To see the other types of publications on this topic, follow the link: Money education from family.
Dissertations / Theses on the topic 'Money education from family'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Money education from family.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hull, Angela M. "Beyond money relating local school taxation to family and community risk /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4678.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
2
Nowlin, Matthew C. "It must be the money : family structure, child well-being, and public policy /." Read online, 2008. http://library.uco.edu/UCOthesis/NowlinMC2008.pdf.
Full text
3
Cardell, David. "Family theme parks, happiness and children’s consumption : From roller-coasters to Pippi Longstocking." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121549.
Full textAbstract:
This book provides an ethnographic contribution to research on children’s consumption, family life and happiness. Various and shifting notions of happiness are explored, as well as conditions for and challenges to happiness, through an analysis of video-recorded interviews and mobile ethnography conducted in two of the most popular theme parks in Sweden. Initially, the study outlines how previous research has conceptualized happiness in association with time and place in a rather static way. Based on a treatise of notions of happiness in philosophy and the social sciences, there is a turn in this thesis towards practice. It generates fundamental knowledge about the complexity of happiness. By employing this approach, it is possible to highlight how happiness is enacted as part of and in relation to ideals of family life, time, childhood, money, consumption, experiences and material things. As we explore the practices of children and their families, we discover that shifting meanings of happiness are located in contemporary culture, where emotions and consumption are of central importance. The approach is interdisciplinary, and draws on theoretical and methodological contributions in sociology, anthropology and Science and Technology Studies (STS). Notions of meshwork and enactment become important for the exploration of happiness as a complex and changing matter, which productively involves social relations and material things. Throughout the thesis there is a dialogue with previous research on happiness, consumption and childhood which highlights the importance of exploring messy practices, in movement. It is argued that explorations of practice contribute to a critical understanding of how happiness and contemporary ideals of childhood can be approached – through consumption and as part of citizenship in a consumer society where happiness is of central importance.Denna avhandling utgör ett etnografiskt bidrag till forskning om barns konsumtion, familjeliv och lycka. Genom en analys av videoinspelade intervjuer samt familjebesök till två av Sveriges mest välbesökta temaparker utforskas skiftande betydelser av lycka, liksom dess förutsättningar och utmaningar. Tidigare temaparks-forskning har generellt tagit lyckans existens för given. Utifrån en inledande diskussion om bland annat olika filosofiska och samhällsvetenskapliga lyckoteorier argumenterar avhandlingen för att studier av praktik tillför ny och grundläggande kunskap om lyckans komplexa sammansättningar. Avhandlingen visar därigenom att lycka iscensätts som en del av – och i förhållande till – ideal om familjeliv, tid, barndom, pengar, konsumtion, upplevelser och materiella ting. Genom att fokusera på barn och deras familjers praktiker lokaliseras lyckans skiftande betydelser i en samtidskultur där emotioner och konsumtion är centrala. Avhandlingens ansats är tvärvetenskaplig och hämtar teoretisk och metodologisk inspiration från sociologi, antropologi samt teknik- och vetenskapsstudier (STS). Genom denna ansats synliggörs sammanflätningar av sociala relationer och materiella ting som produktiva i iscensättandet av lycka. Genom en dialog mellan empiriska beskrivningar och forskning om lycka, konsumtion och barndom belyser avhandlingen nödvändigheten av att synliggöra och utforska röriga och rörliga praktiker. Det bidrar till en kritisk förståelse av praktik som kan förändra hur vi närmar oss lycka och samtida barndomsideal – som konsumenter och medborgare i ett lyckosträvande konsumtionssamhälle.
4
Ramboz, Bryan D. "Premarital Education: Participation, Attitudes, and Relation to Marital Adjustment in a Sample from Northern Utah." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/2855.
Full textAbstract:
The purpose of this study was to investigate the attitudes, participation in, and potential effectiveness of premarital education as a vehicle to promote more satisfying marriages. A retrospective survey instrument, including existing measures of religious values, willingness to invest in marriage, and marital satisfaction, was used to gather data to answer research questions related to couples' participation in, and attitudes about premarital education, and their influence on marital adjustment and satisfaction. Information about the amount of Time spent in premarital education, breadth of Topics covered, Training of the provider, and whether or not Testing was performed also was gathered and called Four T's of premarital education. Sample couples were identified by comparing marriage license information to current telephone listings from Cache County, Utah. One hundred forty-five couples returned usable surveys. Statistical analysis revealed that most couples participated in little or no premarital education even though most couples had favorable attitudes towards such marriage preparations. Further, no significant relation was found between participation in any type of premarital education and marital adjustment or satisfaction. Implications for policy and practice are discussed.
5
Langenbrunner, Mary R. "Findings From A Court-Mandated Parenting Education Seminar." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3493.
Full text
6
Ortega, Arias María Daniela, and Vásquez Héctor Cárcamo. "Family-school relationship in the rural context. Views from families." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123977.
Full textAbstract:
The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results.El artículo expone los resultados de una investigación cuyo objetivo fue develar las representaciones que poseen padres y madres respecto de la relación familia- escuela en el contexto rural de la comuna de Quillón, Chile. Se utilizó la metodología cualitativa, empleando la entrevista en profundidad. Se entrevistó a veinte sujetos.Los resultados indican que las familias otorgan al profesorado un papel clave para el establecimiento de una adecuada relación familia-escuela. Esta representación se sustenta en el reconocimiento de la naturaleza burocrática de la institución escolar. El cómo se modela la participación de las familias está determinado por la relevancia que asignan al buen desempeño escolar de sus hijos. Precisamente, los momentos, instancias y formas en que participan las familias están relacionados con el valor asignado a estas para potenciar los resultados académicos.
O artigo apresenta os resultados de uma investigação destinada a revelar as representações que têm os pais sobre a relação família-escola no contexto da comuna rural de Quillón, Chile. Metodologia qualitativa é utilizada, por meio de entrevistas em profundidade. São entrevistados vinte pais. Alguns resultados indicam que as famílias dão aos professores a chave para o estabelecimento de um relacinamento adequado da escola familia. Esta representação é baseada no reconhecimento da natureza burocrática da escola. Como o envolvimento das famílias é determinada pela relevância atribuída ao sucesso escolar de seus filhos é modelado. Na verdade, momentos, situações e formas em que as famílias estão relacionadas com o valor atribuído a eles para melhorar os resultados académicos.
