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1
Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
Full textAbstract:
Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
2
Brocklebank, R. J., and n/a. "The ACT year 12 certificate : a student based review." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.
Full textAbstract:
The aim of this Field Study is to establish the
extent to which Year 12 students understand and appreciate
the ACT College System of senior secondary and the
information which appears on the ACT Year 12 Certificate.
In order to provide the reader with a basis for
understanding what happens over the final two years of
secondary education in the ACT the author has established
the historical context that gave rise to the establishment
of the Secondary Colleges in the ACT. This brief history
outlines the causes and reasons which led to separation
from the NSW state system of education and the decision
to develop a different approach to the provision of
education for students in Year 11 and 12.
To provide an idea of how the system works a description
of what makes up the College System is provided.
This includes an explanation of how the colleges relate
to the high schools, their curriculum, the accreditation
of courses, assessment and certification. The role of
the ACT Schools Accrediting Agency is explained in the
way it underpins the credibility of the system and of
how it carries the responsibility for the final generation
of the ACT Year 12 Certificate.
While this study looks at the system some seven
years after it began, earlier evaluations had taken place
which examined matters linked with the ACT Year 12
Certificate. In writing this report the author reviews
two important assessments of the system, one of the
role of the ACT Schools Accrediting Agency and the other
concerned with the success of the Colleges as educational
institutions from a student viewpoint. The author also
attempts to compare the changes which came with the ACT
College System with recent developments and current
thinking about senior secondary education in other Australian
states.
The major part of the Field Study was a survey of
a sample of Year 12 students at the end of 1983 to
establish the extent to which they understood the aspects
of the system they had been a part of for two years. The
data and findings of this survey are presented.
The report concludes with an outline of the most
recent changes, developments and reactions which in some
way affect the system. At the end of the conclusion,
the author presents a list of recommendations aimed at
overcoming some of the problems pin-pointed in the report.
3
Schütz-Fransson, Ulrike. "Fixed mandibular retainers : a controlled 12-year follow-up." Licentiate thesis, Malmö universitet, Odontologiska fakulteten (OD), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7756.
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Fixed retainer after orthodontic treatment is an increasing retention appliance. For the mandibular incisors there are two different fixed retainers that are commonly used, either a canine-to-canine retainer bonded only to the canines or a twistflex retainer bonded to each of the mandibular incisors and canines. Increased mandibular incisor irregularity seems to be a continuous process throughout life even in untreated patients. The natural physiological changes during aging causes changes like those that occur after orthodontic treatment and the removal of retainers. There are few long-term studies that have compared patients who have had a mandibular fixed retainer with patients without retention appliance after treatment, and then compared the treated patients with untreated subjects.The overall aim of this thesis was to compare and evaluate two different mandibular fixed retainers and also to compare orthodontically treated cases with untreated long-term. This thesis is based on two studies and a PAR Index evaluation was presented in the frame story:Paper I is a retrospective longitudinal study done on dental casts and lateral head radiographs from patients who had received either a canine-to-canine retainer or a twistflex retainer after treatment. Different variables were measured, were Little’s Irregularity Index was the main outcome measure. The measurements were done at four different occasions, were the last registration was 12 years after treatment, i.e. 9 years after removal of retainer. Paper II is also a retrospective longitudinal study with three different groups, one group received a fixed mandibular retainer, one group did not receive any retention appliance after treatment and the third group was untreated subjects. Measurements were done on dental casts and lateral head radiographs at four different occasions to analyze dental and skeletal changes 12 years after treatment. Also here Little’s Irregularity Index was the main outcome measure. PAR Index evaluation is done to evaluate the stability of orthodontic treatment outcome after treatment and long-term for two different retainer groups and one non-retention group. The following conclusions were drawn: Paper I•Both the canine-to-canine retainer and the twistflex retainer can be recommended since both are equally effective during retention period.•None of the retention types prevent long-term changes of mandibular incisor irregularity or available space for the mandibular incisors after removal of the retainers.•No differences in bonding failures between the two retainers were found. Paper II•There were no differences found 12 years after treatment in Little’s Irregularity Index for the mandibular incisors between the group that had a retainer and the group that had no retainer after treatment•In the untreated group, Little’s Irregularity Index was increased over time but not to the same extent as in the treated groups. •The crowding before treatment did not explain the crowding at the last registration.•The use of mandibular retainers for two to three years does not appear to prevent long-term relapse. •If the patient wants to constrain the changes that come with natural development, then lifelong retention is needed.•The overjet and overbite were stable long-term.PAR Index evaluation•Twelve years after treatment the mean reduction in PAR score was over 70 per cent only for the groups who had a mandibular retainer after treatment. However, the non-retention group had a PAR score of 66 per cent.•There were more cases in the retention groups that were ”greatly improved and/or improved” 12 years after treatment compared to the non-retention group. After treatment between 16 and 23.3 per cent of all the cases were ”worse or not improved”. Twelve years after treatment between 36 and 43.6 per cent of the total cases were ”worse or not improved”.
4
Ferguson, Lenore. "Revealing knowledge in year 12 writing : an archaeological exploration /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16100.pdf.
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Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.
Full textAbstract:
In 1976, following the recommendations of the Campbell Report, school-based course development and assessment
replaced the New South Wales Higher School Certificate
courses and public examinations. Under the auspices of
the A.C.T. Schools Authority, the A.C.T. Accrediting
Agency took control of administering the new system.
Nine years after the system was introduced, the benefits
of the new system were very clear in the area of English
curriculum at Years 11 and 12 level. To a considerable
degree, the hopes of the Campbell Report have been
fulfilled in terms of providing students with greater
freedom of choice and flexibility in the selection of
options in an English course composed of a number of term
or term equivalent units. Assessment instruments have
become much more wide-ranging. Teacher/student
relationships have become less authoritarian. Teaching
strategies and learning approaches have generally made
students more active participants in the learning process.
