Dissertations / Theses: 'Internet and children Case studies'

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Zeug, Nicole M. "Increasing activities and interests in a child dually diagnosed with PDD-NOS and DS." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9003/.

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Expanding interests may be a behavioral cusp, resulting in widespread changes across skills, and therefore is particularly relevant in intervention programs for children with autism. Little research has addressed directly increasing the diversity of activities and interests for this population. This study describes a program developed to increase activities and interests in a girl dually-diagnosed with pervasive developmental disorder (PDD-NOS) and Downs syndrome (DS). A multiple-baseline design across stimuli was employed to evaluate the program. The results show that the program increased number of total and different toy interactions. No effects were observed for overall duration of toy interactions. Results are discussed in relation to play skill instruction and preference assessment literature, the cusp, and autism intervention programs.

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Kaur, Juss Rani. "Out of school support for gifted and talented learners : an exploration of online discussion forums." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:76663abb-c521-497a-b58e-9bf878406cc3.

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This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.

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Penney, Jonathon Walter. "Chilling effects in the internet age : three case studies." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:71d0f9a9-8f89-4a78-9364-a99c61c35105.

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This thesis is an empirical legal investigation into regulatory chilling effects in online contexts. Internet censorship is on the rise globally and state surveillance and cyber-policing capabilities are rapidly evolving. Understanding regulatory "chilling effects" - the idea that laws, regulations, or state surveillance can deter people from exercising their freedoms or engaging in legal activities - has thus today taken on greater urgency and public importance. Yet, the notion is not uncontroversial; many commentators have questioned the existence and impact of regulatory chilling effects, particularly in online contexts. It does not help that previous studies on regulatory chilling effects are generally narrow in methodological and theoretical approach and concern traditional media contexts, shedding little light on how chilling effects may work online. Drawing on a theoretical framework that synthesizes traditional chilling effects theory - forged largely by legal theorists Frank Schauer and Daniel Solove - and informed by insights from both online privacy and computer mediated communications (CMC) research, this thesis addresses this gap in the literature with an innovative research design that explores regulatory chilling effects online, with case studies exploring its comparative, regulatory, and surveillance-related dimensions. In concrete terms, this thesis provides empirical and theoretical foundations not only for the notion of regulatory chilling effects online but also factors that influence them. The first case study, a first-of-its-kind online survey with over 1200 respondents, provides general empirical support for the existence of regulatory chilling effects in online contexts, including comparative insights, that is, how some forms of regulation or surveillance may have more significant regulatory chilling effects than others, and why. The second case study examines whether widely covered revelations in June 2013 concerning NSA/PRISM online surveillance has had a chilling effect on Wikipedia users. The third case study is an investigation of the United States Digital Millennium Copyright Act (DMCA)'s controversial notice and takedown copyright enforcement system, a scheme often criticized for creating chilling effects online. This DMCA study is carried with a sample of 500 Google Blogs and 500 Twitter accounts and offers insights into how regulatory chilling effects work in practice, along with insights and implications of automated or "robotized" legal enforcement and the DMCA's international impact. Ultimately, this thesis addresses substantial gaps in existing research and literature concerning the existence, scope, impact, and permanence of regulatory chilling effects, and factors that influence them, while helping lay the foundation for a theory of regulatory chilling effects for online contexts. It also has substantial methodological contributions, offering unique and innovative methods for measuring and exploring regulatory chilling effects that can be re-deployed or built upon in future research.

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Baldini, Myung Hwa. "Perceptions from foster care practitioners on the best interest of children and teenagers within the Brazilian strategy for reforming out-of-home care." Thesis, Linköpings universitet, Tema Barn, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179783.

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Within the Brazilian strategy to reform out-of-home care services, efforts have been directed to the prioritization of foster care over congregate care. This study draws from the perspective that childhood is socially construed, therefore child protection systems are dependent of notions and ideals of childhood, especially concerning the child deprived of parental care. Interviews with ten professionals involved in the implementation and execution of foster care services in different cities were conducted for this study. Thematic analysis of interviews was triangulated with the contents of National Guidelines for out-of-home care services and legal provisions with the aim of investigating how ideas on children deprived of parental care and their best interests are translated into practice. Three research questions guided the study: (1) how participants perceive the out-of-home care reform and the provisions of rights in different care modalities, especially regarding how children placed in different types of out-of-home care are perceived, (2) how participants view children’s best interests and which practices are believed to secure them and (3) how practitioners’ views relate to the contents of the National Guidelines. Five themes emerged in the analysis: a scientific and legal defense of (1) foster care as the most up to date form of out-of-home care, the prioritization of (2) children’s needs for individualized parental care, that (3) practitioners’ strong discretion is conditioned by foster families’ choices, that (4) institutionalization and group are detrimental to children, and the invocation that (5) children must be onboard. The study concludes that a clearer conceptualization of the rights and bests interests of children deprived of parental is required to better inform the reform of child protection and its practices, where consideration to children’s participation could be extended over acceptance to decisions.