7
Yoon, Chun Suk. "Ministry strategy in a cyber age change from visual education to auditory one." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full text
8
Orozco, Corona Verenice. "Experience with Accessing Education Resources and Special Education Services| Perspectives from Latino Parents Who Have Children with Autism Spectrum Disorders." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638701.
Full textAbstract:
This qualitative phenomenological interview study investigated the barriers faced by Latino Spanish speakers with limited English proficiency (LEP) when seeking to obtain a diagnosis and special education resources for their children. This minority population faces several barriers that may be linked to a later diagnosis of autism spectrum disorder (ASD) among Latino children; however, limited research has focused on the identification of these barriers and factors that contribute to a later ASD diagnosis in Latino families. Five Latina Spanish-speaking mothers with LEP were included in this study. Two 1-hour interviews were conducted per participant. The results showed barriers associated with the health care system, culture beliefs, cultural differences in the view of disability, limited health literacy, LEP, lack of ASD knowledge, and lack of competent interpreters.
9
Harris, Jenny. "Adolescent Relationship Concerns and Perceived Gains from a Relationship Education Course." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5654.
Full textAbstract:
This study was conducted with survey data drawn from a relationship education initiative in the state of Utah. Teenagers participated in the Premarital Interpersonal Choices and Knowledge (PICK) program (also known as How to Avoid Falling for a Jerk or Jerk-ette), a program designed for single individuals. They answered questions before and after the course, and I used their responses to answer two questions: (1) What concerns do middle-adolescents (ages 15-17) have about romantic relationships? (2) What do middle-adolescents gain from participation in PICK?
Data from 605 participants were combined and analyzed for themes. Teenage participants expressed concerns about gaining the skills and knowledge necessary for healthy building relationships. They also wanted to avoid risky relationship behaviors such as cheating, abuse, jealousy, and sexual coercion. They were interested in how relationships with peers and parents affect romantic relationships. These concerns aligned with the gains that they reported from participation in PICK.
Taking their responses together, participants said that PICK addressed their concerns by providing training in relationship skills and knowledge to help them avoid risky relationships. They were especially appreciative of the Relationship Attachment Model, a visual tool created to help them evaluate pacing, sequence, and behaviors in healthy relationships.
10
Schuck, Lisa A. Farmer-Dougan Valeri. "The relationship between family rituals and social skills in preschoolers from low-income families." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819899.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 29, 2006. Dissertation Committee: Valeri Farmer-Dougan (chair), Jayne A. Bucy, Matthew Hesson-McInnes, Lanny Morreau, Mark Swerdlik. Includes bibliographical references (leaves 119-128) and abstract. Also available in print.
11
Mitchell, Marion Lucy. "Family outcomes following patient transfer from Inensive Care : an educational intervention." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15816/.
Full textAbstract:
Introduction: The purpose of this study was to improve family members' transfer from Intensive Care. A structured pre-transfer educational method of patient transfer was introduced and evaluated. Background of the study: Many studies have documented the needs of family members whilst in intensive care units (ICU) but few have evaluated interventions to support meeting these needs. No studies have documented 'uncertainty in illness' levels of family members around transfer from ICU or the relationship between uncertainty and anxiety. Method: The study used a quasi-experimental pre-test, post-test non-equivalent control group design based on the General System Theory (von Bertalanffy, 1972). There were four phases to the study with the intervention grounded in Knowles' Adult Learning Theory (1980). Family members of patients in an ICU were purposively allocated to a control(n = 80) and intervention group (n = 82). A pre-test, post-test strategy was used with data from the control group collected first and once completed, the intervention was introduced into the ICU. The intervention group data were then collected using the same data collection tools. The intervention group experienced a transfer method designed to improve communication with the bedside nurse in ICU whereas the control group received existing ad hoc transfer methods. Participants were surveyed before and after transfer using Spielberger et al.'s state anxiety inventory and Mishel's 'uncertainty in illness' scale. Demographic data were collected for both patients and family members together with family members' satisfaction with the transfer process they experienced. At the completion of the study, intensive care nurses (n = 40) were surveyed to assess their perception of the efficacy of the intervention. Results: Three factors were found to significantly affect levels of 'uncertainty in illness' and these included state anxiety scores (F = 50.9, p < .000), the relationship of the family member to the patient (F = 2.9, p = .022), and the unexpected nature of the admission (F = 23.09, p < .000). These factors accounted for 33% of the variance of 'uncertainty in illness' scores. State anxiety levels were significantly affected by the degree of family social support (F = 10.0, p = .002) and uncertainty as previously mentioned. State anxiety reduced significantly following transfer for both groups and 'uncertainty in illness' reduced significantly for the intervention group (t = 2.21, p = .03).When controlled for pre-transfer levels, however, there was no significant reduction in the intervention group when compared with the control group.' Uncertainty in illness' for the intervention group reduced, however, whereas scores for the control group did not. The intervention group experienced significantly higher levels of satisfaction with transfer (Z = -2.43, p = .015) and felt significantly better prepared for transfer(Z = -3.26, p = .001) than did the control group. The vast majority of ICU nurses(90.6%) thought the intervention provided a useful framework for discussing the patient's condition with family members and 94% thought it should be introduced for all transfers from ICU. Conclusions: Uncertainty is significantly related to state anxiety in this sample. Previous research suggests that individual's coping ability is affected by both anxiety and' uncertainty in illness' which limit their adaptation to the new ward situation. This results in relationship disturbances and psychological distress (Mishel, 1981)at a time when patients rely on family support. The intervention reduced uncertainty and improved family members' satisfaction with the transfer process by improved communication between family members and ICU nurses. The intervention was fully endorsed and supported by ICU nurses who recommended its introduction for all future transfers.
12
Mitchell, Marion Lucy. "Family outcomes following patient transfer from intensive care : an educational intervention." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15816/1/Marion_Mitchell_Thesis.pdf.