The field study drew heavily on English course documents
in the senior secondary colleges, presenting an overview
of the workings of the English curriculum. Because
courses are being continually reaccredited, it was
necessary to set the curriculum overview at a particular
time, in 1984. As the A.C.T. is a small education system
in Australian terms, it was possible to gain some concept
of the whole picture, although 428 term units is not an
inconsiderable number.
The field study, because of its significant data base,
poses more questions than it answers. It does, to a
degree, present "what is", or rather "what was" in the
1984 English curriculum at Years 11 and 12 level in A.C.T.
colleges. And it points directions for further research.
6
Claude, Diane. "The development of hyperactive boys: A 12-year follow-up." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6746.
Full textAbstract:
The present 12-year follow-up study was conducted to investigate the long-term development of 60 hyperactive children, who were further subdivided onto those with and without childhood aggressiveness. They were followed from childhood to late adolescence/early adulthood, and compared on psychiatric, cognitive, and academic outcome with that of 60 matched normal control subjects. Childhood predictors of poor outcome were also explored in the hyperactive group. Consistent with previous studies, the core deficits of hyperactivity persisted in more than half of the hyperactive group. However, the results called into question the widespread claim that childhood hyperactivity was related to antisocial behaviours in adolescence. Although the hyperactive group displayed significantly more Antisocial Personality Disorder, Drug Use Disorders and comorbidity than the control group in adolescence, these group differences were significantly attributable to the aggressive subgroup of hyperactive subjects. In contrast, adolescents who were hyperactive only in childhood did not differ significantly from the control group in psychiatric functioning, except for their persistent ADHD. The hyperactive/aggressive subgroup had received the most individual and residential treatment for their behaviour problems. Consistent with previous research, at follow-up, hyperactive subjects displayed significantly poorer spelling, arithmetic and reading comprehension skills than did the control group. In comparison with the control group, the hyperactive group had also completed fewer years of High School education, failed more courses, received more special services in High School and fewer of them had attended post-secondary school. Hyperactive/aggressive and hyperactive only subgroups generally displayed similar problems on these academic variables. These preliminary findings suggest that chronicity of hyperactive behaviours is in part determined by its severity in childhood. Overall, the present findings suggest that hyperactivity is persistent in a significant number of children and the heterogeneity of ADHD needs to be addressed in order to move towards a better understanding of the long-term development of children with ADHD. (Abstract shortened by UMI.)
7
House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.
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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.
8
Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.
Full textAbstract:
This field study aims to identify and examine the consequences and
influences of course selections and career choices made by students,
their parents and college staff. Because of a lack of information
regarding the implications of their selected programmes of study,
many students choose unwisely and as a result, have become confused
about the relevance of their choices in relation to the achievement
of their ultimate career aspirations. To achieve the aims of this
study, an analysis of the course selections and career choices of the
Year 12 graduates of 1983 from Copland College was completed.
This field study is divided into three main sections. The first
section comprises Chapters I and II which outline the historical
development of secondary colleges within the Australian Capital
Territory. The author briefly discusses the influence of both the
Hughes and the Campbell Reports and illustrates how these Reports
were used as the basis for the establishment of the educational
structure we now have for our senior secondary college students in
Canberra. In addition, this section details the historical background
of careers education within the Australian Capital Territory
and the influences this has had on the status of career education
at Copland College.
The second section covers Chapters III, IV and V. In this section
the function of the Student Services Faculty within Copland College
is discussed and also a brief explanation given of the type of
information gathered by college and administrative staff for career
and course advice. The author provides a description of the procedures
II
used to obtain and collate the information collected for this field
study. A questionnaire method of data collection was the basis used
to examine the post-collegiate activities of over 240 graduate
students of 1983, and part of the questionnaire relates specifically
to the destinations of these ex-students.
Finally, the third section incorporates Chapters VI and VII. It
details the results of my research covered in earlier chapters and
at the same time, synthesizes that of other educationalists as
it relates to this field study. The concluding portion of this
section sets out recommendations proposed to meet the problems
identified in such areas as student course selections and careers
advice.
9
Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.
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10
Cassell, David J. "An investigation into the statistical understanding of 12-18 year olds." Thesis, Sheffield Hallam University, 1993. http://shura.shu.ac.uk/19430/.
Full textAbstract:
The aim of this project was to develop a model for the structure of the development of statistical thinking in students of secondary school age, i.e. 12-18. Previous research has tended to concentrate on individual problems and no large scale research has been carried out in this area. The aim was therefore to produce a model which encompassed all areas of Statistics and showed the building up of concepts. The basis of the model was a hierarchical structure based on Gagne's Cumulative Learning Theory, with due allowances made for subsequent criticisms of the rigidity of such a model. Models were proposed in five areas considered to involve the main principles of elementary statistics. Superimposed on to these maps of conceptual development was a 3-stage structure corresponding to classical Piagetian stages. Prior to testing a detailed survey was made of available techniques for examining the validity of such models. In particular the Inclusion Analysis technique devised by Clarke & White was carefully examined noting cases where it was inappropiate or invalid. After some initial testing and expert analysis the initial models were modified. The strength of the restructured models was examined by presenting detailed written tests to over 200 students in the age range under investigation. Using Clarke & White Inclusion Tests the strength of links between the concepts was tested and some justification given to the ordering of concepts in the hierarchy and adjustments made where necessary. The validity of grouping skills into 3 stages was tested and an attempt made to correspond these to age using correlation techniques. Although, from the data collected the full detail of the model could not be entirely supported, there was evidence to justify the main framework and certain key linkages to produce a final model. This enabled a detailed analysis of the National Curriculum and its United States counterpart to take place in terms of age-related content and structure. Suggestions were also presented to writers and curriculum designers in the light of research findings.