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Hope, Andrew Derek. "School Internet use : case studies in the sociology of risk." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3979/.

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This research uses observation, interviews and content analysis to examine the perceived and actual risks arising from Internet use in eight educational establishments. The majority of staff interviewed expressed concern about online pornography and the dangers of web based chat rooms. Additionally staff were anxious about the risks posed by hate engendering sites, websites encouraging experimentation, copyright infringement and threats to network security. In considering these school Internet risk narratives I make a distinction between concern that the student is "at risk" and that they are "dangerous”, posing a threat to the institution. I point out that in the primary schools staff talked about students solely as being "at risk", whereas in secondary schools this concern was tempered with the view that students misusing the school Internet also posed a danger to the institution. In the post-16 college Internet risks were almost solely expressed in terms of the "dangerous student". While only a sparse student risk narrative existed, with a few students anxious about on-line pornography, chat-lines and security there was non-verbal evidence indicating that students were worried about being punished for misusing the Internet. In assessing the "student- at-risk", I argue that exposure to pornography via the school Internet was not likely to pose an actual risk, while undesirable others in chat rooms, hateful websites and sites encouraging experimentation all posed actual, though statistically remote, risks. Considering the Internet activities of the "dangerous student", I found little evidence to suggest that the issues of school image, staff authority and copyright should be a source of great concern, although I note that school network security was an actual risk which deserves more attention. Finally, I consider institutional attempts to control Internet use and alleviate some of these perceived and actual risks through the use of rhetoric, exclusion and surveillance.

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Demishkevich, Maya. "Small Business Use of Internet Marketing: Findings from Case Studies." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1340.

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Internet marketing is critical for meeting changing consumer needs and staying competitive in the business environment. Small business owners need strategies on how to use Internet marketing to promote their products or services. The purpose of this multiple case study was to explore how 5 small business owners in Maryland developed and implemented an online marketing strategy. Participants were recruited for their roles as the chief decision maker of their business; additional prerequisites for their participation were that they used Internet marketing, represented different industries, and had fewer than 20 employees. Data came from semi-structured interviews with the small business owners, direct observations of the firms' online marketing processes and technology, and evaluation of companies' use of different Internet marketing channels. The data analysis strategy drew on resource-based view theory propositions, examinations of conflicting explanations discovered during the literature review, and cross-case synthesis. The 5 emergent themes encompassed unstructured planning, limited Internet marketing knowledge and expertise, use of Internet marketing channels and tools, lack of systematic approach to the management of Internet marketing, and inadequate measurement of Internet marketing efforts. By engaging in Internet marketing strategy planning, acquiring specialized Internet marketing knowledge, measuring marketing performance, and extending their Internal marketing resources through outsourcing, small business owners may develop and implement successful online marketing strategies. These findings may influence positive social change by contributing to more effective and efficient marketing practices in small firms that can lead to better financial performance, higher survival rates, and a healthier economic system.

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Draggeim, Alexandra V. "Internet Slang and China's Social Culture: A Case Study of Internet Users in Guiyang." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365374025.

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Kim, Walsgård Mijung. "Internet Business Valuation : Case Study of two Korean and two Swedish Internet Companies using Adjusted DCF Valuation Model." Thesis, Stockholm University, School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6331.

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Internet business valuation is a challenge because internet business has unique features and thus, needs to consider other issues than the traditional income statement and balance sheet numbers. Furthermore, many of the internet companies have generated negative accounting income in spite of extraordinarily high stock price. Given these circumstances, the advanced valuation model for internet business with consideration of the high growth potential capacity is apparently needed. This paper is designed primarily to review previous researches on the corporate valuation models as the theoretical background and then to select a possibly best suited valuation model for internet business among the presented models. Secondly, I apply the selected valuation model to two Swedish and two Korean leading internet businesses in order to check out the reliability of this valuation model as the empirical study. When it comes to the internet business, both countries have a pretty good internet infrastructure and a high internet penetration in both private life and business environment. Therefore, it could be interesting to compare how different the value of internet companies which have such common conditions is estimated with each other. For the empirical study, I employ the adjusted DCF valuation model and select four internet companies. Two Swedish internet Companies – Net on Net and Unibet - and two Korean internet companies – Interpark and Neowiz – are selected and each company is listed on the respective stock exchange – OMXS and KOSDAQ. The adjusted DCF valuation model is the traditional DCF model with capitalization of R&D costs and marketing expenses as investments. the adjusted DCF valuation model suits best for the valuation of the selected internet companies since they are online gambling provider and online retailer which put large sums in marketing expenditures. This intensive marketing effort in the end contributes to the high future growth. In this sense, the marketing expenditures should be considered as investment rather than costs. By the calculation of the NPV and the comparison with the stock price, I found that the companies with the high growth potential generate the higher NPV than the value derived from the stock price. On the other hand, the NPV of the companies with the moderate growth rate and the mature market situation remains at the almost same level of the stock price value. This empirical result shows that the adjusted DCF model gives the reasonable number and so indicates the high forecast capacity. Except Net on Net of which the NPV seems to be too high, the NPVs of the companies are well-consistent with the present stock price and the stock price change.