Full textAbstract:
Introduction: The purpose of this study was to improve family members' transfer from Intensive Care. A structured pre-transfer educational method of patient transfer was introduced and evaluated. Background of the study: Many studies have documented the needs of family members whilst in intensive care units (ICU) but few have evaluated interventions to support meeting these needs. No studies have documented 'uncertainty in illness' levels of family members around transfer from ICU or the relationship between uncertainty and anxiety. Method: The study used a quasi-experimental pre-test, post-test non-equivalent control group design based on the General System Theory (von Bertalanffy, 1972). There were four phases to the study with the intervention grounded in Knowles' Adult Learning Theory (1980). Family members of patients in an ICU were purposively allocated to a control(n = 80) and intervention group (n = 82). A pre-test, post-test strategy was used with data from the control group collected first and once completed, the intervention was introduced into the ICU. The intervention group data were then collected using the same data collection tools. The intervention group experienced a transfer method designed to improve communication with the bedside nurse in ICU whereas the control group received existing ad hoc transfer methods. Participants were surveyed before and after transfer using Spielberger et al.'s state anxiety inventory and Mishel's 'uncertainty in illness' scale. Demographic data were collected for both patients and family members together with family members' satisfaction with the transfer process they experienced. At the completion of the study, intensive care nurses (n = 40) were surveyed to assess their perception of the efficacy of the intervention. Results: Three factors were found to significantly affect levels of 'uncertainty in illness' and these included state anxiety scores (F = 50.9, p < .000), the relationship of the family member to the patient (F = 2.9, p = .022), and the unexpected nature of the admission (F = 23.09, p < .000). These factors accounted for 33% of the variance of 'uncertainty in illness' scores. State anxiety levels were significantly affected by the degree of family social support (F = 10.0, p = .002) and uncertainty as previously mentioned. State anxiety reduced significantly following transfer for both groups and 'uncertainty in illness' reduced significantly for the intervention group (t = 2.21, p = .03).When controlled for pre-transfer levels, however, there was no significant reduction in the intervention group when compared with the control group.' Uncertainty in illness' for the intervention group reduced, however, whereas scores for the control group did not. The intervention group experienced significantly higher levels of satisfaction with transfer (Z = -2.43, p = .015) and felt significantly better prepared for transfer(Z = -3.26, p = .001) than did the control group. The vast majority of ICU nurses(90.6%) thought the intervention provided a useful framework for discussing the patient's condition with family members and 94% thought it should be introduced for all transfers from ICU. Conclusions: Uncertainty is significantly related to state anxiety in this sample. Previous research suggests that individual's coping ability is affected by both anxiety and' uncertainty in illness' which limit their adaptation to the new ward situation. This results in relationship disturbances and psychological distress (Mishel, 1981)at a time when patients rely on family support. The intervention reduced uncertainty and improved family members' satisfaction with the transfer process by improved communication between family members and ICU nurses. The intervention was fully endorsed and supported by ICU nurses who recommended its introduction for all future transfers.
13
Banner, Jack. "Exploring narratives of exclusion from school : how adolescent boys and educationalists negotiate schooling, family and gendered discourses." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/912/.
Full textAbstract:
This thesis explores constructions of masculinity, deviancy and educational failure through an examination of policy and the discursive accounts provided by teenage boys, all of whom had been excluded from school, and educational practitioners working with such boys. This topic is of interest because the exclusion of boys with behavioural problems has been of significant concern to schools and policy makers for some time. Although the numbers of exclusions has reduced recently it remains a significant social justice issue because permanent school exclusion is directly related to deviancy and unemployment and disproportionally affects those who are already disadvantaged, such as the poor working-class and those with special Educational Needs. This thesis contributes to understanding how boys’ peer interactions contribute towards perpetuating particular myths about masculine behaviour and its domination over females and alternative masculinities. It shows how some boys through drawing on discourses of hegemonic masculinity and gender binary asymmetries construct themselves in ways that contribute towards school confrontation. The voices of practitioners show how they contribute towards tensions and how education policy is considered as prohibiting staff from working effectively with some boys. Consideration was given to literature discussing the social construction of parenting, childhood, and children’s "needs". Literature regarding the persistence of the role model discourse as both a cause and solution to boys’ problem behaviours in school is also investigated. Literature examining hegemonic masculinities was drawn on to further understand how it is performed and enforced through peer interaction, resulting in problematic behaviours which dominate particular constructions of masculinity. The theoretical framework used for this study draws on the work of Foucault (1970, 1977, 1980) who theorised that people construct truth through the dominant discourses which they draw on. It also explains how and why power is afforded to one discourse at the expense of another. The methodology adopted for this research utilizes this theoretical framework. 35 narrative interviews were undertaken and examined using discourse analysis as discussed by Gee (2011) and Taylor (2001). The data collected was contrasted with literature to further understand the discourses respondents employed in their discursive constructions. This thesis exposes the challenges that boys and practitioners face as they negotiate the dominant masculine discourses at large in both school and home. It also shows that respondents’ understandings of masculinity rely on outmoded discourses of masculinity, essentialist gender binaries and constructions of childhood, which contribute towards problem behaviours in school. Tensions in school are also exacerbated by policy discourse and practitioners’ constructions of childhood. However, these normative discourses are challenged by respondents’ acknowledgment of alternative versions of masculinity and the coexistence of gender heteroglossia.
14
Rubin, Rhonda L. "Voices from the heart: A case study of family literacy practices in one low-income community in New Brunswick." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29158.
Full textAbstract:
Increasing awareness of the value of home literacy experiences, combined with a recognition of the importance of the family, has contributed to growth in the number of family literacy programs. These, however, lack theoretical underpinnings. Further, there is a paucity of studies in family literacy practices with school age children. This study uncovers the interplay of family literacy practices in one low-income neighbourhood. To address sociocultural factors that affect literacy, societal circumstances and issues which enable or constrain literacy events were explored. By entering into the life-worlds of participants to portray lived dimensions of enculturation and family literacy this study employs critical theory to expand research in family literacy.
The following questions guided my inquiry into the literacy-related practices and perceptions of low-income families: how family literacy practices unfold, how literacy is embedded in the social practices and relationships between school and home, and what conditions and factors within the family contribute to family literacy practices and children's enculturation into these practices?
Eight families were purposively selected for this exploratory case study. Data collection included observations at school, parent interviews, questionnaires, journal entries, parent-child interactions and field notes. The findings uncover the ways that low-income families use and perceive literacy in their homes and serve to challenge assumptions, namely that we live in an egalitarian society and that schools do not privilege particular ways of thinking. The tragedy of living in poverty with its inherent barriers to equitable access and participation is presented as a key factor in limiting educational opportunities for low-income children.
Emergent themes include: conflicting time orientation of low-income families; cultural mismatch between teachers and students; importance of the social environment and families as powerful social conduits for culture and identity formation; and limitation in household resources to support educational pursuits. These were analyzed for discourses of hope, invasion, time, space, female body and maternity that they frame in the women's lives. Implications for shaping current practice, future research, teacher education, and public policy are discussed. The significance of this study for the family literacy field inheres in offering an interactive model of literacy practices for educators.