11
Tiedeman, Nathan. "Screening and Brief Intervention for 12-25 Year Olds in Primary Care." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25562.
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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.
Full textAbstract:
Thesis (M Sport Sc)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
13
Tiedeman, Nathan George. "Screening and Brief Intervention for 12-15 Year Olds in Primary Care." Diss., North Dakota State University, 2016. https://hdl.handle.net/10365/27996.
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Alcohol is a widely enjoyed, misused, and abused legal substance consumed in the United States. Although alcohol is a legal substance in the United States, the consumptions does not come without risks. Alcohol is known to contribute to 60 known and preventable diseases. Adolescents socialize by using alcohol in their family lives, social gatherings, and among their own peer groups; they observe television programming and commercials, as well as social media, that feature alcohol. Adolescents do not have the experience or knowledge to understand the long-term physical and mental strain that alcohol puts on a person?s body. In South Dakota, 75% of teens have consumed alcohol prior to the ninth grade (Prairie View Prevention Services, 2014). Chronic and heavy drinking during adolescence has been linked to cognitive deficits and alterations in the brain?s activity and structure. Adolescents who begin drinking before the age of 15 are five times more likely to develop alcohol abuse than individuals who start at the legal age of 21 (NIAAA, 2015b).
The project?s purpose was to implement a practice-improvement change in the primary-clinic at Coteau des Prairie Health Care System in Sisseton, SD. Through evidence-based screening tools, the Alcohol Use Disorder Identification Tool (for ages 18-26) and the Alcohol Screening and Brief Interventions for Youths (for ages 12-17), providers were given tools to appropriately screen patients in the selected age range for the presence of alcohol use and/or abuse. A quick-reference guide was developed for the providers; the guide contained age-specific brief interventions and a referral list of alcohol-specialty facilities in the region; the guide was an attempt to curb patients? present and future alcohol use and misuse. After the implementation, medical providers were surveyed about the project?s effectiveness or efficacy at the clinic. The medical providers agreed or strongly agreed the project increased the prevalence of screening practices, improved clinical practice with brief interventions, and assisted with identification of referral services to match the specific needs of each individual. Screening and education about the risks of alcohol and early intervention strategies were successfully implemented into the project setting, improving clinical practice in Sisseton, SD.
14
Medina, Alvin L., and Rebecca K. Royalty. "A 12-Year, Post-Wildfire Geomorphologic Evaluation of Ellison Creek, Central Arizona." Arizona-Nevada Academy of Science, 2002. http://hdl.handle.net/10150/296576.
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Dale, Corrine. "Child Neglect, Child Physical Abuse, and Relationships Among 12-Year-Old Girls." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3600.
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Child maltreatment, including physical abuse, neglect, emotional, and sexual abuse is a continuing social problem in the United States, resulting in a number of children who experience challenges with family and peer relationships in adolescence. Child neglect is one of the most common forms of abuse however, it is less likely to be investigated or substantiated than is physical abuse. Female child maltreatment in particular results in possible problems for victims with family and peer relationships in early adolescence. In 2015, state agencies reported an estimated 683,000 victims of child maltreatment, with two-thirds of this group representing child neglect victims. This study examined differences between reported child neglect and child physical abuse in predicting family and peer relationship problems among 12-year-old females. Relational theory provided a theoretical framework for this study's hypotheses. Records from the Midwest site of the LONGSCAN research project provided the archival data from a criterion sample of 68 12-year-old females. The hypotheses were there would be differences in adolescent mother-child and peer relationships between victims of neglect and victims of physical abuse. Data were analyzed using descriptive, correlational, and multiple regression analyses. The results of the analyses revealed the quality of the mother-child relationship was significantly related to both earlier neglect and to physical abuse. In the multiple regression, early child neglect was more predictive of the mother-child relationship in early adolescence than was child physical abuse. This study contributes to social change by directing those who develop and design policy and programs to place additional attention on child neglect interventions to promote family stability.
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Stockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.
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This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.
17
Greenwood, Toby. "What Makes Art Good?A Case Study of Children’s Aesthetic Responses to Art Works." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5751.
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This study explores what 10-12-year-old students say they like and value in works of visual art. As the participants talk about their own and other people‟s art works they are formulating and expressing aesthetic responses and beginning to shape their individual aesthetic awareness. Because of the age of the participants, the exploration is framed in terms of “what makes art good”.
The research was prompted by the introduction and implementation of the New Zealand Curriculum (2007), which not only positions art as a core area of learning, but also outlines values and key competencies that characterise a constructivist approach to knowledge. Such an approach requires active engagement by learners and suggests that it is important for teachers to understand their students‟ values and views. However, in the field of art education there is little published material that examines the views and reactions of students. A broadly qualitative approach to the case study was taken, drawing particularly on phenomenography and narrative.
The study found that 10-12 year-old students do actively make judgements about art works, and while there are common themes that occur repeatedly, the bases of such judgement vary from student to student. The study also found students‟ ways of approaching art-making varied, with some, for example, concerned predominantly with the technical process while others were more interested in imagery or narrative intention.
The thesis argues that it is important for teachers to be aware of how their students individually process their aesthetic responses in order to develop relevant and appropriate programmes.
18
Rizvi, Faiz W. Rizvi. "Cluster Analysis of Reaction Time for Children in 5-12 Year Age Groups." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524180110911354.
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19
Twomey, Dara Safety Science Faculty of Science UNSW. "Performance differences between normal and low arched feet in 9 - 12 year old children." Awarded by:University of New South Wales. School of Safety Science, 2006. http://handle.unsw.edu.au/1959.4/24344.
