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1
Thielking, Monica, and n/a. "An investigation of attitudes towardss the practice of school-based psychological services." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20060814.091430.
Full textAbstract:
The provision of school based psychological services in Victorian primary and
secondary schools dates back to well before the Second World War. Since then,
however, the activities that make up the role of school psychologists have changed
substantially. School psychologists' roles have become more varied than the original
psychometric focus and reflect a more systemic approach to the conceptualization of
student problems. Within Australia, school psychologists can be found servicing single
or multiple schools in the government, independent and Catholic school sectors,
fulfilling a range of functions and dealing with a diversity of student issues. However,
Australian academic research into the professional practice issues associated with the
provision of school-based psychological services is rare. Therefore, this thesis sought to
investigate a range of professional issues associated with the provision of school-based
psychological services for Victorian school psychologists working in single and
multiple schools in the government and non-government primary and secondary school
sectors. In addition to surveying Victorian school psychologists, principals and teachers
were also surveyed in order to ascertain their attitudes towards school-based
psychological services.
The sample consisted of 81 school psychologists, 21 principals and 86 teachers.
The results revealed that school psychologists participate in a variety of activities,
including a number of activities that reflect a systemic model of service delivery. They
also deal with a broad range of student issues, some of which are quite serious in nature.
However, the study also revealed a number of professional issues that were in need of
improvement. Some of these included a lack of participation in regular supervision for
school psychologists, school psychologists' dissatisfaction with some industrial and
professional conditions associated with their role and differences in attitudes between
psychologists, principals and teachers regarding the activities and responsibilities of
school psychologists. Results from the study provide plausible evidence for the need to
support school psychologists in the valuable work that they do within schools through
improved industrial conditions, appropriate professional development, and regular
supervision. Furthermore the results also reveal a need to educate and participate in
dialogue with the educational community in order to increase understanding of school
psychologists' roles and professional responsibilities.
2
Kirkpatrick, Denise. "The transition from primary to secondary school: Self-regulated learning and achievement motivation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/467.
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This research investigated changes in students' academic performance during the transition from primary to secondary school. Students' perceptions of their experience during the transition were investigated in an attempt to to provide an explanation for any changes that occured in academic performance.
3
McBride, Sharon. "The effect of canteen menu on nutritional knowledge, attitudes and behaviour of year five students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1128.
Full textAbstract:
Eating habits are learned during childhood, and patterns of behaviour established in childhood have important health ramifications throughout life. Over half of all deaths in Australia are linked to diet with over-consumption of saturated fat, sugar and salt, and lack of fibre being identified as particular problem areas. Nutrition education is an important component of primary health education curricula, and yet school canteens, and integral part of the school environment, do not necessarily offer healthy food choices that support nutrition instruction in the classroom. This study investigated the effect of canteen menu on student knowledge and attitudes toward nutrition and dietary behaviour at school. A two-part questionnaire and dietary analysis were administered to Year Five students in six metropolitan government primary schools. Schools were selected to form one of three groups; those with canteens that sold predominantly healthy food, those that did not, and those that changed to selling predominantly healthy food during the study period. A pretest was administered at the beginning of the study and were followed with a post-test after a five month period. Differences between groups were apparent in dietary behaviour and attitudes towards nutrition. Students with access to canteens with a healthy menu consumed less fat, less salt and more fibre while at school compared with students in schools where the menu was nutritionally inferior. The analysis of the attitudinal section of the questionnaire revealed several differences in student opinion about nutrition. In general, those students with access to healthy canteen menus displayed more positive attitudes towards good nutrition. Use patterns of the canteens and knowledge about nutrition were similar for each group. The study revealed that the nature of canteen food is an important influence on dietary behaviour at school. In addition, it appears that the canteen menu may affect students' attitudes toward good nutrition. This influence may have important ramifications for the present and future health of young Australians and warrants careful consideration by decision-making authorities.
4
Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.
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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian SchoolsMaster of Education
5
Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Geyer, Tracy Colleen. "The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1239.
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Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
7
Galitis, Ingrid. "A case study of gifted education in an Australian primary school : teacher attitudes, professional discourses and gender /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5260.
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This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995.The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault.
Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male.
This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.
8
Johnston, Weldon Byron, of Western Sydney Nepean University, and Faculty of Education. "The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels." THESIS_FE_XXX_Johnston_W.xml, 1998. http://handle.uws.edu.au:8081/1959.7/374.