15
Bateson, Lisa Anne. "A Follow-up Study of Ohio State University Extension's Youth Financial Literacy Program Real Money, Real World: Behavioral Changes of Program Participants." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1244049887.
Full text
16
Myers, Lori Ann Arnold. "From conception to realization a descriptive case study of the Family and Consumer Sciences Education Leadership Academy /." [Ames, Iowa : Iowa State University], 2007.
Find full text
17
Luconi, Francesca. "Exploring rural family physicians' learning from a web-based continuing medical education program on Alzheimer's disease: a pilot study." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22046.
Full textAbstract:
Physicians' online learning has been gaining attention in the continuing medical education (CME) literature. This descriptive multiple case study investigated rural family physicians's (RFPs) learning about early Alzheimer's disease (AD) from an online continuing medical education (OCME) program. To overcome common criticisms of lecture-based OCME programs, a problem-based collaborative approach was implemented. Eight RFPs, working in pairs and plenaries, completed the AD Program which lasted 9 months. A family physician with expertise in AD moderated the online discussions; an educator coordinated logistics and took the dual role of designer and researcher. The effectiveness of the program in supporting participants' learning about Alzheimer's disease and transfer to practice was evaluated at various levels: participation, satisfaction, learning, competence and performance. Data analysis included within- and cross-case analyses. Member checks, data triangulation, long-term observation and thick description were used to verify the quality of the study. Regarding learning, objective measures demonstrated a significant increase in declarative AD knowledge and improved problem solving of clinical cases focused on AD treatment. Self-reported measures provided evidence that the AD Program had an impact on the RFPs' reports of their clinical practice. Regarding the effectiveness of the Program, participants were uniformly satisfied, and would recommend it to their peers and to accreditation bodies mainly for its innovative design, interactivity and convenience of access. They said the most effective features were the educator's scaffolding, opportunities to practice, and collaborative plenary discussions. The least effective features were an unfriendly platform (i.e., WebCT), paired activities and, limited facilitation during online discussions. Variables that may have influenced learning and reports of transfer to practice were: (a) levels of computer literacy andL'apprentissage en ligne des médecins capte de plus en plus l'attention dans la littérature en formation médicale continue. Cette étude descriptive de cas examine l'apprentissage du début de la maladie d'Alzheimer par les médecins de famille ruraux, à partir d'un programme en ligne de la formation médicale continue. Cette investigation englobe également l'analyse des huit cas, i.e. les huit participants. Afin de surmonter les critiques courantes sur l'enseignement magistral des programmes en ligne de la formation médicale continue, une approche par résolution de problèmes utilisant la collaboration fut mise en pratique. Huit médecins de famille ruraux, travaillant en paires et en plénière, ont complété en neuf mois le programme portant sur la maladie d'Alzheimer. Un médecin de famille, expert en maladie d'Alzheimer, a agi comme modérateur des discussions en ligne; une enseignante a coordonné la logistique et a assumé le double rôle de concepteur et de chercheur. L'efficacité du programme à soutenir l'apprentissage des participants concernant la maladie d'Alzheimer et le transfert à la pratique ont été évaluée à plusieurs niveaux : participation, satisfaction, apprentissage, compétence et performance. Des analyses de cas interne et transversal furent effectuées sur les données. La vérification par les participants, la triangulation des données, les observations à long terme, et les descriptions substantielles furent incluses afin d'assurer la qualité de l'étude. Quant à l'apprentissage, des mesures objectives ont démontré une augmentation significative des connaissances déclaratives et une amélioration dans la résolution de problèmes en cas cliniques centrés sur le traitement de la maladie d'Alzheimer. Des mesures fournies par les participants eux-mêmes ont démontré que le programme axé sur la maladie d' Alzheimer avait un impact sur les rapports de pratique clinique fournis par les médecins de famille ruraux. C
18
Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.
Full text
19
Casey, David Matthew. "Summer activities and social competence of adolescents from low-income families individual, family, and neighborhood factors /." Thesis, Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036163.
Full text
20
Cruz, Maria Elena. "Identifying Individual, Family, and Education Factors that Protect Latina Adolescents in Alternative High Schools from an Early Pregnancy." UNIVERSITY OF CALIFORNIA, SANTA BARBARA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495668.
Full text
21
Tomey, Kim Arquette 1953. "Marriage and divorce attitude differences between young adults from maritally intact and maritally disrupted families." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278433.
Full textAbstract:
This study examined whether young adults with a background of parental divorce differed in their attitudes toward marriage and divorce from young adults from maritally intact families. The study utilized data obtained from a survey questionnaire which provided demographic information as well as data on attitudes toward marriage and divorce. The sample population consisted of 152 University of Arizona undergraduate students ages 18-25. Data were analyzed using the Analysis of Variance Method with the results indicating that family structure (maritally disrupted versus intact) was insignificant as a predictor of young adults' attitudes toward marriage and divorce.
22
Vargo, Kurt E. "Exploring Parental Perceptions of Self-Efficacy, Role Modeling and Factors Contributing to Family Health Practices from an Employer-Provided Family Weight Management Program: A Mixed Methods Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2283.
Full textAbstract:
Parents provide a social learning environment where family nutrition, eating habits and physical activity are largely influenced by and correlated with parental modeling of these behaviors. Increasing self-efficacy is an important component in parents being role models because theoretically, it promotes cognitive change that supports their confidence and ability to modify behaviors that contributes to healthier family practices and biometric outcomes.
Phase one of this sequential two-phase study used biometric data (body mass index [BMI], cholesterol, glucose, and blood pressure) from parents (N = 37) participating in their employer’s family wellness initiative as dependent variables. Parental perceptions of nutrition, eating habits, and physical activity related to self-efficacy and role modeling collected via a survey questionnaire served as the independent variables. Correlation analysis indicated significant associations between BMI and nutrition self-efficacy, eating habits self-efficacy and eating habits role modeling. Linear regression analysis showed that nutrition self-efficacy and eating habits role modeling were significant predictors of BMI. A repeated measures t test revealed statistically, attending the family health and weight management program may help participants reduce their BMI, cholesterol, and diastolic blood pressure readings.
