a child has been waiting for a long time. The Type A and Type B children were also asked to state what strategies they would adopt in each conflict situation. When the teachers’ views were compared to the children’s views, it was clear that the teachers did not know their children’s thought processes very well. For both Type A and Type B children, Rasch analysis was used to create a calm/angry scale and a sad/happy scale. Conflict situation two (being excluded from a game) is very hard on the calm/angry scale and both Type A and Type B children need to have a very high angry measure to answer this item positively. Conflict situation two is moderately easy on the sad/happy scale and both Type A and Type B children need only a low sad measure to answer conflict situation two positively. In contrast, conflict situation three (being called a “baby”) is very hard on the sad/happy scale and both Type A and Type B children need to have a very high happy measure to answer this item positively. Conflict situation three is moderately easy on the calm/angry scale and both Type A and Type B children need only a low calm measure to answer conflict situation three positively. The present study gave strong support for the Social Information Processing Model and for the inclusion of emotion and behavior regulation and negative emotionality in the revised model. The study rejected the Short Temperament Scale as it did not produce a linear, unidimensional scale, and it showed that teachers do not know their children, in terms of strategies selection in common social conflict situations, as well as they think that they do. Children are much more conscious of the variety of strategies that can be used in common conflict situations than teachers would normally give them credit. Results indicate that levels of anger aroused in Type A children are associated with differences in the quality of strategies that they are able to generate for solving social problems. Type A and Type B children differ significantly in their choice of best strategy under different emotional conditions for the different conflict situations.
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Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
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Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
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Wanyonyi-Short, Maureen N. "Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33210/.
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This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.
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Chen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.
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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.
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Capern, Trevor. "Exceptional connections : a cross-cultural exploration of the actual teacher behaviours that contribute to positive relationships with gifted secondary students and secondary students with emotional/behavioural disorders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/539.
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This cross-cultural study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students and secondary students with Emotional/Behavioural Disorders (EBD) in Western Australia and Canada. The study also examined which categories of social support (emotional, instrumental, informational, appraisal) were considered most important in developing positive relationships according to the exceptional students and their teachers. Behaviours were identified through a mixedmethods approach that included surveys, teacher interviews, and student focus groups. Participants included gifted secondary students (N = 133) and their teachers (N= 49), and secondary students with EBD (N = 89) and their teachers (N=23) in Western Australia and three Canadian provinces. The data established that both gifted students and their teachers valued teacher behaviours that showed respect for students, supported and extended student learning, and promoted cordial and friendly interactions between teachers and students. Gifted students emphasised the importance of informational support, while their teachers put a greater emphasis on emotional support. Students with EBD and their teachers both valued teacher behaviours that displayed warmth, understanding, patience, supported students in their learning, and showed flexibility in instruction and in addressing behaviour. Students with EBD and their teachers both identified emotional support as the most important type of social support for developing positive relationships. Comparisons between the behaviours that were identified for gifted students and students with EBD revealed a set of core behaviours that were essential for developing positive relationships with both groups, but that each group required a unique set of behaviours to address their unique set of needs. Themes emerging from the data were consistent in Western Australia and Canada, indicating that positive relationships with these exceptional secondary students can be developed using behaviours that transcend borders and cultures.
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Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.
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The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
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Wilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.
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The purpose of this study was to evaluate the effectiveness of a computer program in conjunction with instruction from the researcher, in helping individuals with Autism Spectrum Disorders improve their emotional and social skills. In an A-B- A with replication across participants design, three participants used the program for 20 minutes a day for 15-18 sessions in a school setting, across six weeks. The researcher provided one on one support to participants while they used the program. The participants were aged 10 to 12 and had previously been diagnosed with Asperger’s Syndrome or High-Functioning Autism. Participant’s progress was measured by conducting pre-and post intervention interviews with parents and teachers of participants, and the participants themselves. Data was also collected while the participant used the computer program and from the diary entries completed each session. Naturalistic observations were conducted to determine if any effects of the program were generalized. The results demonstrated that participant’s emotion recognition improved as shown by an increase in emotion scenarios completed in the computer program. In addition emotion expression skills improved as demonstrated by content of participant’s diary entries. An improvement in social skills was also shown by participants becoming more engaged in group activities, physical education and making friends. The results show preliminary evidence for the program, in conjunction with individualized support, being a promising treatment method to teach emotion recognition and social skills. It is unclear how much of an effect the support of the researcher and the diary component, had on participants progress. Future research should focus on making outcomes more consistent and widely generalized. Implications for research, practice and program development are discussed.
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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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Johnson, Heather L. "Evaluation of an in-home computer intervention: Teaching children with an autism spectrum disorder to recognize and predict emotions in others." Xavier University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385391332.