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Cuttill, Casey. "High school siblings of children with disabilities : five case studies /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414962.pdf.

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Levinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.

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In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture. The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures. The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school. The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts. The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.

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Brown, Janet M. "The enemy in the screen a collective case study on perpetrators of Internet crimes against children /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education

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Hanson, Geane Renee. "My thinking chair: Daydreaming in the lives of children." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185979.

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This dissertation is an exploration of the nature of daydreaming and its relationship to literacy development in the lives of four children. The children were interviewed and the data is presented in four interpretive case studies. Of the four children, ages 11-13, two of the children are urban and two children live on a southwestern Indian reservation. Five themes emerged from the interviews with the children regarding their use and description of daydreaming: daydreaming, imagination, reading, writing, and school. The children consistently made distinctions between daydreaming and imagination, utilized daydreaming in their construction of their worlds, and discussed the negative attitude they experience in school toward daydreaming. The data in the individual case studies is contextualized within the broader life context of each of the four children represented. A component of this work is based in the researcher's self reflection. The universal practice of daydreaming must be valued in the growth and development of the individual. Daydreams show the uniqueness of individual invention. Through daydreams children explore places they have never been, become characters in the stories they read, and explore new knowledge in the safety of their own minds. Daydreaming is an invisible aspect of the creative and generative life of the mind which is critical to visible production. Currently research themes are increasingly addressing the question of individual consciousness and understanding how children transform information into their own terms. This dissertation seeks to contribute to this understanding. Daydreaming is not a negative practice but one which contributes to children's invisible and visible worlds. Daydreaming serves the interests of these children in their lives as thinkers, readers, writers and creators both at home and school.

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Bellett, Donella Frances, and n/a. "Contradictions in culture : 8 case studies of Maori identity." University of Otago. Department of Anthropology, 1996. http://adt.otago.ac.nz./public/adt-NZDU20070531.122612.

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This thesis investigates the phenomenon known as a Maori ethnic identity. The topic is investigated using personal interviews and the findings are reported by way of personal narrative. Eight informants were interviewed. All presently identify as Maori and have arrived at this point following a diverse range of experiences. The thesis documents these experiences and those things that are important to them on a personal level. As such, this thesis investigates the topic of Maori ethnicity as it pertains to a group of individuals, not to Maoridom as a whole. It was found that no single paradigm could be applied to my informant�s conception of identity. Each constructed their identity in a unique way. Integral to all identities, however, was the use of both cultural and biological factors. In constructing and maintaining their identities as Maori my informants looked firstly to the presence of ancestry and, following from this cultural practices were employed. The use of ancestry as a basis of identity, and the causal attributes associated with it (such as natural leanings towards the use of Maori language), represent essentialist tendencies on the part of many of my informants. Also of great interest was the perception, by many of my informants, that cultural traits were innate. This is described as a Lamarckian way of viewing ethnicity.

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Kritzberger, Karen, and Dawn Peria. "Attachment of children in foster care." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/973.

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Chui, Hing-chuen, and 徐慶存. "Physical activity patterns of primary school children in urban and rural areas in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959325.

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Gilbert-MacLeod, Cheryl A. "The behavioural expression of fear in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56550.pdf.

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Burgoyne, Tim. "Why Do Children Work? A Case Study on Early Work Experience Opportunities for Children in Washington State." Thesis, Union Institute and University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13804861.

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With a trend to eradicate all forms of twelve-year-old labor outside of the home, both globally and locally, the perspectives of ten former employees of a Washington State agriculture business were studied. A study site was selected as an intrinsic case study due to the fact it adheres to state and national child labor policies, yet conflicts with global agreements on what constitutes acceptable child labor practices of twelve-year-old children. Semi-structured. face-to-face interviews, with ten young adults, between the ages of 18 - 25, who worked for the study site when they were 12-years-old, were conducted. Additionally, ten local community members were questioned about their views on the study site. Qualitative data analysis was then performed on transcribed interviews and notes to extract themes related to reasons, insights, and thoughts on their experiences or opinions regarding early work experience. The theoretical framework, consisting of the capabilities approach, was used to interpret the data and develop a discussion of the study's results and implications.

This case study demonstrated that the influence of obtaining a good work ethic and social engagement were primary motivations to start working at 12 years-of-age by the child's family and/or the child. Analysis of the semi-structured interviews revealed that work was not considered easy. Additionally, this study demonstrated that additional choices in the job market were desirable. Findings indicated that stakeholders (the participants, the participants' families and the participants' friends) and community members supported the study site's continued operation model. Results from this investigation may be used to support further research into the protectionist approach to light work practices.

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Young, Mary Lou, and Melissa Creacy. "Perceptions of homeless children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1040.