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One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward and personal participation rate with repect to physical activity. This study explored the possibility of a relationship existing between these teacher variables and children's health-related fitness levels. Nineteen Year Five and Year Six teachers from four suburban Sydney primary schools completed a physical activity attitudinal survey designed to ascertain their background knowledge of minimum physical activity requirements, their involvement rates, both as partcipants and as leaders of physical activity and their attitudes toward physical activity. A physical activity questionnaire was completed by 509 students in classes taught by the nineteen teachers. Results of survey and questionnaire are given and the issue is explored in some depthMaster of Education (Hons)
9
Mathiasen, Lis. "Children's attitudes to a hospital familiarisation programme." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1326.
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Many young children are admitted to the emergency departments of our childrens hospitals without the opportunity to receive any preparation in terms of what to expect and what to do or not to do (Health Department of W A, 2000). Surrounded by strange people, environment, smells, sounds and medical equipment, and confronted with possibly painful and invasive procedures, many young children become stressed and anxious. Negative psychological effects may have immediate and/or long lasting psychological consequences (Zuckerberg, 1994; 0 Byrne, Peterson & Saldana, 1997). It is important to protect young childrens rights and to minimise upset and trauma whenever possible. To meet the needs of children who may experience unplanned hospitalisation, preventative measures have been taken by the Association for the Welfare of Children in Hospital (AWCH). One of these preventative measures is a Hospital Familiarisation Programme (HFP) designed to prepare healthy young children for possible hospitalisation. This study investigated the effect of the HFP on 5 years olds understanding of common items of medical equipment and procedures, using a Medical Equipment and Procedures Test (MEPT). In addition, their feelings towards possible hospitalisation and medical intervention were obtained by the use of a Hospital Intervention Footings Index (HIFI). A Solomon Four Group design (Salkind, 1997) was employed with a total sample of 84 five-year-olds drawn from 4 pre-primary centres in a large metropolitan ' primary school. The treatment consisted of a Hospital Familiarisation Session conducted by a presenter from the Association for the Welfare of Children iii Hospital, W.A. An analysis of variance revealed th8t there was a significant increase in the childrens understanding of medical equipment and procedures, as well as an increase in positive feelings towards medical intervention as a result of the Hospital Familiarisation Programme. On the basis of these results and from a review of the research literature and an analysis of developmental theories, some modifications to the presentation of the HFP were suggested to maximise its effectiveness. Further recommendations were also made for current practice and future research investigation.
10
Steffey, Brianna R., Abigail D. Daugherty, Brandi M. Ph D. Eveland-Sayers, Alyson Chroust, Kara L. Boynewicz, and Andrew R. Dotterweich. "ATTITUDES TOWARDS PHYSICAL ACTIVITY PARTICIPATION AND SCHOOL ENGAGEMENT IN ELEMENTARY SCHOOL CHILDREN." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/167.
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Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day.
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Steffey, Brianna R., Brandi M. Eveland-Sayers, Alyson J. Chroust, Kara L. Boynewicz, Andy R. Dotterweich, and Abigail D. Daugherty. "Attitudes Towards Physical Activity Participation and School Engagement in Elementary School Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5822.
Full textAbstract:
Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day
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Cobb, Donella Education Faculty of Arts & Social Sciences UNSW. "An exploration of children???s attitudes towards singing." Awarded by:University of New South Wales. School of Education, 2007. http://handle.unsw.edu.au/1959.4/29583.
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Children???s attitudes towards school singing have been a growing concern in recent years. While negative attitudes towards school singing have been acknowledged as one of the factors contributing to the decline of singing in schools, these attitudes conflict directly with the socially acceptable, esteemed and desired status that children place on singing in the world in which they live. Given the popularity of singing outside of school, negativity towards singing is of particular concern. Identifying the factors that determine a child???s attitude towards singing in both the school and home context is crucial if positive attitudes towards singing are to be sustained through to adolescence. The purpose of this research was to explore children???s attitudes towards singing in each stage level between Kindergarten and Year 6 in the home and school context, to identify the factors which determine positive and negative attitudes towards singing and to consider the relationships between attitudes in relation to gender. Interviews were conducted with 147 children between Kindergarten and Year 6 in five New South Wales public schools and attitudes towards singing were tested using a three point attitude measurement scale. Further data were collected from 118 parents in order to gain an understanding of children???s singing experience within the home context. Results showed that children???s preference to sing at home, rather than at school, increases with age. While boys have a stronger preference to sing at home than girls, girls are more positive towards school singing. Relational reasons such as fear of criticism and singing in front of others were central reasons for children???s dislike of school singing. While children across all stage levels enjoy singing with CD???s and singing on their own, boys??? particularly enjoy having ownership over song choice and composing their own songs. Lack of song choice and singing in front of others evokes negative attitudes towards singing. Teachers have a strong influence on attitudes towards singing at ES1 and Stage 1 level, however by Year 6, there is a strong correlation between parents and children???s attitudes towards singing. These results provide new insights and implications for the teaching of singing in schools.