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Leary, Alison. "Emotion regulation in childhood cancer survivors : the coping after cancer study /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9159.
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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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Loh, Ka-yee Elizabeth, and 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.
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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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Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.
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This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students.
This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study.
The writing is structured according to the classification suggested by Schon:
1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters.
2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience.
3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others.
Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding.
After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations.
In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the
differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study.
In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.published_or_final_version
Education
Doctoral
Doctor of Education
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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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Chen, Shu-Hua, and 陳淑華. "A Study of Implementing Emotional Education on Children Who Participate in Remedial Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/01513354186701040227.
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碩士靜宜大學
社會工作與兒童少年福利學系
104
The purpose of this study is to identify the behavior and effect of emotion management from those children who participated in remedial teaching. The current study aims to observe and comprehend children’s performance of emotion management. The participants were fifth-grade elementary school students in central Taiwan. The researcher adopted action research to analyze the remedial teaching course and the children’s emotion management behavior in class. The data collected was from classroom observation, interview, teaching reflection, and document collection. The results are shown as follows: 1.Participants’ personal traits tend to be affected, which need guidance from teachers. 2.Emotion management course is needed in order to motivate students’ learning interest and willingness. 3.Different teaching methods are needed to meet different students’ needs. One by one teaching may improve students’ emotion management. 4.The difficulties students facing may not be neglected. 5.The results showed the importance of positive evaluation given by teachers, peers, and parents. The cooperation between teachers and parents is also vital. 6.The operation course may improve students’ emotion management.
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Hung, Hsiu-Hua, and 洪秀華. "A Study of the Impact of the Teaching Guidance Strategy on the Children’s Emotions and the Children’s Learning the Five Fields in a Montessori Kindergarten." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pqj95r.
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碩士國立臺北教育大學
社會與區域發展學系碩士班
105
The purpose of this study is to explore the possibilities to give children guidance during the free time at a Montessori kindergarten. Each morning children at Montessori kindergarten would have the freedom to choose from 5 learning fields. Parents loved the spirit to allow children to decide, nevertheless they worried that their children didn’t explore all the possibilities in the kindergarten. We, therefore, wanted to see what would happen when teachers in the Montessori took a variety of teaching and guiding strategies to allow the children who have preference in some specific fields to explore all of the five fields, especially those fields that they had never tried during the first year at the kindergarten. We wanted to see if these approaches would interfere the children’s emotional status or not. This’s a case study. We studied 5 children who’re 4 to 5 years old at a Montessori Kindergarten. It lasted for 10 weeks from September 19, 2016 to November 25, 2016. We had a post observation period for 4 weeks in May 2017. We collected data such as video tapes, the teacher’ reflective journals, the co-workers’ journals, interviews with parents and the children, telephone conversations with parents, students’ works, etc. In this study, we found out that there were six teaching strategies the author adopted in response to the children’s individual differences and needs that were considerably effect on the study of balanced learning in the five fields of Montessori. The author observed the children during the free choice period and had paid special attention on their emotional reactions. This helped the author to adjust to the children’s needs. According to individual differences, the author could timely adjust the guiding strategy to improve the children’s learning efficiency After 10 weeks of observation and 5 months of delayed observation, we found out that the guiding strategy could indeed expand the children’s interest to explore on the Montessori five fields of teaching aids. All five children loved only 2 or 3 fields in September 2016. To our great surprise that not only the 5 case study children expand their interests to try all 5 fields, the children who were not in this study also had expand their interests in the fields that didn’t want to try in the beginning of the semester year. We, therefore encourage all Montessori Kindergarten to try to use the guiding strategy as one of the teaching methods.
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Lewis, Kendra M. "Evaluation of a social-emotional and character development program : methods and outcomes." Thesis, 2012. http://hdl.handle.net/1957/29191.