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Ma, Tin-wan Angela. "Phonological characteristics of children's early lexicon production six case studies /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208383.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.

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Popoviciu, Liviu. "Children and national identity : how children conceptualise identity : a comparison of case studies from Romania and England." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/621.

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The PhD critically examines the question of national identity in a comparative context, analysing case studies from the North West of Romania and the North East of England. It explores the interplay between diverse identities acted out within a range of spatial contexts, including: regional/national, urban/rural and West European/East European, but also within social and cultural dimensions. Another aspect I investigated was the way educational policy is addressing issues of national identity in educational sites with reference to the inter-relationship between theoretical perspectives, from ethnic studies to post-colonialism, policies, including multiculturalism and antiracism and practice. Following this line of inquiry, I have become familiarised with various aspects of British policymaking processes public institutions. I have recognised the absence of similar policies and theoretical perspectives in Romania. I conducted interviews with more than 100 children, within three schools (two in Romania and one in the North East of England). I used case studies as the main research method, carrying out semi-structured individual and group interviewing to collect data. The analysis of the data yielded a variety of information regarding the conceptualisation of national identity in the two countries, from which similarities and differences emerged. In both England and Romania, children imagine their national community in terms of tangible characteristics, such as language and territory. Only a limited number of students see their respective nation in essentialist or exclusivist terms. While the Romanian students had a rich and elaborate language to talk about national identity and exhibited high level of patriotism, the students from England had a limited vocabulary in talking about the same issue. In both cases, the 'other' was a significant factor in engendering a coherent identity: for the English students this was quite often represented in social terms, while for Romanian it was more focused on national and 'racial' differences. In light of the above, the thesis wishes to inform the debate around the development of national identity in childhood and the teaching of Citizenship Education in both countries, advocating the need for an informed exploration of national identity as part of pluralist process of education informed by critical multiculturalism.

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Nehring, Wendy, and Lisa Ousley. "School Nursing for Children with Disabilities: Case Studies: Special Needs Healthcare Plans." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7163.

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Wallace, Susan Larson. "Performance of school-age children of prenatal cocaine exposure: Five case studies." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618653.

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The purpose of this study was to examine the social and learning performance of school age children of prenatal cocaine exposure. The Behavioral Assessment System for Children (BASC) was used along with interviews, observations and document analysis for each individual case studied. The data collected through these methods was coded and examined for patterns and relationships in each case, and across cases.;Data analysis revealed that each case varied in the effects exhibited on a continuum from subtle to severe, as indicated in the literature. Social and behavioral patterns appeared to be most severely affected, while the language area was found to be within normal parameters for children their age. Additionally, all cases experienced tremendous environmental factors which may have impacted their performance such as trauma, abuse, and passive exposure to cocaine and other drugs.

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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Abild-Lane, Tracey. "Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4953.

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Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.

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Houminer, Tirzah. "Children with Down's syndrome who learn : the effects of mainstreaming." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74047.

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Hamachila, Alphonsius. "Use of the internet in newsgathering : a case study of The Post newspaper in Zambia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008075.

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The Internet and World Wide Web have become dominant newsgathering tools in a sholi period of time. While the body of research, particularly in the First World, has developed quickly along with the Web, many unanswered questions remain on how journalists in developing countries make use of the Internet for newsgathering purposes. This study combined social constructivist theory with the socio-organisational and cultural approaches to news production in order to critically investigate how journalists at The Post newspaper in Zambia relate to, and make use of, the Internet as a newsgathering resource, in the context of Third World conditions. The study critiqued technological detelminism perspectives on journalists' use of the new information technology. The technological determinism theory, which has largely been advanced by some scholars from the developed world, takes a celebratory approach to journalists' use of the Internet in the newsroom. Using qualitative semi-structured interviews and observations, the study established that while journalists at The Post acknowledged the lnternet's potential in news gathering, factors such as unreliable telecommunications infrastructure, poor Internet skills, lack of local content on the World Wide Web, and organisational and occupational demands inhibited the use of the Internet as a journalistic newsgathering resource. The study established further that online reporting is only a tool within the broader news gathering and production process; and in the case of The Post, it does not replace the traditional news gathering techniques used by journalists, particularly direct contacts with human sources. The respondents cited face-to-face interviews, a traditional means of newsgathering, as the main driving force in news gathering routines at the newspaper. However, although the respondents saw some mixed blessings in the Internet as a reporting tool, they also believed that the benefits outweighed the problems.
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Shapiro, Ellen Sara. "The role of family environment in an ecological study of preschool children attending family day care." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28281.