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Geddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.
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A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.
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Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.
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This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
15
Sun, Ka-yu Maggie. "Attitudes of primary students towards their hearing-impaired peers." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208036.
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Thesis (B.Sc)--University of Hong Kong, 2001."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Geddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.
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MacDonald, G. Alexander (Gerard Alexander). "Perceptions of school experiences of dropouts and at-risk students." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37855.
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The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.
18
Barraza, Laura. "Environmental knowledge and attitudes of English and Mexican school children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245107.
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Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Sweeney, Sharon Shriver. "Attitudes and beliefs of parents of middle school children about calculators in school mathematics." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095709423.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiii, 245 p.; also includes graphics. Includes bibliographical references (p. 210-217).
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Nero, Lucy. "Differing attitudes of children : learning English in a Swedish elementary school." Thesis, University West, Department of Social and Behavioural Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1483.
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Eliason, Bert. "Effects of Accelerated Reader on student attitudes toward reading /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190515.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.
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Ang, Joy S. "Occupational awareness of Singapore primary school children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/847.
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The introduction of career guidance programmes in Singapore schools had tended to predominantly focus on secondary pupils. The lack of proactive career guidance programmes for the primary school had been due to the misguided belief that children in the primary school still have an extremely long way to go before they enter the workforce, and that their career development had not yet begun. Studies have shown that children have a natural tendency to form firm impressions of occupations early in life. This has resulted in their adopting certain occupations and discarding others before they have fully explored and understood the variety of occupations available. The need for young primary school children - as future entrants to the workforce -- to keep their occupational options open is paramount given the ever-changing landscape of the future work world.
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Poteet, April. "Middle School Children’s Attitudes Towards Peers with an Intellectual Disability." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573810996763572.
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Richardson, Niall B. "Work intensification and professionalism : A study of teachers' perceptions in the state school system in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/788.
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The past two decades have witnessed the introduction throughout much of the Western world of what has become known as economic rationalism, and for some commentators, as economic liberalism. Grounded in neoclassical economic theory, and with close kinship to the Taylorist and Fordist principles of the early decades of the twentieth century, the vision of economic rationalism has led to measures which have tended to favour the business sector in Australia. Throughout the 1990s, the focus has been on the notions of competitiveness, competition, productivity, efficiency, and profit, while the notions of the individual, and of social justice and equity, have often appeared to become correspondingly less important. As a result, there has emerged an increasing differentiation between the interests of capital and labour or, more broadly, between commercial and social interests. The differentiation is becoming increasingly stark, and one aspect which has attracted attention is that of work intensification. The thesis revolves around three research questions, related to the issue of work intensification, and with a focus on teachers. For the sake of the study, teachers arc deemed to include principals and deputy principals who, especially in smaller schools, have both teaching and administrative duties. The study examines the extent of teacher work intensification. Consequently, the first question is: "To what extent does work intensification exist amongst teachers in Western Australian State Schools?"
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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
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Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.
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Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Halverson, Lillian Smith. "Relationships among nutrition knowledge, attitudes and behavior of Appalachian middle school children /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541710552.
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Logan, Erica. "Children and healthy eating: A global, policy and school curriculum perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1569.
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Healthy eating is a topic most people would consider they have an understanding of, yet it is an area which is not often addressed from a critical perspective. Healthy eating is freely discussed in society. It is a dominant discourse used commercially and frequently appears in educational 'texts', however the discourses surrounding healthy eating for children are not well analysed and are most often controlled by the media and often not challenged. A critical perspective to children's eating is adopted for this portfolio and multiple perspectives bought to bare regarding the globalisation of food cultures, and governance and policy influences on healthy eating for children. Healthy eating for children is presented and problematised as a concept while family changes in eating patterns and curriculum influences are interpreted and challenged through the development of a case study investigation of an educational intervention. Findings of the intervention indicate that families are struggling with the notion of healthy eating through a range of parental pressures whereas and any additional assistance regarding healthy eating for children is well received by parents and accepted by children.