Full textAbstract:
In the past people were excluded from military service and many children suffered under the stigma of having flat feet. Flat feet have been a very popular area of research for years, yet many unresolved issues still exist. There appears to be no universally accepted definition of normal arch height within the general population, which leads to difficulty in identifying and classifying flat feet. A reduced arch appears to have an effect on human movement but the extent of this in dynamic movement remains undefined. The primary aim of this project was to investigate if there were differences in performance of basic gross motor skills between normal and low arched feet in 9 ??? 12 year old children. The principal measurement technique proposed was more accurate than previous studies and permitted an in-depth analysis of the foot in dynamic situations. This three-dimensional foot analysis facilitated a greater understanding of the biomechanics of the foot. The research was undertaken in three phases. The initial phase classified approximately one hundred children???s feet for inclusion in the subsequent phases. Static footprints and dynamic arch height measurement were recorded. The second phase comprised of three-dimensional foot analysis, and basic functional tasks including, jumping, balancing, and hopping undertaken with thirty children; fifteen low and fifteen normal arched. An additional twenty-four children participated in the third and final phase, which included a lower limb gait analysis with strength and proprioception tests in addition to the tests in phase two. Kinematically the low arched foot had a significantly lower medial arch angle and a reduced forefoot pronation angle throughout the gait cycle. This research also found that they had a more externally rotated hip particularly during the stance phase of gait. Functionally there were remarkably few differences between the two groups. The low arched group had significantly reduced performance in lateral hopping. However they showed stronger plantar flexion strength, and performed better in the vertical jumping task. It can be concluded from this research that there is no major disadvantage to performance of gross motor skills for the children in this project with low arched asymptomatic feet.
20
Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.
Full textAbstract:
Questionnaires were administered to 118 Secondary College students in the A.C.T. to
obtain quantitative data about the students' self perception, about their friendship
groups, their relationships with the other members of their family, their attitudes to
their education and their employment experiences and expectations. The data also
identified away from home students and at home students. The data obtained from these
two student groups was analysed. The away from home group of students were then
interviewed individually and qualitative data analysed for recurring themes and a
profile of the away from home Year 12 student emerged. The away from home
students in this A.C.T. study had been through periods of unstable accommodation,
poverty, family distress, leaving school or changing schools and had made a conscious
decision to complete their Year 12 Certificate to improve their employment
opportunities. As a result of this study predictive indicators for an away from home
student were generated. Following these findings an understanding of the specific issues
and needs of away from home students can be encouraged among student welfare
groups, parents and other educational/ welfare bodies. This in turn should assist the
student achieve his or her educational outcomes and academic success.
21
Burrows, Alison. "Concerns about weight and shape in overweight 12 year old girls and their mothers." Thesis, Open University, 1998. http://oro.open.ac.uk/57737/.
Full textAbstract:
Concerns about weight, shape and eating and attempts at dietary restraint are prevalent among young girls, but may increase the risk of the development of eating disorders, especially if low self-esteem or symptoms of depression are also present. The literature suggests that there may be links between mothers and daughters attitudes towards weight, shape and dietary restraint. The aim of the study was to investigate whether concerns about weight, shape and eating and attempts at dietary restraint differed between overweight and average-weight girls; and whether overweight girls had lower self-esteem, and/or more symptoms of depression than average-weight girls. Possible links between mothers' and daughters' attitudes towards weight and shape and dietary restraint were also investigated. Results showed that overweight girls had more concerns about weight, shape and eating and attempted dietary restraint more than average weight girls. Overweight girls had more negative perception of their athletic competence, physical appearance and global self-worth, and more symptoms of depression than average-weight girls. Mothers of overweight girls, who themselves had higher BMIs than the mothers of average-weight girls, had more concerns and negative beliefs about weight, shape and eating and attempted more dietary restraint, than the mothers of average-weight girls. Although there was some association between mothers' and daughters' concerns in the average-weight group these associations were not present in the overweight group. The conclusions were that overweight girls may be particularly vulnerable to the development of eating disorders, but that the links between mothers' and daughters' concerns are not straightforward.
22
Rosén, Anna. "Mass screening for celiac disease in 12-year-olds : Finding them and then what?" Doctoral thesis, Umeå universitet, Epidemiologi och global hälsa, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58950.
Full textAbstract:
Background Mass screening for celiac disease (CD) as a public health intervention is controversial. Before implementation, a suitable screening strategy should be outlined, and the acceptability of the screening scrutinized. Also, the benefits of early detection and possible negative consequences should be explored and compared. The overall aim of this thesis was to evaluate different strategies for finding 12-year-olds with undiagnosed CD in the general population, and to explore the experiences of those receiving the diagnosis in a mass screening. Methods A school-based CD screening of 12-year-olds was conducted in five study sites across Sweden. Out of 10041 children who were invited, 7208 had a blood sample analyzed for CD-marker tissue transglutaminase of isotype IgA (tTG-IgA) and 7161 for total serum IgA (s-IgA). If the s-IgA value was low, tTG-IgG was also measured. Additional analysis of endomysial antibodies (EMA) was performed if borderline values of tTG were found. In total, 192 had elevated CD-markers, 184 underwent a small intestinal biopsy and 153 eventually had CD diagnosed. Before receiving knowledge about their CD status, children and their parents filled in questionnaires regarding symptoms and CD-associated conditions. Questionnaires were returned by 7054 children (98%) and 6294 parents (88%). Later, all adolescents who had been diagnosed with CD more than one year ago (n=145), and their parents, were invited to a mixed-method follow-up study in which they shared their experiences in questionnaires, written narratives and focus group discussions. In total, we have information on 117 (81%) of these adolescents, either from the adolescents themselves (n=101) and/or from their parent/s (n=125). Data were analyzed using a combination of descriptive and analytical quantitative and qualitative methodologies. Results We found that information on symptoms and CD-associated conditions were poor predictors for finding undiagnosed CD in the study population. Questionnaire-based case-finding by asking for CD-associated symptoms and conditions would have identified 52 cases (38% of all cases) at a cost of blood-sampling 2282 children (37% of the study population). The tTG-IgA test had an excellent diagnostic accuracy with the area under the receiver operating characteristic curve of 0.988. If using the recommended cut-off for tTG-IgA (>5 U/mL) 151 had fulfilled biopsy criteria and 134 CD cases had been identified. The strategy of lowering the cut-off to tTG-IgA>4 U/mL, and adding the EMA analysis in those with tTG-IgA between 2-4 U/mL, identified another 17 cases (a 12% increase) at the cost of performing 32 additional biopsies. Measuring total s-IgA in 7161 children discovered only two additional cases at the cost of performing 5 additional biopsies. The positive predictive value of our screening strategy was 80%. Results from the follow-up study of the screening-detected CD cases illustrated that 54% reported health improvement after initiated treatment, but also that these health benefits had to be balanced against social sacrifices. We also found that although the screening-detected diagnosis was met with surprise and anxiety, the adolescents and their parents were grateful for being made aware of the diagnosis. A majority of parents (92%) welcomed a future screening, but both adolescents and parents suggested that it should be conducted earlier in life. Conclusion Obtaining information on symptoms and CD-associated conditions was not a useful step in finding undiagnosed CD cases in a general population. The serological marker tTG-IgA, however, had excellent diagnostic accuracy also when lowering the cut-off. The diagnosis had varying impact on adolescents’ quality of life, and their perceived change in health had to be balanced against the social sacrifices resulting from the diagnosis. Overall, CD mass screening seemed acceptable to most of those who were diagnosed and their parents.