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This thesis is an exploratory ecological study of the role of the family environment as it relates to a number of variables under investigation in the Vancouver Day Care Research Project's extensive contextual study of children enrolled in family day care settings. These variables include child language scores, indices of socio-economic status, conditions of maternal employment and attitudes related to maternal employment, other measures of the home environment, and parental attitudes to childrearing. In addition, the family environments of the family day care caregivers were examined in relation to the quality of care provided. The Moos Family Environment Scale (1986) was administered to parents and caregivers enrolled in the study. Scores from its ten subscales were correlated with measures of the variables of interest and then tested for significance. Data was then analyzed for important trends, patterns and highlights. Results showed that exposure of family members to stimulating ideas and activities is facilitative of child language skills, while an emphasis on achievement seems to have a negative effect. Families from higher socio-economic status homes seemed to be more likely to provide these opportunities for their children, particularly if they are well-educated. Findings also indicate that mothers who are satisfied with their employment tend to provide more positive family environments for their children than those who are working reluctantly. Mothers who worked part-time also appeared to provide better family environments than did those who experienced the increased stress of full-time employment. Adult-centered parenting values which stressed obedience were associated with family environments which were less facilitative of child cognitive development, whereas homes with child-centered parenting values appeared to be more positive. Family day care caregivers who provided superior childcare were found to be more organized in their own families, more supportive of one another, and more able to allow their family members to function independently than were other caregivers. There was considerable overlap in the results for each variable of interest; many similar features were found in the environments which were considered optimal in terms of language development, socio-economic factors, conditions of maternal employment, attitudes to childrearing, and high quality care for children. The study results strongly support the importance of exposure to a wide range of intellectual and cultural stimuli, participation in activities outside the home, expression of feelings amongst family members, and well-organized family functioning in the creation of optimal family environments; an emphasis on achievement, and the use of rigid rules and doctrine were found to be deleterious to the creation of positive home environments.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Yukawa, Emiko. "L1 Japanese attrition and regaining three case studies of two early bilingual children /." Tōkyō : Kuroshio Shuppan, 1998. http://catalog.hathitrust.org/api/volumes/oclc/41401328.html.

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Martens, Prisca Amalia. "I already know how to read.: Literacy through the eyes and mind of a child." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186761.

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Sarah's literacy from ages 2-5 is documented through this longitudinal interpretative case study. The researcher, Sarah's mother, employed ethnographic techniques and methodologies of data analysis and data collection, including interviews, writing samples, audiotapes, observations, and field notes, to accomplish the research goals and purposes. The initial research goals were twofold: (a) to observe and describe Sarah's literacy in natural settings, particularly at home, beginning formally at age 2; and (b) to analyze, understand, and explain her literacy learning process. The model of literacy learning presented, the generative learning cycle, is grounded and rooted in both the data and the theory and research of others, notably Ken Goodman, Yetta Goodman, and Kathy Short. The data demonstrate that Sarah's learning is continuous and not hierarchically ordered as developmental stages propose. While the qualities of her literacy artifacts, or products, change, the quality of her thinking, strategies, and learning process do not. She perceives, questions, and invents sophisticated solutions to her inquiries concerning literacy, continually utilizing all she knows to outgrow herself and learn what she does not know.

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Smith, Dana Marie. "Assesment Profiles of Auditory Processing Disorder and Language Delay: Case Studies of Four Children." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/SmithDM2009.pdf.

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Struik, Kathryn Rebekah. "Child-canine bonding in children with ASD : findings within and across case studies." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58646.

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The demand for support for children and families impacted by Autism Spectrum Disorder (ASD) continues to grow, and one increasingly popular avenue of support is the use of therapeutic canines. Parents searching for service canines trained to work with children with ASD however face formidable obstacles surrounding the availability and cost of canines. Due to these challenges, parents may seek less formal routes to support their children with ASD, often adding companion canines to their family. Despite enthusiasm for integrating companion canines into the care plan, research examining human-animal bonding in children with ASD and the mechanisms through which child-canine bonding occurs in this population is needed. Furthermore, research identifying factors that influence children on the spectrum’s ability to bond with a companion canine is meagre. Given the nuanced interactions that exist to indicate the presence or absence of bonding (e.g., proximity, initiations of interactions and touch), this exploratory case study employed interviews and observations to gain insights into the mechanisms or pathways through which child-canine bonding occurs and to identify factors contributing to this bonding process. Families (N=6), with a child aged 5-14 years with a confirmed diagnosis of ASD and their family canine, participated in the study. Using the components of attachment theory (i.e., safe haven, secure base, proximity seeking, and separation anxiety) as a framework to categorize thematic responses, directed content analysis was used to identify whether the child-canine relationship could be conceptualized as an attachment relationship. Conventional content analysis was used to identify key themes characterizing child-canine bonding arising in interviews and observations and later verified by field notes. Findings revealed support for the use of Bowlby’s theory to understanding child-canine bonding with proximity maintenance identified as the most prevalent component followed by secure base, safe haven, and separation anxiety. A cross-case analysis revealed seven prevalent themes characterizing child-canine bonding. The themes that were identified included: 1) Canine Acquisition; 2) Bonding Strategies; 3) Canine Characteristics; 4) Canine as Family Member; 5) Family Profile; 6) Benefits; and 7) Other. Theoretical and applied implications of these findings are addressed.
Education, Faculty of (Okanagan)
Graduate

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Jefferies, Edward Campbell Scott. "Pre-five services and children with disabilities : six case studies in Strathclyde region." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389579.