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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
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Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.
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Hamilton, Abbey. "Sunscreen application thickness amongst primary school children : the children and sunscreen study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/49039/1/Abbey_Hamilton_Thesis.pdf.
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Childhood sun exposure has been associated with increased risk of developing melanoma later in life. Sunscreen, children.s preferred method of sun protection, has been shown to reduce skin cancer risk. However, the effectiveness of sunscreen is largely dependent on user compliance, such as the thickness of application. To reach the sun protection factor (SPF) sunscreen must be applied at a thickness of 2mg/cm2. It has been demonstrated that adults tend to apply less than half of the recommended 2mg/cm2. This was the first study to measure the thickness at which children apply sunscreen. We recruited 87 primary school aged children (n=87, median age 8.7, 5-12 years) from seven state schools within one Brisbane education district (32% consent rate). The children were supplied with sunscreen in three dispenser types (pump, squeeze and roll-on) and were asked to use these for one week each. We measured the weight of the sunscreen before and after use, and calculated the children.s body surface area (based on height and weight) and area to which sunscreen was applied (based on children.s self-reported body coverage of application). Combined these measurements resulted in an average thickness of sunscreen application, which was our main outcome measure. We asked parents to complete a self-administered questionnaire which captured information about potential explanatory variables. Children applied sunscreen at a median thickness of 0.48mg/cm2, significantly less than the recommended 2mg/cm2 (p<0.001). When using the roll-on dispenser (median 0.22mg/cm2), children applied significantly less sunscreen thickness, compared to the pump (median 0.75mg.cm2, p<0.001), and squeeze (median 0.57mg/cm2, p<0.001) dispensers. School grade (1-7) was significantly associated with thickness of application (p=0.032), with children in the youngest grades applying the most. Other variables that were significantly associated with the outcome variable included: number of siblings (p=0.001), household annual income (p<0.001), and the number of lifetime sunburns the child had experienced (p=0.007). This work is the first to measure children.s sunscreen application thickness and demonstrates that regardless of their age or the type of dispenser that they use, children do not apply enough sunscreen to reach the advertised SPF. It is envisaged that this study will assist in the formulation of recommendations for future research, practice and policy aimed at improving childhood sun protection to reduce skin cancer incidence in the future.
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Liu, Shu-tzu. "Sunday school teachers' and administrators' attitudes toward the inclusion of students with disabilities into sunday school education /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Kruzicki, Heather A. "The effects of cross-age reading on upper elementary students' attitudes toward reading /." Connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/45124.
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Sa'di, Imad T. N. "A programme for promoting positive attitudes towards the environment in primary school children." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6783.
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In a world where natural environments are under increasing threat, environmental education has become a global imperative. Research in the field has so far stressed its cognitive rather than its affective components. The development of positive attitudes towards the environment was identified as a goal in Jordanian schools, particularly in the primary school curricula. However, at present environmental education in Jordan remains oriented towards cognitive outcomes. The study follows systematic procedures for: developing and delivering a Fourth Grade Environmental Education Programme (FGEEP); designing a scale to assess children's attitudes towards the environment, and evaluating the impact of the programme on these attitudes. A representative random sample of 360 fourth grade primary school children (180 boys, 180 girls) aged 9-10 years attending government or UNRWA schools in Irbid/Jordan in the academic year 1995/1996, was selected for the research. The sample was divided into two equal and equivalent groups: the experimental which received FGEEP alongside their normal curriculum and the control group which did not. The programme involved the creation, development and evaluation of both teacher and pupil learning materials. Consisting of three books: a pupil's textbook, a pupil's workbook and a teacher's manual. A specially designed and trialled 30-items Environmental Attitudes Scale for Primary School Children (EASPSC) was found valid and reliable for use in Arabic and English. Also developed were an environmental knowledge scale and a scale for assessing parents' environmental attitudes. The scales were given to both the experimental and the control groups, pre- and post-programme exposure. Participating pupils are shown to have developed strong, positive attitudes towards the environment and high level of environmental knowledge, as did their parents. The results suggest that FGEEP was effective and appropriate for developing environmental understanding in primary school children in Jordan. Since content and methods of delivery of the programme differed from the normal curriculum, both contribute to the programme's achievement. The researcher advocates the adoption of the programme in Jordan and, with suitable modifications, in a wide range of schools in other societies.