Phase two used multiple cases (parents, n = 12) that were selected for interviews using purposeful sampling based on their scores reflecting high and low ranges on the self-efficacy and role modeling subscales from the surveys. Each interview was transcribed, coded using the constant comparative method, and individually analyzed for themes. Cross-case synthesis was used to analyze all the cases for commonality and variations. As a result of the findings, participants may be inclined to continue participating in wellness programs because the employer provides opportunities to assist families in their efforts to build confidence and demonstrate role modeling behaviors. The correlations and predictive results in phase one may help substantiate the benefits of participating in the program. Findings from phase two indicated parents acknowledged their role as leaders in creating environments that assist their families in establishing healthy behaviors and voluntarily engaged in this program because it provided assistance and projected them in the right direction for their family to be successful with health and weight management concerns.
23
Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.
Full textAbstract:
The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including impotencia, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.
24
Mortensen, Jennifer A. "The protective role of the caregiving relationship in child care for infants and toddlers from high risk families." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703699.
Full textAbstract:
Infancy and toddlerhood is an important time for the development of emotion regulation, with interactions between parents and children critical to these processes. Negative parenting behaviors can have a deleterious impact on this development; however, for infants and toddlers in child care, the classroom environment, including teacher-child interactions, provides an important setting for emotional development and may serve as a protective factor when parenting risk at home is high. The aim of the three papers presented in this dissertation was to explore the potential for child care to act as a protective factor for infants and toddlers experiencing different dimensions of parenting risk that threaten emotion regulation development: minimal sensitivity and support, harsh and intrusive behaviors, and physical abuse and neglect. Results confirmed the negative impact of unsupportive, harsh, and intrusive parenting behaviors on emotion regulation, but child care was either insignificant in mitigating these effects or operated as a buffer for certain children only. Additionally, a review of the extant literature suggested that understanding the optimal caregiving experiences in child care that meet the unique regulatory needs of maltreated infants and toddlers is limited. Collectively, implications of these findings include the need to ensure measurement validity when assessing children’s experiences within child care, the importance of considering the interactive nature of child, parent, and child care factors, and the pressing need for more research regarding child care teachers’ roles in facilitating emotional experiences in the classroom that meet the unique regulatory needs infants and toddlers facing risk at home.
25
Halson, Jacqui. "Sexual harassment, oppression and resistance : a feminist ethnography of some young people from Henry James School." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/35982/.
Full textAbstract:
This research project is based on ethnographic observations of andinterviews with a sample of nineteen young women about their experiences of sexual harassment in everyday life. The fieldwork was carried out in a school. The aims of the project were to explore young women's perceptions and negotiations of sexual harassment as much as to document the variety of forms it took and to explore the role of schools in the institutionalization of sexual harassment. The methods employed and the methodological perspective adopted were both ethnographic and feminist, underpinned by a realist philosophy and a standpoint epistemology. I highlight the need to address questions about how methodology, epistemology and substantive data are indissolubly interconnected. Thus, the traditional 'scientific' principles of objective impartiality and unemotionality are explicitly challenged by the demand that we reflect critically on -our own inevitably emotional knowledge of the world which we investigate. The appeal to reflexivity rather than to reason or rationality (supposedly unfettered by emotionality) profoundly challenges our understanding of what 'science' means and, therefore, what knowledge is. A definition of sexual harassment is offered. I argue that the phenomenon is a situated, mundane and masculine power practice which reconstructs or reproduces patriarchal social relations. It is patriarchy operationalized. Since the young women with whom I worked collaborated in defining what the research was about by relating their experiences of heterosex, the thesis also explores some of the oppressive continuities between these more intimate encounters and sexual harassment in everyday life. Given that sites of oppression are also potentially at least sites of resistance, the thesis critically examines the ideological context which structures human agency and explores the extent to which young women are empowered to resist rather than accommodate themselves to the oppressive exercise of masculine power. I argue that the school effectively reproduces the oppressive reality in which the young women live their everyday lives.
26
Chapanar, Taylor M. "Predicting Resilience from Previous Bully Victimization from Middle Adolescent Students." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430735504.
Full text
27
Davis, Joy L. "An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539618445.
Full textAbstract:
The purpose of this study was to determine what, if any, impact families have on the academic achievement of African American gifted learners from low income environments. This grounded theory study was designed to explore family and student perceptions of a complex set of variables related to families and home environments. The variables explored were based on a conceptual framework developed from previous research related to social capital and its uses within families with limited economic resources. Study participants were junior and senior level high school students and their parents.;Instruments included a demographic questionnaire with open-ended questions, a researcher-developed interview protocol and the Moos Family Environment Scale. Based on the findings, certain 'social capital' resources were revealed: family cohesion; strong relationships with mothers; family to student discussions related to education and positive achievement; the role of the extended family (particularly aunts and cousins); emphasis on religious identity development; and the role of fathers are noted as having impact on school achievement. Another notable source of capital revealed was the intrinsic motivation and resilience of each of the students based on parent and student responses to interview questions.;The most pronounced findings were the role of the mother as nurturer and encourager; the flexible role of extended family members who provide additional support; the emphasis within the households on positive achievement orientation, and certain family traditions which taken together form a cohesive, supportive family environment, even in the midst of challenging life circumstances. In addition to the social capital provided by families, this study also revealed other sources of positive impact including special school-based programs and internal traits. Implications for future research include the design of a controlled study of African American families of gifted students utilizing the Moos & Moos Family Environment Scale (FES), a study of the support structure provided by mothers of gifted learners across a variety of cultural contexts, and study of the intrinsic motivation and resilience of at-risk African American gifted learners. Implications for educational practice include improving professional development for educators, family and parent education programs, and enhancing guidance and counseling programs for African American and other culturally diverse gifted learners.
28
Gardner, Catherine M. "Biography from childhood to adulthood : mirroring as an educative and therapeutic strategy in caring for carers." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/173415/.