23
Martin, Cherie. "Relatedness and Autonomy Aspects of Self-Concept in 8- to 12-Year-Old Children." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/2482.
Full textAbstract:
The purpose of this study was to look at age-associated changes in relatedness and autonomy in 8- to 12-year-olds. A psychosocial and attachment theory perspective was taken to help explain the integration of relatedness and autonomy issues. The influence of gender, parent involvement, and selected demographic variables was also considered. The sample included 94 children . This excluded those with single fathers or stepmothers. Instruments used were (a) the relatedness, autonomy, and parent involvement portions of the Rochester Assessment Package for Schools (Wellborn & Connell, 1987); (b) an ageappropriate revision of the Eriksonian Psychosocial Stage Inventory (Jones & Anderson, 1992); (c) a revision of Hansburg's (1972) Separation Anxiety Test (SAT) to obtain attachment classification (Resnick, 1994), and (d) the Klagsbrun-Bowlby (1976) method of evaluating responses to separation anxiety from the Separation Anxiety Test. Results of this study indicate that relatedness and autonomy aspects of self-concept can be differentiated and were shown to vary by age and gender. Age-related biosocial shifts in self-concept were found that corresponded to cognitive and social developmental changes in middle childhood. Significant gender differences were found in self-concept and response to separation anxiety as well as in the way that the proposed biosocial shifts were experienced . The attachment classifications obtained by the Resnick Separation Anxiety Test instrument produced theoretically valid results and were relatively stable across age and gender . The Klagsbrun-Bowlby measure of responses to separation anxiety did show significant age and gender differences, indicating t hat these two instruments may be looking at two different aspects of the attachment system. Parental involvement and maternal education showed positive influences on relatedness, autonomy, and psychosocial development scores and their influence varied by gender. Socioeconomic status interacted with gender in its influence on autonomy. The results of this study indicate that middle childhood is an important time in the development of selfconcept. Awareness of the needs of preadolescent children as they begin to form attitudes regarding self and others is valuable in identifying and modifying risk factors for behavior problems
24
Galle, Marcus Edward. "Integration of multiple and asynchronous acoustic cues to word initial fricatives and context compensation in 7-year-olds, 12-year-olds and adults." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1320.
Full textAbstract:
For any speech category there are multiple sources of information (both acoustic and contextual) that are relevant to categorization. Complicating matters further, these sources of information are not always available simultaneously, but present themselves over the course of several hundred milliseconds. These features of spoken language complicate an already difficult task, and raise three important questions: 1) how do listeners weight different cues to the same speech category, 2) how do listeners integrate asynchronous information during speech perception and 3) how do listeners cope with contextual variability. While these questions have been explored, to varying degrees, with adults, there have been very few attempts to explore these questions from a developmental perspective. Furthermore, some of the more complex interactions between these factors remain uncharted territory even in the adult literature. For example, while adult listeners compensate for context when categorizing speech, and utilize acoustic cues as soon as they become available, we still do not know how this process is affected by context.
This dissertation addresses these lingering issues by assessing 7-year-olds', 12-year-olds' and adults' perception of the /s-ʃ/ contrast (one that is influenced by multiple acoustic cues and context) using eye-tracking and the visual world paradigm. This work demonstrates that there is considerable development between 7 and 12 years of age for the /s-ʃ/ contrast in terms of real-time cue integration, cue-weighting and context compensation, and that development likely continues beyond these ages. In addition, the adult work demonstrates, for the first time, a pattern of real-time cue integration in which listeners' (both adult and child) buffer acoustic cues. Finally, several hypotheses are considered that may account for these findings, including the possibility that the unique developmental pattern of fricative perception may play an important role in understanding why adults buffer this contrast, and the implications of buffered speech perception are discussed.
25
Psiwa, Nathan Kitio. "Perception of occlusal appearance in 11 to 12 year-old school children in Nairobi, Kenya." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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A public orthodontic system generally is designed to prioritize patients so that those who have the greatest need receive treatment. The aim of this study was to compare the subjective perceptions of the occlusal appearance of 11 to 12 year-old schoolchildren of Nairobi with the modified Aesthetic Component (AC) scale of the Index of Orthodontic Treatment Need (IOTN). The objectives were to assess the children&rsquos perception of their occlusal appearance, categorise the occlusal appearance using the AC scale, by both the children and researcher
and to compare the children&rsquo
s&rsquo
perception and the AC of the IOTN.