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Oliver, Lynnette Caroline. "Evaluation of EQ4KIDZ, an emotional intelligence program for primary school children in Western Australia." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2462.
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Historically, schools have deemed cognitive skills more important than social and emotional skills for academic success. However, present research suggests that emotional intelligence (EI) may be more important than intelligence quotient (IQ) for success in both schools and the workplaces because of the social nature of emotional intelligence. The originators of the theory of emotional intelligence assert that emotional intelligence can be developed and can play a major role in fulfilling successful social interactions. The concept that IQ may not be as important for success in life as EI (known also as EQ) has resulted in the emergence of many emotional intelligence training programs in both the workforce and for school aged children. EI theorists contend emotional awareness lessons can assist children to understand their own emotions and emotions in others to achieve positive outcomes.The main objective of this research was to ascertain whether emotional intelligence can be developed in primary school age children and whether it does enable them to achieve academic outcomes more successfully than they were demonstrating prior to the implementation of the program. The study was conducted using a small group of primary school children who attended an established emotional development program known as EQ4KIDZ.The results of this research strongly supported the literature in that the EQ4KIDZ program was an emotional intelligence developer, with all participants rating EQ4KIDZ as highly effective for teaching emotional intelligence skills. Both parents and teachers reported noticeable changes after the children had completed EQ4KIDZ. The program taught the skills that made the learner confident, motivated, aware of expected behaviours, able to manage personal impulses, able to seek help when appropriate, wait a turn, be aware and effectively interact with others. The program also had positive effects on most of the children's behaviours- emotionally, socially, academically and promoting positive relationships within their respective schools, homes and the broader community.Although teachers, parents and students in this research recommended EQ4KIDZ to be incorporated into a school curriculum and with the data results indicating EQ4KIDZ could be very successfully implemented into a school curriculum, there would need to be a firm commitment by educational leaders as well as financial support by the Department of Education of Western Australia for ongoing student success. The outcomes from this study then have broad implications for effective educational practices.
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Clark, Khaya Delaine. "The development of a racial attitudes index, grades K--3 /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1616787981&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-152). Also available in ProQuest, free to University of Oregon users.
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Collette, Christopher B. "Why parents send their children to Pembroke School." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc698.pdf.
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Vlachou, Anastasia. "Teachers and peers attitudes towards the integration of pupils with Down's Syndrome." Thesis, University of Sheffield, 1995. http://etheses.whiterose.ac.uk/1820/.
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This study is an exploratory piece of research into the question of attitudes towards the process of integration. A socio-political approach to attitudes is used as a theoretical framework for exploring and understanding the meanings and the complexities involved in the formation of attitudes. The study considers the case of one primary school in particular, Yorkshire School, that had a policy of integrating, in a cross sectional way, forty pupils identified as having special educational needs, including six pupils with Down's Syndrome. The research involved extensive participant observations within the school, semi-structured interviews and informal discussions with nineteen (19) teachers as well as individual and group discussions with the use of a picture with a hundred and three (103) pupils. The findings of this study show that integration has become a contentious term. Teachers' attitudes are conflicting and often confusing while the directives embedded in the teaching act, especially after the introduction of the Educational Reform Act, render the commitment of inclusive education more difficult to maintain. Further, the exploration of the meanings children ascribe to their interactional and perceptual patternings with disabled peers revealed the ways that "handicapped" identities are being socially created. The value conflicts and ethical dilemmas in which both teachers and pupils are becoming enmeshed as well as the structural conditions within which integration is implemented are discussed in an attempt to show that integration must become a policy oriented towards its own destruction. The findings also confirm the necessity of a socio-political approach in the study of attitudes by revealing that any serious attempt of exploring and understanding the complexities involved in the formation of attitudes towards the integration process cannot be divorced either from the wider set of social formations or from the educational context within which attitudes have been developed in the first place.
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Eid, Mahmoud M. "Public schools or Islamic colleges? : factors impacting on parental choice of schooling for Muslim children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/192.