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Yotamu, Linda Ariemu. "Protecting the rights of children with albinism - case studies of Malawi and Tanzania." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65637.

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Kearns, Kimberly Anne. "Lexical extension and overextension by blind children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29139.

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This study investigated lexical extension and overextension by three blind children, ages 1;8, 2;1 and 2;5, who had vocabularies of at least 50 words but did not yet produce two-word utterances. Theories of semantic development take it for granted that vision provides the child with access to a great deal of the information necessary for the development of meaning, including much of the knowledge about size, shape, and movement of referents. Through vision, the child is able to form concepts on which word meaning is based, and extend the domain of application of words from original referents by recognizing other instances of that word. Despite this, surprisingly little research has focused on semantic development by blind children. Results of the few relevant studies indicate that blind children rarely extend or overextend their words, and attribute this inability to either (1) a lack of experience with other similar referents, or (2) an inability to form categories that underlie lexical extension and overextension. The blind children were given objects to name during a play session. These objects were (1) new examples of an item the child already named, providing opportunity for the child to extend known words to proper, novel referents, or (2) members of a different nominal category, but differing from an item the child already named in one or two criterial features, thus providing opportunity for the child to overextend. Data on spontaneous extension and overextension was also collected through analysis of utterances produced during experimental sessions and reported in parental diaries. Results indicated that all children extended and overextended their words, both spontaneously and in experiments; visual impairment did not prevent the children from recognizing other exemplars of a referent, or from applying words they knew to objects similar to original referents but, on the basis of criterial features, members of other nominal categories. Performance during two sorting tasks indicated that the children did not have impaired ability to form categories—all three children displayed classificatory behaviour during the sorting activities.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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36

Symonds, Gene. "Play to promote development and learning in children infected with Human Immune Virus (HIV): Case studies of three children." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7428_1308638637.

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The aim of this study was to explore the use of play with toddlers who are HIV positive to facilitate play, playfulness and sensory-motor development. The objectives were to explore how the therapist facilitated play, to explore how the child responded to the intervention, to explore how playfulness manifested as a facilitatory strategy and to explore how playfulness manifested as a response. A qualitative approach framed the case study research method with three participants between the ages of twelve months and three years. The main source of data was a record of the play-based intervention with the three participants. Additional data was obtained from participant observation of the children&rsquo
s responses to the play-based intervention, and hospital and occupational therapy record notes. A theory analytical strategy was used by coding data using theoretic propositions inductively. Each case was first analyzed individually, and then an analysis was made across the cases. Qualitative analysis of the data was done manually by coding, seeking categories and eliciting emergent themes by using an analytical strategy of theoretical propositions and an analytical technique of explanation building. Coding was done inductively, using theoretical constructs from the occupation by design, namely the elements of appeal, intactness and accuracy. Signs of playfulness were coded according to evidence of the elements of playfulness, namely perception of control, intrinsic motivation, suspension of reality or framing were evident in the data. Findings of the study were reported under two themes: Playful enablement &ndash
the therapist and Engaging, playing and developing &ndash
the child.

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Pegg, Lauren Jane. "Phonological vowel disorders : a case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30271.

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The purposes of the present study were: 1) to provide descriptions, both phonological and acoustic, of the vowel system of a child who exhibited a phonological disturbance in his vowel system, and 2) to examine the effects that intervention targeting consonants would have on his vowel system. No specific hypotheses were proposed, although it was implied that there would be some effect. The subject, S, was one of six subjects in a doctoral research study investigating the application of non-linear phonological theory to the assessment and remediation of developmental phonological disorders. The data were selected from the initial assessment session and a reassessment after two blocks of intervention. Both phonological and acoustic analyses of the data were performed. Acoustic measurements included the fundamental frequency and the frequencies of the first and second formants for each phone. The data showed that S had a large phonetic inventory of vowels with a high proportion of vowel errors. Phonemes exhibited considerable variability but one primary phone could usually be identified. Significant in the phonological description were the following: 1) a high front vowel, a back rounded vowel, a low vowel, and a central vowel were among those most accurately produced by S, 2) there were a significant number of errors in the non-high, unrounded phonemes, and 3) /u/ exhibited a high proportion of errors. In general, errors were not sensitive to consonantal context. Acoustically, while the formant patterns for each phone differed from the others, S's vowels were found to be different in some ways from normal. Specifically, the frequency of F2 for his back vowels is higher than expected and the frequency of Fl for /a/ is lower than expected. In addition to some differences in formant frequency, the acoustic data on S's vowels show much more variability than normal. Changes in the data occurred, both phonologically and acoustically, between the pre-and post-treatment assessment Changes included: 1) improvement in the accurate production of /u/, 2) shifts in the phonetic representation of non-high, unrounded vowels, 3) a decrease in random phonemic error, 4) a decrease in the second formant frequency of back vowels and an increase in first formant frequency of /a/, 5) a decrease in variability of both first and second formant frequency, and 6) a decrease in fundamental frequency. While it was possible to describe differences between the pre- and post-treatment data, it was not possible to ascribe these changes solely to intervention. It is difficult to know whether intervention had a direct effect on vowel production or whether the changes which occurred were more general effects of intervention or simply natural events, coincidental with the intervention program.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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38

Chen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.