26
Traversy, Gregory. "Associations Between Domains of Physical Literacy In 8-12 Year-Old Children, by Weight Status." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34540.
Full textAbstract:
To date, only a small number of studies have examined the results of physical literacy (PL) assessments using the Canadian Assessment of Physical Literacy (CAPL). Among these studies, none have evaluated the correlations between the four domains of PL assessed within the CAPL, nor have they evaluated whether these correlations differ depending on weight status. The current study aimed to determine the strength of associations between the four domains of PL, and compare the correlation coefficients between healthy weight and overweight/obese children. Children aged 8-12 years (n=456) were assessed using the CAPL protocol and partial correlations (controlling for age, sex, and other domain scores) were calculated between domains, for healthy weight (n=275) and overweight/obese children (n=181) separately. The results of this study show that the domains of physical competence, daily behaviour, and motivation and confidence correlate significantly with one another at similar low-to-moderate levels in both body weight groups examined (r = 0.15 to 0.38). The domain of knowledge and understanding did not correlate significantly with other domains in healthy weight participants, and only correlated significantly with physical competence in overweight/obese children (r = 0.22). Overall, the low level of correlations seen between domains in this study lends support to the psychometric architecture of the CAPL and suggests that the four domains of CAPL measure different constructs. Furthermore, the results of this study suggest that interventions aimed at improving PL in children should assess multiple domains, and do not necessarily need to be tailored based on a child’s weight status.
27
Ling, Yu-kong John, and 林友港. "A morphometric study of the dentition of 12 year old Chinese children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31232681.
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Willis, Jennifer Jane. "Body composition and carotid artery intima-media thickness in 12 to 17-year-old adolescents /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2894.pdf.
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Ling, Yu-kong John. "A morphometric study of the dentition of 12 year old Chinese children in Hong Kong /." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1329006X.
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30
Willis, Jennifer J. "Body Composition and Carotid Artery Intima-Media Thickness in 12 to 17-Year-Old Adolescents." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1719.
Full textAbstract:
Background and Purpose—There is controversy in the literature regarding the relationship between intima-media thickness (IMT) and body composition among adolescents. This study investigated the relationship between body fat percentage and IMT, while controlling for height, weight, age, blood pressure, cholesterol, glucose, triglycerides and VO2max in 12 to 17-year-old children. Methods—111 children (mean age = 14.33 years) participated in this study. Body fat percentage was assessed using dual energy x-ray absorptiometry (DXA). A B-mode, high-resolution ultrasonograph was used to measure the IMT of the right and left common carotid arteries (CCA). Fasting blood tests were performed to obtain blood lipid and glucose profiles. Blood pressure was measured using an automatic blood pressure cuff.Results—Data were divided into body fat tertiles to compare differences between the upper and lower tertile. Contrary to what might be expected, the mean IMT of the group with the lowest body fat percent was 0.516 mm and the mean IMT for the upper tertile of body fat percent was 0.483 mm (F(2,103) = 5.883, p = 0.004). Post hoc analysis indicated that the two leanest groups had significantly thicker IMT than the group with the highest percent body fat (p = 0.005 and p = 0.027, respectively). The two leanest groups were not significantly different from each other. When controlling for gender, no significant relationship existed between CCA-IMT and body fat percentage (F(2,103) = 2.267, p = 0.109). Conclusions—This study found that there were significant differences in IMT between body fat percentage and CCA-IMT in children and adolescents 12 to 17-years of age. This study did indicate that as body fat increases, risk factors such as cholesterol and triglycerides also increase. Overall, the direct relationship between CCA-IMT and body fat percentage is poorly understood in children and adolescents. Further research is necessary to determine a standardized protocol for assessing atherosclerotic risk in adolescents.
31
Holly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.
Full textAbstract:
What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (department of Education, Science and Training, 2003). This is worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subjects, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual’s interest in science. It is important to understand why science is failing to capture the interest of our best students, who potentially could contribute intellectually to the future of Australian science. A sample of five secondary metropolitan schools was involved in the collection of data. Using a qualitative case study research method, Year 12 science students, aged 16 to 17 years, were surveyed on aspects of career aspirations and experiences in science. Focus groups from each school participated in a narrative inquiry with the author to further probe their thoughts about career choices in relation to science learning experiences. Staff involved in helping students with their career decisions such as Career Advisors, Year 12 Coordinators and science teachers were also interviewed. In summary, it can be noted, that whilst many of our Year 12 science students are reported high levels of enjoyment of science, there is significant room for improvement. Teachers are seen as a vital link in fostering students’ enjoyment of science, and need to be able to teach science in a relevant fashion, enabling students to understand and to be able to explain the concepts of science. Teachers also have an important role to play by identifying the range of careers that scientific knowledge will support. The study found that personal interest and academic ability are significant factors that influence the career aspirations of Year 12 students, it must also be acknowledged that parental influences also have a large influence on career aspirations of Year 12 students, as well as a range of other factors that will be discussed in the body of this research. The choices of university versus TAFE continue to be an issue, with the majority of students opting for university courses even when not academically able to fulfil the course requirements. Career counsellors also need to play a more active role in helping Year 12 students with decisions by being more readily accessible with relevant information, as this was one criticism of Year 12 students that participated in this research. In conclusions, it is important to note that a greater priority needs to be given to developing the quality of secondary science, and education about career pathways in science. It is very important that all students experience a science education that will make a difference in their lives whilst fostering scientific literacy. It is also important, as a society, to attract our best young minds into science as this will only endeavour to increase the competitiveness of Australian science (Goodrum, Hackling & Rennis, 2001).