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This portfolio focuses on issues associated with the education of Muslim children in Western Australia, within the broader national context. Based on ABS 1996 Census, Clyne (2001) states "there is a considerable potential demand for education within the Muslim community with at least 60 000 children within the compulsory years of schooling (5-15 years)" (pp. 118-119). However, according to the Islamic schools' principals, "approximately 10 percent of these children are enrolled in Islamic schools" (p 119). This means 90% of Muslim school children are enrolled in non-Islamic schools despite the fact that the community has 30 full time Islamic schools nation wide. At the moment, most Islamic schools are relatively small. In this respect, Buckley (1997) states: If we accept a total figure of 300,000 Muslims in Australia, and we estimate that 70% of them are school-age students, then these Muslim schools are catering for less than 2.5% of the total Muslim student population (p. 6)
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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
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Lambourne, Meghan E. "Children's attitudes after participating in an after school fitness club program." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1567417.
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A recent trend shows that activity levels in children are declining while obesity levels are increasing. To address this problem, after school programs are being introduced to increase activity levels in preadolescents and promote healthy lifestyles. Existing studies have suggested that a better understanding of the psychosocial influences on physical activity (PA) during preadolescence could assist efforts in school settings to promote lifelong PA. This study used a sample of third grade students to investigate the relationships between the psychosocial correlates of PA, Gender, Extracurricular PA Participation, Intention to Be Physically Active, and BMI among third grade children. Results indicated that Gender, Beliefs (about the consequences of being active), and Self-Efficacy were associated with Extra Curricular PA Participation while Beliefs and Self-Efficacy were related to Intention to Be Physically Active. This suggests that third grade children’s Extra Curricular PA Participation and Intentions to Be Physically Active can be improved by enhancing children’s Self-Efficacy and Beliefs about the consequences of being active.Fisher Institute for Wellness and Gerontology
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Medows, Pamela L. "Effects of reading aloud on the book selections and attitudes toward science of third grade students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063416.
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The purpose of this study was to examine the effect of reading aloud nonfiction science trade books on the attitudes toward science and the book selection habits of students in the elementary classroom. Gender differences among attitude and book selection were also explored.The school district chosen as the site for the research was located in a small Midwestern town with a population of about 32,000. The community consisted of people with diverse socioeconomic status and cultural backgrounds. Four teachers and 73 third grade students participated in the study. Complete data was available for 60 students.The four classrooms were randomly divided into two groups, those listening to science nonfiction trade books for twenty minutes each day for six weeks and those listening to nonscience books for twenty minutes each day for six weeks. An attitudinal survey was administered at the beginning and the end of the study. The percentage of science books versus other types of books was monitored for the six week period.The analysis of data revealed that students who were read the science nonfiction books chose a greater percentage of science books when checking out books from the library than did the students who were read nonscience books. There was no difference in the percentage of books selected by girls compared with those selected by boys. Results also showed a very slight increase in positive attitude toward science as a result of listening to science books during read-aloud sessions. There was no significant difference in the attitudes of the girls compared to the boys who were read science books.Department of Elementary Education
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Hollands, Jill C. "The changing nature of the Catholic school community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.
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The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.
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Sullivan, Anna M. "Student empowerment in a primary school classroom : a descriptive study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1068.
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Empowering students to take control to lead functional and fulfilling lives should help them meet their needs for power and belonging, and enable them to realise their social goals. Such an outcome should positively affect students' achievement motivation. However, there is little understanding and research on the construct of student empowerment particularly in the primary school context from the teacher and student perspective. Teachers have a power-over relationship with students and arc in a position to decide how they exercise that power. Teachers who choose to enable student empowerment can share power with students to establish positive forces of power, namely power-with and power-to. This exploratory research examined the nature of student empowerment and how it can be enabled. A descriptive study using ethnographic techniques was conducted in a primary school classroom. Findings suggest that there are two dimensions of student empowerment: intrapersonal and interpersonal empowerment, which supports existing literature. Moreover, they build on the literature by indicating that intrapersonal empowerment is the ability and capability of students to pursue appropriate and complementary social and achievement goals through the establishment of agendas. Interpersonal empowerment is the pursuit of goals by students that are not in conflict with peers or the teacher. It is a sense of collective autonomy with peers and the teacher. This research indicates that student empowerment is a fluid and fragile phenomenon, but also one that the teacher can contribute to. The findings of the study suggest that teachers can enable students to become empowered by sharing power with students. Teachers can share power with students by facilitating the pursuit of students' agendas to help them coordinate their pursuit of appropriate social and achievement goals. That is, teachers can adopt beliefs and establish structures, processes and an environment conducive to student empowerment. These findings have led to the development of a framework, which describes the variables enabling student empowerment and their interrelationship. Finally, this study indicates the importance of student empowerment to enabling students to realise their social and achievement goals and meet their needs for power and belonging, thus enhancing motivation and achievement,
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Liu, Wei Hong. "Feeding attitudes, practices and traditional dietary beliefs of Chinese mothers with young children in Australia : a mixed methods study." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62157/1/Wei_Hong_Liu_Thesis.pdf.