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何寶鈴 and Po-ling Ho. "Usability of web teaching in general studies in primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26903763.

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Bingham-Watts, Kera L. "Effects of a Remote-Controlled Tactile Prompt on the Initiation Skills of a Child with Autism." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278319/.

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A 4-year old child with autism was taught to make a social initiation statement following a remote-controlled tactile prompt (RCT). The RCT prompt was taught by using a time-delay procedure with written script cards containing initiation statements. Training trials occurred in 6 different play locations in the child's room. Restricted Trial training consisted of allowing the child to play independently, activating the RCT prompt and playing with the child based on any initiation until a warning to end was given. In Free Play training, the warning to end the activity was removed. The child's initiation statements increased from 0 in baseline, to spontaneous initiations in 100% of the trials in all training and generalization phases. The number of words in an initiation statement increased from 3 to 25 per trial. Spontaneous initiations in the No RCT phase generalized to the child's mother without training.

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Lam, Wai-man. "Online advertising : why or why not ?" HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/683.

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Karagiannis, Anastasios. "Three children with Down's syndrome integrated into the regular classroom : attitudes of a school community." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61668.

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Ma, Siu-wai Kitty, and 馬小慧. "Increasing on-task behaviour in preschool children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959702.

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Balt, Marcelle. "Youth leadership development programs in Africa : assessing two case studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.

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Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.

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Purdue, Kerry Ellen, and n/a. "Inclusion and exclusion in early childhood education : three case studies." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070202.115120.

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This research is based on three case studies, each of which involved a critical examination of how early childhood centres responded to children with disabilities. The first case study involved gathering information at seven full-day workshops undertaken at seven locations in the North and South Islands of New Zealand. The early childhood teachers, other professionals and parents who attended these workshops provided information on centre policies with regard to children with disabilities and on their own views about issues in this area. The second case study involved participant observation and interviews in a kindergarten across ten months. In this setting, I was actively involved in the daily programme, looking at how the kindergarten responded to Craig, a child with severe disabilities, and his family. The third case study involved participant observation and interviews in a childcare centre across ten months. In this setting, I looked at how the centre and its community included Peter, a child with Down Syndrome, and his family. In each of the case studies I was interested in understanding how children with disabilities may be included in early childhood settings and how some children with disabilities may experience exclusion from such centres. The data from the three studies were theorised from a social constructionist position that suggests that our understandings of the world are made evident in the way in which we name and talk about issues. Within this theoretical position, it is through discourse that knowledge and meaning about a phenomenon are formed and produced. Discourses function as a system of rules giving authority to what may be said and thought in relation to a particular subject. In the present case, the focal subject was disability. From the case studies it was evident that two particular discourses had significant and contrasting implications for policy and practice in early childhood education. A medical-model discourse that saw disability as a condition of an individual child in need of "special" education and treatment was related to children with disabilities experiencing discrimination and exclusion. A discourse of inclusion in which disability was viewed as part of a continuum of human experience was related to policy and practice that was focussed on the elimination of barriers, and to full participation in early childhood settings. The thesis suggests that removing barriers to participation is consistent with a social justice approach to disability that acknowledges the need for both redistributive justice through resource allocation, and respect for differences through justice as affirmative cultural recognition.

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Fan, Pin-wah Philip, and 范炳華. "Factors affecting parental involvement in school for moderate mentallyhandicapped children: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960856.

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Cuevas-Parra, Patricio. "Exploring child-led research : case studies from Bangladesh, Lebanon and Jordan." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33057.