32
Lavery, Shane, and res cand@acu edu au. "Why Bother to be a Student Leader? An Exploration of the school experiences and self-perceptions of Year 12 students in three Catholic schools." Australian Catholic University. School of Educational Leadership, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp35.29082005.
Full textAbstract:
The focus of this research was Year 12 student leadership in three Catholic schools. Pivotal to the thesis were the leadership experiences and self-perceptions of the schools’ Year 12 students. Two theoretical propositions underscored the study: all Year 12 students are called to some form of leadership within their school; and schools should strive to build a leadership culture inclusive of all Year 12 students. The review of the literature drew attention to three themes which formed the conceptual framework underpinning the research, namely organisational leadership, Christian leadership and its meaning for the Catholic School, and student leadership. In the light of the review it seemed appropriate that the conduct of the study should be predominantly qualitative, interpretive, and planned around collective case study. For each of the three case study schools, data collection took the form of a document search, an interview with a key informant staff member, a Year 12 student survey questionnaire utilising both qualitative and quantitative questions, and two Year 12 student focus group interviews. The “general analytic strategy” (Yin, 1994, p. 30) employed in this research was to follow the theoretical propositions underlying this study which, in turn, reflected a set of seven research questions. Findings from the study indicated that there was a strong belief among senior students from the three schools that every Year 12 student should have the opportunity to participate in leadership. Furthermore, students saw leadership as entailing duty, a sense of service, as well as involvement with younger students. Students also highlighted a range of benefits associated with leadership participation, as well as certain pressures, notably the need to balance study commitments with leadership responsibilities, and the demands of having to be a role model “all the time”.
33
何定邦 and Ting-pong Ho. "The young adult outcome of hyperactive children and psychiatric controls: a 12-year follow-up study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31981562.
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Gorman, Mary Ann. "Experiences of 10- to 12-Year-Old Elementary Students of Instruction to Participate in IEP Meetings." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716190.
Full textAbstract:
This research utilized an interpretive, multiple-case design to explore how fourth- and fifth-grade charter school students with high-incidence disabilities experienced instruction to participate in their annual IEP meetings and how they described their experiences of their meetings. Using student interviews, observations of the instruction and IEP meetings, review of instructional materials, and researcher-developed tools for students to self-record data, the study focused on students' perceptions of their experiences. Specifically, this research examined factors that motivated students to participate in their IEP meetings and factors that supported and impeded their participation.
A review of the literature revealed a wide gap around research on preparation of elementary students to participate in their IEP meetings. Much of the research on how best to involve students with disabilities in their educational programming has focused on student development and training in the context of transition planning, specifically with regards to self-determination skills (e.g., problem-solving, goal-setting, self-regulation). However, researchers have suggested that students in elementary grades may require adult support and monitoring, as well as contextual practice opportunities, in order to build self-efficacy in using these skills.
Results from the research are presented separately for each student and finally compared and contrasted across students. Findings were (a) students were primarily motivated to participate in their meetings out of a need to develop competence and mastery in their academic pursuits and (b) they perceived their teachers and mothers as critical supports in their efforts. Factors found to support and impede students' participation related to: accessibility of language and content, teachers' expectations for the students' participation, level of autonomy support students received, the extent to which students perceived their voices were validated, and the extent to which students' participation focused on strengths versus deficits.
The discussion provides an analysis of motivational, support, and impediment factors through a theoretical lens that integrates self-determination theory and self-efficacy theory. The discourse highlights the importance of autonomy support to enhanced student competence and ultimately to students' more active participation in their IEP meetings. Recommendations for future research, policy, and practice are provided.
35
Belton, Teresa Laura. "An investigation of the influence of television and videos on 10-12 year-old children's storymaking." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267324.
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36
Dugmore, Christopher Royston. "The incidence and awareness of tooth erosion in 12 to 14 year old children in Leicestershire." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246508.
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37
Anyika, Janet Kelechi. "An exploratory study of a mindfulness-based, targeted intervention with 12 and 13 year-old students." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6302/.
Full textAbstract:
The evidence base for the benefits of mindfulness for children is growing and the beneficial outcomes of Mindfulness-Based Interventions (MBIs) are found in a broad range of domains. The aim of this research study was to explore and evaluate the outcomes and process of an MBI delivered in a school setting to students aged 12 and 13-years-old by a Trainee Educational Psychologist. A mixed methods approach was employed within a paradigm of pragmatism which was well suited to the complexity of phenomenon to be studied. In order to answer the research questions an intervention design was utilised in which outcomes for two groups of students were compared. Multiple of sources of data were analysed; qualitative data derived from semi-structured interviews was thematically analysed and interpreted alongside findings from a quantitative analysis of data obtained from the Child and Adolescent Mindfulness Measure and the Strength and Difficulties Questionnaire. Evidence was found for an increase in mindfulness; most students reported experiencing improved self-awareness, awareness of their environment and feelings of calm and relaxation associated with mindfulness practice. A significant difference was found between pre- and post-intervention parental total difficulties scores on the SDQ, suggesting that student’s difficulties had improved from the parent’s perspectives.
38
Smuts, S.-L., and J. C. Wessels. "Sport and recreation activity patterns of 12-year-old learners at a city private primary school." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/472.
Full textAbstract:
Published ArticleThe new millennium brought about many changes, including changes in the physical activity patterns of children. Children are labelled as the "screen generation". Owing to the wide exposure to computers, television, play stations and cellphones, children tend to lead more sedentary lifestyles as their age increases. A survey was done at a city private primary school to determine the physical activity patterns of the Grade 6 (12 year old) learners (N=63, 33 boys and 30 girls). A self-constructed questionnaire, based on the activities the school offers and on the extramural activities the learners participate in, was used to measure the learners' physical activity patterns and to obtain data about their reasons and key motivators for participation. The responses show that the same group of learners participates in almost all the activities offered. The main problem clearly concerned learners who were uninvolved in all physical activities. Schools were identified as the key element to promote physical activity among learners (Vidyya, 2002:4; Aarnio, 2003:27). The activities must be positive and enjoyable to keep learners motivated and interested in future participation.