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Background and Objectives
Obesity and some dietary related diseases are emerging health problems among Chinese immigrants and their children in developed countries. These health problems are closely linked to eating habits, which are established in the early years of life. Young children’s eating habits are likely to persist into later childhood and youth. Family environment and parental feeding practices have a strong effect on young children’s eating habits. Little information is available on the early feeding practices of Chinese mothers in Australia. The aim of this study was to understand the dietary beliefs, feeding attitudes and practices of Chinese mothers with young children who were recent immigrants to Australia.
Methods
Using a sequential explanatory design, this mixed methods study consisted of two distinct phases. Phase 1 (quantitative): 254 Chinese immigrant mothers of children aged 12 to 59 months completed a cross-sectional survey. The psychometric properties and factor structure of a Chinese version of the Child Feeding Questionnaire (CFQ, by Birch et al. 2001) were assessed and used to measure specific maternal feeding attitudes and controlling feeding practices. Other questions were developed from the literature and used to explore maternal traditional dietary beliefs and feeding practices related to their beliefs, perceptions of picky eating in children and a range of socioeconomic and acculturation factors. Phase 2 (qualitative): 21 mothers took part in a follow-up telephone interview to assist in explaining and interpreting some significant findings obtained in the first phase.
Results
Chinese mothers held strong traditional dietary beliefs and fed their children according to these beliefs. However, children’s consumption of non-core foods was high. Both traditional Chinese and Australian style foods were consumed by their children. Confirmatory factor analysis revealed that the original 7-factor model of the CFQ provided an acceptable fit to the data with minor modification. However, an alternative model with eight constructs in which two items related to using food rewards were separated from the original restriction construct, not only provided an acceptable fit to the data, but also improved the conceptual clarity of the constructs. The latter model included 24 items loading onto the following eight constructs: restriction, pressure to eat, monitoring, use of food rewards, perceived responsibility, perception of own weight, perception of child’s weight, and concern about child becoming overweight. The internal consistency of the constructs was acceptable or desirable (Cronbach’s α = .60 - .93). Mothers reported low levels of concern about their child overeating or becoming overweight, but high levels of controlling feeding practices: restriction, monitoring, pressure to eat and use of food rewards. More than one quarter of mothers misinterpreted their child’s weight status (based on mothers’ self-reported data). In addition, mothers’ controlling feeding practices independently predicted half of the variance and explained 16% of the variance in child weight status: pressuring the child to eat was negatively associated with child weight status (β = -0.30, p < .01) and using food rewards was positively associated with child weight status (β = 0.20, p < .05) after adjusting for maternal and child covariates. Monitoring and restriction were not associated with child weight status. Mothers’ perceptions of their child’s weight were positively associated with child weight status (β = 0.33, p < .01). Moreover, mothers reported that they mostly decided what (65%) and how much (80%) food their child ate. Mothers who decided what food their child ate were more likely to monitor (β = -0.17, p < .05) and restrict (β = -0.17, p < .05) their child’s food consumption. Mothers who let their child decide how much food their child ate were less likely to pressure their child to eat (β = -0.38, p < .01) and use food rewards (β = -0.24, p < .01). Mothers’ perceptions of picky eating behaviour were positively associated with their use of pressure (β = 0.21, p < .01) and negatively associated with monitoring (β = -0.16, p < .05) and perceptions of their child’s weight status (β = -0.13, p < .05). Qualitative data showed that pressuring to eat, monitoring and restriction of the child’s food consumption were common practices among these mothers. However, mothers stated that their motivation for monitoring and restricting was to ensure the child’s general health. Mothers’ understandings of picky eating behaviour in their children were consistent with the literature and they reported multiple feeding strategies to deal with it.