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The right to participate and express a view is an intrinsic right afforded to all human beings, regardless of age (Lundy, 2007). Explicitly, Articles 12, 13, 14 and 15 of the United Nations Convention on the Rights of the Child (UNCRC) grant participatory rights to children and young people in decision-making. One of the forms of participation academics and practitioners have studied over the past decades, the engagement of children and young people in participatory processes, is moving away from the understanding of children as passive recipients of research to active participants. However, literature has paid scant attention to research led directly by children and young people (Thomas, 2015). Child-led research is understood, as starting definition from literature, as an approach in which children and young people are involved in all stages - from planning, fieldwork and analysis to dissemination. The aim of this research is to critically explore how the process and outcomes of children and young people's participation in their own child-led research contributes, positively or negatively, to decision-making processes in the context of international development programmes. The research questions are: Question 1: What are children and young people's motivations for, expectations of and experiences with engaging in their own child-led research as a way to influence decision-making? Question 2: What are the processes of child-led research that positively or negatively influence decision-making? Question 3: In what ways does child-led research influence decision-making? (And why and how do they do so?) This research project used a case study approach to examine two cases where children and young people claimed they conducted child-led research. The first, Bekaa and Irbid, investigated the research conducted by a group of children and young people on issues relevant to their situations as refugees in the host countries of Lebanon and Jordan. The second, Dhaka, reviewed child-led research focused on the lack of birth certificates issued for Bangladeshi children and the possible effects of not having this legal registration. A group of children and young people who are members of a Children's Parliament in Dhaka led this project. The research participants for this project are defined as (1) the children and young people, aged 12 to 18 (when I interviewed them), who are associated with World Vision programmes and engaged in the child-led research projects within their constituencies in the Irbid and Bekaa and Dhaka case studies and (2) the adult professionals who acted as facilitators of child-led research projects and those who worked in the design of these projects or dissemination of their findings. These participants were those who were best suited to provide the information needed as they were fully involved in the child-led research projects and had in-depth knowledge to contribute answers to the research questions. This project adopted several methods for data collection, including focus groups, semi-structured interviews, observations and documentary review. The study followed ethical research guidelines to ensure the safety, rights, dignity and well-being of both the children and young people and adult participants (Morrow, 2009). The research took into account the special considerations required to gain informed consent, ensure confidentiality and anonymity, acknowledge the cultures of the research sites, and refrain from presenting information that may potentially harm participants (Marshall and Rossman, 2006). The findings of the study show that the child-led research approach is considered an adequate participatory approach that creates spaces for children and young people to engage in their own research and influence change based on their findings. Thus, this approach enabled participants to gather together and pursue collectively a research project in which they were able to explore issues about their lives using research methodologies that were appropriate to their experiences, abilities and expertise. This conversion, however, highlights a variety of tensions around the understanding and legitimacy of child-led research. Findings from this study supports the view that child-led research generates empirically grounded knowledge, which produced through data collection and personal experiences of the young researches and its analysis as a whole. Findings also reveal that the young researchers' motivations and expectations were to make an impact on their own lives, as well as the lives of their peers and change a situation that they perceived as unfair. Findings show that the adult facilitators played an important role in facilitating the young researchers but not managing them. However, this study evidenced some tensions between participation and protection rights. The study found manifestations of power amongst the children and young people during the child-led research projects, which were based on age, gender, religion, language and ethnicity. This confirms children and young people can replicate power relations within their participatory projects, which are deeply embedded in their traditions and cultures. Findings show that child-led research has different levels of impact; on decision-making and in the individual lives of the young researchers. This is connected to the contexts where children and young people conducted their research, which was conducive in one case study and more challenging in the other case. Overall, the findings of this study contribute to the body of literature that challenges the dominant conceptualisation that children and young people are unable to conduct their own research. Instead, the findings of this research project contribute to the study of children and young people's participation by providing different perspectives on the debate around the children and young people's abilities and motivations to engage in their own child-led research projects. The findings contribute to knowledge about the nature of child-led research as an approach that supports children and young people in their struggle to participate in society. These findings contribute to the substantial gap of understanding about what is knowledge and expertise by exploring the ways in which children and young people conduct their own research and create knowledge with the aim of making a change in society. Specifically, the findings provide empirical evidence of the impact that their work has had on policy and practice and their personal lives.

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Von, Wittgenstein Holly E. "Relationships between above-average preschool children’s transfer in classification learning and their cognitive abilities." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25527.

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The relationship between a preschool child's level of intelligence, as measured by the Stanford-Binet Intelligence Test (Form L-M), and his ability to perform classification tasks is investigated. The child's ability to generalize or to spontaneously apply previously learned concepts to similar but not identical tasks is assessed. The sample is composed of 43 three and four year old children who range from average to superior intelligence. It was originally hypothesized that those children having superior I.Q. scores would spontaneously apply learned concepts to new situations with or without the aid of prompting. Those children having the lower I.Q. scores were expected to require prompting before learned concepts would be applied in novel situations. The results were not completely as predicted. While the four year old groups generally followed the predicted pattern, the three year old groups showed some variation from the pattern predicted. The higher I.Q. three-year-olds made strong gains when prompted, whereas the lower I.Q. level group exhibited only losses when prompted. With the four-year-olds, there was little difference between the prompted and the non-prompted higher I.Q. group, whereas the lower I.Q. group receiving prompting did as well as or better than the non-prompted group. In either instance, age was found to be a major limiting factor. While not allowing for a parsimonious interpretation the results do indicate the usefulness of two hypotheses, spontaneity and optimal use, in accounting for differences in the transfer abilities of the preschool children.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.

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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement. A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records. To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year. Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.

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Kaldi, Stavroula. "Projects about the European Union in the primary classroom environment : cross-cultural and educational case studies." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298732.

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