Full textAbstract:
The Assert programme (Gardner 2006) is A Semi-Structured Empowering Reflective Therapy for unpaid carers. It is based on Butler’s (1963; 1974) life review therapy and incorporates Pennebaker’s (1990) narrative writing paradigm. This single-subject study (Sinclair 1962; MacIntyre 1985; Erben 2000) sought to determine whether Assert was safe and effective in an individual setting and whether mirroring (Winnicott 1971) was effective as an educative and therapeutic strategy for a carer on a one-to-one basis. Underpinned by humanistic, person-centred principles (Rogers 1951; 1961), fortnightly life review sessions alternated with opportunities for narrative writing during the sixmonth programme. ‘John’, the participant, aimed to reduce his stress and ‘put the past in the past’. An additional aim of the study was to ascertain whether engaging in the Assert life review process improved John’s childhood autobiographical memory recall. Qualitative data analysis employed verstehen hermeneutics (Dilthey 1976) with grounded theory (Glaser and Strauss 1967; Patton 2002) and biographical research methods (Erben 1998). The most noticeable outcome was a positive shift in John’s biographical reflective focus indicating increased psychological congruence together with some startling improvements in his sense of selfhood. Conversation analysis (Sacks, et al. 1974) also revealed a change in John’s interaction style. John achieved his personal aims but retrieved no ‘new’ memories; however his narrative assumed greater coherence. It was concluded that the Assert programme was safe and effective and that mirroring was effective as an educative and therapeutic strategy on a one-to-one basis with a carer. To compare the programme’s long-term effectiveness with other conventional therapies a randomised control trial is recommended with pre- and post-programme brainscanning of participants to detect any change in neural activity. Potential applications for the Assert programme are more wide-ranging than originally envisaged, including the amelioration of burnout in what is termed in this study as the ‘unpaid carer’s syndrome’.
29
Glaesser, Richard Steven. "Transition of Persons with Developmental Disabilities from Parental to Sibling Co-Residential Care: Effects on Sibling Caregiver Well-Being and Family Functioning." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7155.
Full textAbstract:
Comprehensive improvements in medical care, technology and residential settings have resulted in persons with developmental disabilities (DD) advancing to older age and outliving parental caregivers (Heller & Arnold, 2010). Typical siblings are expected to become the primary caregiver to their sibling with DD when parents become ill or die and unable to provide care (Burke, Fish, & Lawton, 2015; Heller & Arnold, 2010). This dissertation looks at the wellbeing and family functioning of siblings who become the co-residential caregiver following the transition of a brother or sister with DD from parental to sibling co-residential care. The family systems framework was the theoretical lens for understanding caregiver wellbeing and overall family functioning. Hermeneutic-narrative inquiry was the approach for interviewing and exploring the stories of 10 sibling caregivers of a brother or sister with DD following their transition from parental to sibling co-residential care. Two analytical approaches were used. Firstly, structural analysis involved a within-case analysis of individual participants’ stories of transition to determine the meaning ascribed to and identified with the caregiving experience. Secondly, thematic narrative analysis included an across-case analysis to identify themes related to caregiver wellbeing, family functioning, reciprocity of mutual support, and anticipating the caregiver role versus actual experience. Findings from the structural analysis showed that the meaning of the caregiving experience included a duty, obligation, responsibility and commitment to the family. Results from the thematic narrative analysis showed overall lower social and emotional wellbeing among participants, reduced functionality among family members with respect to lower emotional and social functioning, reduced engagement in recreation/leisure activities, as well as lower economic functionality for sibling caregivers with no spouse or children. Sibling caregivers reported higher overall wellbeing and family functioning due to availability of formal supports (e.g., respite care, day program services), and informal support, such as having support from a spouse, child, or extended family member. Findings regarding reciprocity showed increased instrumental support among sibling caregivers and reduced emotional support. When anticipating the role, caregivers described knowing they would assume the role but were unclear of the shift to assuming a parental rather than sibling role. Other unanticipated discoveries included feeling captive to the role and feelings of helplessness. Caregivers’ actual experiences involved learning to manage new challenges, society’s patronizing view of persons with DD, and an overall sense of pride in caregiving for giving back to their sibling with DD. Grief and future planning were also discussed, including the effect of grief on the sibling caregiver, sibling caregiver’s children and sibling with DD. Future planning looked at the aspects of planning and not having planned for the future of the sibling with DD. The study concludes with implications for current and future social work practice and research, as well as the study’s strengths and limitations.
30
Barton, Alison L., and K. M. Coalson. "New Perspectives of Multicultural Education: Measuring Banks’ Five Dimensions from the Student Point of View." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3430.
Full text
31
Fullarton, Stephanie. "Experiences and Expectations of Adolescents with Learning Disabilities and their Families as they Transition from Secondary School to Post-Secondary Education or Employment." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26011.
Full textAbstract:
This qualitative study was designed to explore the transition experiences of youth with learning disabilities (LD) educated in the province of Ontario and their families. The primary purpose of this research was to understand what influences the decisions adolescents who have LD make about post-secondary education and employment goals and paths. The expectations and experiences of youth with LD and their families during the transition process were investigated. Adolescents and their parents were the main informants. Facilitators and barriers to the process in terms of each of the systems described in Bronfenbrenner ecological theory and Turnbull and Turnbull’s family systems theory were also examined.
A case study method was used in the design of this research and data were collected following Seidman’s three-interview process. Five families consisting of the youth with LD, at least one parent, and in four cases, a sibling participated in this study. The questions focused on family interactions, roles, and the decision-making process. Data from the 18 participants were coded and arranged according to the research questions which were linked to the central ideas in the theoretical framework. The findings revealed that parents’ expectations influenced the decision-making about post high school goals and paths by the youth and their families. In contrast to previous research, it was found that parents’ expectations were generally high for their children with LD and were shaped by their own post high school experiences. The dynamics of family relationships and roles during transition planning depended on the time of diagnosis of LD (primary grades vs. senior high school), attitudes towards LD by the parents, advocacy by parents, self-advocacy abilities of the youth with LD, and the nature of relations among siblings. Additionally, none of the youth with LD had a formal transition plan and the data showed that teachers could facilitate or hinder the transition process. Also emerging from the data were three types of advocacy that were practised by parents.
The study findings add to our knowledge about the transition process and in particular how decisions are made and the factors that influence them. Moreover, this study gives a voice to youth with LD and their families as they described their transition experiences to post-secondary education or employment.
32
Hossain, Muhammad Mosaddek. "Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo149450432231142.
Full text
33
Hoy, Sarida Peguero. "To Iron or to do Science: A Storied Life of a Latina from Scientist to Science Teacher." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/58.
Full textAbstract:
Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students’ experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student’s households contain. Moll, González and Amanti (1992) termed these cultural resources as funds of knowledge which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant’s cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research laboratories. Consequently the participant’s strong need to have a family was a powerful contributor to her selection of teaching as a second career. The participant’s lived experiences emphasized a need to explore the impact and interaction of ethnicity and gender in the myopic science culture that has left women and people of other cultures at the doorsteps of the scientific enterprise.