Conclusion
Chinese immigrant mothers demonstrated strong traditional dietary beliefs, a low level of concern for child weight, misperceptions of child weight status, and a high overall level of control in child feeding in this study. The Chinese version of the CFQ, which consists of eight constructs and distinguishes between the constructs using food rewards and restriction, is an appropriate instrument to assess feeding attitudes and controlling feeding practices among Chinese immigrant mothers of young children in Australia. Mothers’ feeding attitudes and practices were associated with children’s weight status and mothers’ perceptions of picky eating behaviour in children after adjusting for a range of socio-demographic maternal and child characteristics. Monitoring and restriction of children’s food consumption according to food selection may be positive feeding practices, whereas pressuring to eat and using food rewards appeared to be negative feeding practices in this study. In addition, the results suggest that these young children have high exposure to energy-dense, nutrient-poor food. There is a need to develop and implement nutrition interventions to improve maternal feeding practices and the dietary quality among children of Chinese immigrant mothers in Australia.
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Cahill, Rosemary. "Factors that influence the decisions parents make when choosing a secondary school for their children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/549.
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The impetus for this portfolio is the accelerating drift of Australian school students from state-run, free government schools to fee-paying independent and/or Catholic schools within the non-government sector. Australian Bureau of Statistics (ABS) data show that between 1996 and 2006, student enrolments in non-government schools grew by 21.5% compared with 1.2% in government schools (Australian Bureau of Statistics [ABS], 2007). In this portfolio, a sociological lens reflective of the pragmatic paradigm is applied to the question of school choice in order to understand parents' thinking behind the choices they are making and, moving forward, how the funding and governance of schooling in Australia might lead to different school choices. The portfolio is structured around a three-way school-choice model whereby parents' choices arise through the interaction of three dimensions: local options, global trends and personal circumstances. The portfolio incorporates a combination of primary and secondary research. The secondary research explores local and global dimensions of school choice while the primary research investigates the personal dimension. The primary research is a case-study conducted in a precinct of metropolitan Perth in 2007. In the case-study, a survey was administered to the parents of all students who had just commenced their secondary schooling (entering year 8) at one of eight schools located within the case study precinct. Participating schools comprised a mixture of government, Catholic and independent sectors and, due to their shared proximity, were each others' main competition for students. While a high degree of agreement about what makes a 'good' school was found among participating parents, sector-specific variation was found in the sense of agency reported by parents and in the extent to which participating schools were perceived to offer several factors that were deemed to be prominent in 'good' schools. In each case, government schools lagged behind their non-government counterparts. Recommendations offer a pragmatic and empirically sound approach to arresting the drift of students away from government secondary schools.
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Hooyman, Kristi. "School psychologists' role, knowledge and attitudes towards section 504 of the Rehabilitation Act of 1973." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005hooymank.pdf.
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Cordin, Robin M. "Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.
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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new instruments. In Phase One the instruments currently used to measure psychopathy were reviewed and items relevant to young persons were selected for inclusion in a draft version of the new psychopathy screening instrument. Phase Two, which sought to further explore the construct of psychopathy in children and adolescents, comprised a series of interviews with school principals, deputy principals, psychologists, and education officers at the main juvenile detention centre in Perth, Western Australia. These interviews provided information relating to the behaviour and characteristics of children and adolescents who present with psychopathic-like-traits. As a consequence of the feedback from the Phase Two data, Phase Three reviewed the instrumentation currently used to measure aggression in children and adolescents. From this items were selected for possible inclusion in an aggression questionnaire. The data gathered over these three phases resulted in 117 psychopathy related items being generated for the new instrument, which were subsequently reduced to 56 when duplicated items were identified and the extant knowledge of the construct applied. The 56 items were retained in a draft version of the newly developed instrument, which was named the Child and Adolescent Psychopathy Screening Instrument (CAPSI). The Study One data revealed the instrumentation used to date provided few measures of physical and verbal aggression - a characteristic of psychopathic-like behaviour. Thus, a review of instrumentation together with the information from the interviews resulted in 63 aggression items being generated. ... Study Four utilised information from the CAPSI and the CASA in conjunction with in-depth interviews to generate case studies to further elucidate the characteristics of children and adolescents with psychopathic-like-traits and extreme aggression. Case studies were undertaken with seven male students ranging in age from 8 to 15 years who had been suspended from mainstream schools. All boys scored very highly on the new instruments. All presented with extreme aggression, with some exhibiting proactive or premeditated aggression combined with a superficially engaging personality, insincere charm, lack of remorse, and lack of empathy. The findings from all four research studies are discussed in the light of the literature reviewed and the aims of the research. Implications are then drawn for researchers and clinicians, and directions for further research are suggested.