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Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning, also known as positive youth development or social-emotional and character development (SECD) programs. Currently, little is known about the relationship between SECD and these outcomes in low-income, urban, minority populations. The present studies (a) examine key methodological design issues in conducting a cluster-randomized trial with such populations, and (b) assess whether an intervention designed to promote SECD was effective in improving the SECD developmental status of children from this population. Data for this study come from the Chicago cluster-randomized controlled trial (CRCT) of Positive Action (PA). The trial was longitudinal at the school level with a place-focused intent-to-treat design at the student level. This CRCT collected data on children in grades 3 through 8, for a total of 6 years and 8 data collection points. Manuscript #1 focuses on the design, sample, planned analyses, and a latent class analysis (LCA) of mobility patterns. Specifically, the setting and recruitment of schools is described, as well as the process by which schools were matched into pairs and randomized into PA or control, including the list of criteria for school eligibility and variables used for matching. Additionally, this paper thoroughly describes the primary analyses to test for program effects using three-level growth curve models (time nested within students nested within schools), as well as several sensitivity analyses that will also be conducted when evaluating this program. Further, this manuscript discusses secondary tests of meditation and moderation, which will assist in the understanding of how the program works (mediation) and for whom (moderation). Finally, this paper also provides several descriptive statistics and characteristics of the students and teachers in this sample. In terms of baseline equivalency, PA and control schools did not significantly differ on matching variables before or during the trial. Minimal differences were found on baseline reports from students, teachers, and parents; half of these differences favored PA students and half favored control students. Manuscript #2 focuses on the intervention effects on the student-, teacher-, and parent-reported social-emotional outcomes assessed during the Chicago CRCT, following the analytic procedures outlined in the first paper and focusing on the effectiveness of PA on social-emotional outcomes. Results indicate that PA had a significant effect on student self-reports of prosocial interactions, honesty, self-development, self-control, respect for parents and teachers, empathy, altruism, positive actions/feelings, negative moral center, and aggressive problem solving. Additionally, it was found that PA had marginal effects on teacher-reported responsibility. Minimal differences by gender were found; no differences by mobility status were found. Together, these two papers involved a sample of students in a high-risk setting; generating improvements can be particularly difficult in urban areas. The empirical evidence of effectiveness of a SECD program in a high-risk population, as demonstrated in the present study, should serve as a call to action for policymakers and school officials who are increasingly challenged to positively impact not only academic achievement, but also behavior and character development.Graduation date: 2012
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Wiltshire, Cynthia Arraya. "Teacher Stress, Teacher Warmth, and Children’s Ability to Regulate Emotion in the Preschool Classroom Context: a Mixed-methods Approach." Thesis, 2021. https://doi.org/10.7916/d8-scex-zf53.
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An understanding of emotion regulation (ER) is important to children’s development, allowing for better navigation of the world. This learning happens in the company of caregivers, within the context of relationships inside and outside the home. Detrimental circumstances (e.g., poverty, lack of quality early childcare options, homelessness), however, exist for children in the United States. These factors have the potential to affect children’s academic readiness and success, resulting in them entering Kindergarten labeled at risk for school failure. To manage these factors and the at-risk characterization children receive, one solution has been to send children considered at risk to more school and school earlier (i.e., Universal Pre-Kindergarten, 3-K). Once in school, children spend more waking hours with teachers than with family. Given the importance of the dyadic relationship between teacher and child, much like the parent-child relationship, this researcher sought to understand if at-risk children are, in fact, favorably served by earlier school when teachers themselves operate under equal, but differing, types of stress.
Using an explanatory sequential mixed-methods design, the researcher reanalyzed Chicago School Readiness Project (CSRP) data, looking for associations among teacher stress, teacher warmth, and children’s ability to regulate emotion; the researcher also qualitatively investigated Head Start (HS) teachers in the Chicago metropolitan area, asking (a) Do teachers exhibiting more warmth help children develop better emotion regulation (ER) skills? and (b) What are teachers’ lived experiences, histories, stories, and perspectives regarding child ER in relation to their own stress and warmth? Reanalysis of the CSRP data demonstrated teacher stress and teacher warmth were each associated with increased child externalizing and internalizing behaviors. Individual and focus group interview data of present-day HS teachers illuminated the problematic circles of influence in which HS teachers work, enriching the quantitative data. When children’s first years in school are considered a sensitive period, researchers, policymakers, and educators would do well to learn more about teachers who work around the realities and consequences of stress, as well as what their insights may offer to close the described achievement gap. Implications and recommendations are discussed.
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Chen, Yi-Ching, and 陳一菁. "A Study of Moral Emotions Teaching for Primary-School Lower Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54820156574932919341.
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碩士國立臺北教育大學
課程與教學研究所
96
This study aims to develop the teaching programs of moral emotions for primary-school lower graders. Contrast to traditional teaching, the programs enhance children’s experience of moral emotions and break through difficulty of cognitive-orientation instruction. The main purposes of the study are: (1) developing appropriate strategies for moral emotions teaching; (2) understanding how children express their moral emotions in their daily life. This study utilizes qualitative action research for 6 months. The subjects are 31 lower grade children from one of primary school in Keelung. The study focuses on students’ learning process, their behaviors in classroom and their interaction with teachers. The methods utilized for collecting ample information include observation, interview, document analysis, discussion. According to the results of study, our findings can be used as a reference of moral emotions education and future study.