34
Moyé, Carolyn S. "A study to identify family factors that contribute to academic success in a group of children from single-parent families." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37415.
Full text
35
Bunner, Kristen Elizabeth. "A Global Snapshot of Sexual Health Education: Insights from International Students at BGSU." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428940209.
Full text
36
Gordon, Diandra Renee. "Childhood Exposure to Intimate Partner Violence and Socioemotional Development from Early to Middle Childhood." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429799346.
Full text
37
Powers, Derek Justin. "Adolescent Behavioral Adjustment in Girls Adopted from China: Examining Pre-adoption and Post-adoption Factors." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5559.
Full textAbstract:
Despite research that indicates that internationally adopted children are at greater risk for poor developmental outcomes than their non-adopted peers (Bimmel, Juffer, IJzendoorn, Bakermans-Kranenburg, 2003; Juffer, & van IJzendoorn, 2005), girls adopted from China into Western culture tend to thrive, exhibiting high self-esteem, low behavior problems (i.e., both externalizing and internalizing), and excelling academically (Rojewski, Shapiro, & Shapiro, 2000; Tan & Jordan-Arthur, 2012). However, few studies have examined whether this trend continues into adolescence, as well as to what factors lead to these positive outcomes. The purpose of this study was to investigate predictors of mental health outcomes among internationally adopted adolescent Chinese girls, particularly factors that predicted levels of internalizing pathology (e.g., depression and anxiety) in adolescence. To fulfill this purpose, a secondary data analysis (N = 167) of information collected as part of a longitudinal study of U.S. international adoptions of Chinese children (2005-present) was completed using a hierarchical regression approach. Overall, these variables (e.g., age at adoption, pre-adoption adversity, family stress, parenting style, adolescent self-esteem, and academic competence) predicted 35% of the variance in internalizing behavior outcomes. The positive adjustment that has been seen in childhood continued to adolescence in this study, with 88% of the adolescent girls reporting Total Internalizing T-scores of less than 60 (i.e., in the normal range) on the Youth Self-Report form on the Child Behavior Checklist (Achenbach & Rescorla, 2001b). Authoritative parenting style and self-esteem showed the strongest relations to internalizing behaviors. Implications of the study for practice and discussion of future research based on these findings are explored.
38
Azordegan, Jennifer M. "School-family relationships in diverse Australia: A sociological case study of the connections between a school community and parents from an Afghan refugee background." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/136522/1/Jennifer_Azordegan_Thesis.pdf.
Full textAbstract:
This theory-led case study investigated how a Queensland primary school is engaging parents from an Afghan refugee background. Employing sociologist Pierre Bourdieu's comprehensive approach to researching social fields, this research draws from interviews with school staff and parents to explore how parent engagement was approached and perceived by the participants, and how it was influenced by external forces. This study sheds light on the complexities of forging effective school-family relationships in increasingly diverse societies. Amongst the study's contributions are a 4-pillared ethical approach to cross-cultural research and a new sociological template for equitable parent engagement in culturally diverse schools.
39
Arp, Melanie Kay. "The Frequency and Severity of Problem Behaviors Among Individuals with Autism, Traumatic Brain Injury, and Mental Retardation from the Utah DSPD Dataset." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/803.
Full textAbstract:
The study reports on analyses of data collected from the Inventory for Client and Agency Planning (ICAP) for 5,859 children with Autism (n = 511), Traumatic Brain Injury (TBI, n = 522), or Mental Retardation (MR, n = 4826) whose legal guardians applied for support services through the Utah Department of Services for People with Disabilities (DSPD). Results indicate that the least to most frequent problem behaviors were (a) destructive to property, (b) hurtful to self, (c) hurtful to others, (d) socially offensive, (e) unusual habits, (f) withdrawal, (g) uncooperative, and (h) disruptive behaviors. The degree of severity varied from problem to problem, with uncooperative behaviors rated as most severe. Males displayed higher frequency and severity for all problem behaviors, except hurtful to self.
40
de, Leon Tiffany. "From Horse Walk to Therapy Talk: Exploring the Effects of Equine Assisted Family Therapy Coursework on Self of the Therapist Development of MFT Student Therapists." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dft_etd/52.
Full textAbstract:
The Introduction and Advanced Equine Assisted Family Therapy (EAFT) courses offered at Nova Southeastern University (NSU) provide graduate Marriage and Family Therapy (MFT) student therapists the space to learn about collaborating with horses for therapeutic and educational purposes. However, these courses also offer the potential for a unique dimension to self of the therapist development. Through these courses, student therapists are able to learn theory and application of an innovative experiential model for clients, but also utilize the activities to get to know themselves better as emerging therapists.
The purpose of this study was to explore if and how the learning that occurs within the EAFT courses transfers into traditional talk therapy sessions. More specifically, the study explored how students utilized the experiential process of learning within the courses to further their understanding of the self of the therapist. The conversations that unfolded from reviewing MFT student therapists’ video recorded talk therapy sessions at the Brief Therapy Institute’s family therapy clinic served as the data. Interpersonal Process Recall (IPR) was used to inquire about this process, including specifically how it relates to self of the therapist development.
41
Fisher, Mary Elizabeth. "The use of psychoeducation in the treatment of PTSD with military personnel and their family members : an exploratory study from a clinician's perspective : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5883.
Full text
42
Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
Full textAbstract:
Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
43
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Full text
44
Schwab, Lauren M. "Food Insecurity from the Providers' Perspective." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1368021811.
Full text
45
Lupold, Eva Marie. "Literary Laboratories: A Cautious Celebration of the Child-Cyborg from Romanticism to Modernism." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339976082.
Full text
46
Tsai, Cheng-Ta, and 蔡政達. "The Impact on Student Family Structure on Money Education and Consumption Behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9y48rw.
Full textAbstract:
碩士健行科技大學
財務金融系碩士班
104
This study aimed to investigate whether srudent family structures haveimpact on older pupils’ money education and consumption behaviors. Questionnaire method was adopted in this study. After withdrawing 286 copies of questionnaire from fifth and sixth graders of one elementary school in Taoyuan, T-test, One-way ANOVA and Pearson’s product-moment correlation were utilized for quantitative data analysis. Based on the data analysis, the main findings of this study were generalized as follows: 1.In money education, most subjects tended to be careful of dealing with money. Saving pocket money, dealing with money and how much parents gave were important issues in money rearing. 2.In consumption behaviors, most subjects seemed to behave with sense, including consumption on classmates’ recommendations, giving up what they were unable to afford one, purchasing durable goods, avoiding spending a lot on singers and actors, and discerning necessary from wanted when the exciting products attracted them. 3.There’s a positive correlation between money education and consumption behaviors, that is, pupils’ attitudes toward money which were formed at school and home are correlated with their consuming choices. 4.The pupils reared by grandparents scored lower than those from double-parent families, foreign spouse families and single-parent families. The most probable cause of this issue is that lots of grandparents dote on their grandchildren. That they satisfy the needs of their grandchildren will lead to improper consuming attitudes and behaviors.
47
Li, Ming-Ying, and 李旻穎. "The Associations among Family Money Education, Students’ Concept of Money, and Students’ Spending Behaviors:The Moderating Role of Peers’ Spending Behaviors." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/r94x45.
Full textAbstract:
碩士樹德科技大學
金融與風險管理系碩士班
101
This study examines the effect of family money education on students’ spending behaviors through the mediation of students’ concept of money. The moderating role of peers’ spending behaviors on the relationship between students’ concept of money and their spending behaviors are explored as well. The research applied a stratified random sampling approach to collect data from 6th-graded students in elementary schools in the Kaohsiung city. The schools were first divided into three categories: suburban, urban and rural. One fourth of schools were then randomly selected from each category so as to improve the sample representativeness. A dyadic approach was applied to collect information from students and parents and thus to release the concern of common method variance (CMV). To increase the validity and reliability of survey items, a pilot study and an expert cross-validation process were also conducted before the distribution of formal questionnaire. Statistical analyses based on a hierarchical regression approach show that family money education, including teaching by example and oral education, are positively related with students’ concept of money, which in turn positively affects their spending behaviors. Moreover, students’ concept of money plays a partial mediating role in the relationship between family money education and students’ spending behaviors. Finally, peers’ spending behaviors positively moderates the relationship between students’ concept of money and their spending behaviors. The research highlights the importance of family education and peer norms for students’ monetary value and subquent spending behaviors. It reminds the educators to be attentive to students’ learning environment and the parents to pay close attention to their own consumption behaviors and family education because both of them can shape students’ spending values and patterns.
48
SHU-HUI-HSIAN and 許慧嫻. "Family Education from the Care Perspective." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/74440213709904363907.
Full textAbstract:
碩士華梵大學
哲學系碩士班
98
ABSTRACT This study investigated modern family education . Through discussion the reasons of the changes in family structure, it aimed to find that nowadays because of the low birth rate ,traditional family has turned into the nuclear family with only one child. There fore,the modern family education method is also extremely different from the traditional one . With only one child, modern parents have high expectations for their child , so to make sure their child will have a successful life, modern parents stress on the transmission of knowledge and skills, but ignore the child’s psychological needs. In this study also found that nursery schools, babysitters and foreign domestic helpers have replaced the role of parents resulting in the alienation between parents and child. To compensate for this alienation, most parents may spoil their child,but this wrong way causes the child to lose the opportunity of learning caring.Further found that nowadays,our society has many families which don’t have the relationship that originates from blood or genes.Such as families need more concern to maintain good parent-child relationship. This study attempted to solve the above-mentioned issues through textual analysising of the ethics based on Noddings caring,the course of care, the power source of care, and moral education. Solution included: starting from caring orientation; providing enough caring to the child; establishing a close parent-child relationship to eliminate aliention; maintaining emotional caring between parents and the child to create a good family atmosphere; trying to understand each other through a caring communication; being a good model for the child; giving recongnition to the child; caring for the morial education ;and teaching the child to learn how to care to cultivate the child’s attitude of caring others. Through discussion of Noddings care ethics, this study expected provide a new method for nuclear family education. Keywords: Noddings, care ethics. low birth rate, family education parents-chuld education
49
CHANG, HUI-CHAO, and 張惠炤. "A Study on Family Money Rearing and Money Attitudes: Evidence from Elementary Schools in the Near-Sea Area of Taichung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86636028219447630403.
Full textAbstract:
碩士中華大學
經營管理研究所
97
In this study, I explored the money attitudes of elementary school students in Sea-Line of Taichung County and the related effects between family money rearing and money attitudes. First, I examined the impact from gender and social economic status upon family money rearing and money experience. Second, I examined the impact from family money rearing degree upon money experiences. Finally, I examined the impact from money experience upon money attitudes. This study used a questionnaire method to investigate the above three objectives. Samples are drawn from the sixth grade students and their parents of elementary school students in Taichung. The result shows that in family money rearing, gender has no impacts upon family money rearing. On the other hand, gender has an impact upon consciousness family financial circumstances. Social economic status influences family money rearing. High social economic status has higher impacts upon family money teachings, while low economic status has higher impacts upon family money control. Also, gender has different impacts upon saving and consciousness family financial circumstances. Girls are likely prone to saving, but boys are likely prone to consciousness family financial circumstances. Social economic status can influence consciousness family financial circumstances. Saving has different impacts upon retention and anxiety. The consciousness family financial circumstances influence distrust. And the family money rearing degree has a remarkable impact upon retention. The consciousness family financial circumstances and distrust have significantly correlation with each other.
50
Huang, Yu-hui, and 黃妤卉. "A Study on Family Money Rearing and Money Attitudes of Elementary School students in Hakka Area : Evidence from Guanyin Elementary School of Taoyuan County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57180325362477957595.
Full textAbstract:
碩士國立中央大學
客家研究碩士在職專班
99
Abstract The purpose of this study was to examine the relationships between different tribal groupings and money attitudes of elementary school.This study sampled 266 elementary school students in Hakka area inTaoyuan County ,Guanyin ,and administered with Money Attitude Scale (MAS). With t- test, ANOVA analysis and Scheffe post hoc comparison statistical analysis, this study found the following results: (1) Different ethnic groups has no impacts upon pocket money. (2) Different ethnic groups has no impacts upon savings . (3) Different ethnic groups have different impacts upon money attitudes, Hakkas tribal grouping are likely prone to savings, conservative in spending money,and also have higher anxiety toward money. (4) Different ethnic groups have different impacts upon family money rearing,it shows that money rearing from parents have higher impacts upon Hakkas tribal grouping. Keywords: culture, family money rearing, money attitudes