39
CAMPBELL, BROOKE MADISON. "SUGAR SWEETENED BEVERAGES INTAKE IN 9-12 YEAR OLD CHILDREN AT RISK OF TYPE 2 DIABETES." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612624.
Full textAbstract:
Over the past few decades, the consumption of sugar-sweetened beverages (SSBs) in adolescents has increased dramatically. There has also been a rise in Type 2 Diabetes (T2D). The E.P.I.C. (Encourage Practice Inspire Change) Kids Intervention program is among the first community- and family-based diabetes prevention interventions for children, ages 9-12, who are at risk of developing T2D. The purpose of EPIC Kids program is to provide information, resources, and strategies for children and their parents regarding nutrition, physical activity, and healthy behaviors that can improve their wellbeing, help manage their weight, and prevent T2D.
Researchers are investigating the link between increased SSB consumption and T2D risk. To assess SSB consumption, two, 24-hour diet recalls were conducted at baseline and 12-week measurement sessions with the 28 youth. One weekday recall and one weekend day recall were collected. At baseline, the average total SSB consumption was 0.9 servings (8oz) and at12 weeks, 0.73 servings. There was no significant change in SSB consumption. Future activities include analysis of the entire sample of EPIC Kids participants (n=48), which will allow for a more robust evaluation of intervention-related changes in SSBs, and provide contextual data on factors associated with SSB consumption and determinants of change.
40
Ho, Ting-pong. "The young adult outcome of hyperactive children and psychiatric controls : a 12-year follow-up study /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038729.
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Pericleous, Maria. "How the activity of proving is constituted in a Cypriot classroom for 12 year old students." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10022787/.
Full textAbstract:
The aim of this study is to identify how the activity of proving is constituted in a Cypriot primary classroom for 12 year old students. Through Cultural-Historical Activity Theory (CHAT), the influence of research literature, curriculum prescriptions, the students and critically the teacher is documented. The evolution of objects, in particular the aims of the teacher, and other components in the activity systems is traced. Within the qualitative enquiry, this study employs CHAT alongside a collaborative design approach to explore the way the teacher is working with the students to foreground mathematical argumentation. The research is situated in a Cypriot primary school classroom with the researcher having the role of teacher researcher. The usual class teacher and researcher co-developed Dynamic Geometry Environment (DGE)-based tasks to be used with the children. As a result it was possible to track how the nature of the teacher’s objects changed and how contradictions emerged. Evidence from the curriculum documentation and from classroom observations was used to develop the activity systems of exploring and explaining. One important finding lies in how exploring and explaining were key sub-systems within the central activity system of proving as they provided a key pathway, which often included defining. Processes of explaining, defining and exploring appeared to create a fertile ground for the development of proving. I refer to these developments as pre-proving. However, it turns out that there are inherent contradictions within explaining and exploring that hinder the constitution of proving in the classroom. An emerging primary contradiction was apparent in the multifaceted nature of the object of both exploring and explaining to both facilitate mathematical argumentation and address a prescribed curriculum. Due to the tension between these objects, the teacher was often faced with dilemmas such as whether to open up playful activity or close it down to focus on the curriculum specifics. These led to a constant struggle in the teacher’s everyday practice. I report also on how primary contradictions led inevitably to higher-level contradictions between other components of the activity systems.
42
Swan, Anna Josephine. "Functional Outcomes of Youths Treated for Pediatric Anxiety Disorders: A Naturalistic 3 -12 year Follow-up." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/467194.
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PsychologyPh.D.
Objective: To examine the impact of treatment outcome and treatment condition (Cognitive-behavioral therapy, CBT; Sertraline, SRT; COMB, CBT and SRT; Placebo) for youth treated for anxiety disorders on global and domain-specific functioning across a 3 to 12 year, naturalistic follow-up. Method: A subset (319) of 488 families from the Child/Adolescent Anxiety Multimodal Study (CAMS; Walkup et al., 2008) participated in an average of 3.38 assessments during the follow-up period. All youth met criteria for a principal anxiety disorder pretreatment. Growth curve modeling examined the impact of treatment outcomes (response/remission) and treatment condition on global functioning, global and domain- specific impairment, and life satisfaction across the follow-up period. Logistic regression explored the impact of treatment response and condition on low frequency events (arrests/convictions) and educational achievement (high school graduation/college enrollment). Results: Growth curve analyses revealed that treatment responders/remitters demonstrated better global functioning, increased life satisfaction, and decreased overall impairment at their first follow-up assessment (growth curve mean intercept). The positive effect of treatment response on life satisfaction, but not global functioning or overall impairment, attenuated across the follow-up period. Treatment response also predicted decreased academic impairment at first follow-up. Participants in the COMB condition demonstrated improved functional trajectories with regards to family life and academic grade-point average. CBT participants demonstrated a greater decline in overall impairment and problems with self-care/independence across the follow-up. Treatment response and condition did not predict legal outcomes, school attendance, high school graduation, college attendance, occupational outcomes, or social/peer relationships. Conclusion: Response to early intervention is associated with improved overall functioning, as well as functioning within specific domains (academics) 3 to 12 years posttreatment. Treatment type differentially predicted functional trajectories. Findings support the positive impact of pediatric anxiety treatment on functioning during adolescence and emerging adulthood.
Temple University--Theses
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Liao, Daosheng. "Children's EFL Motivation: An investigation of 7-12 year old students in training schools in China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/112.
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English training schools in China are a new EFL phenomenon and infromation about EFL for 7-12 year old students is also new. There appears to be little research done regarding their motivation to learn EFL, and this constitutes a gap in theory addressing this area. This research attempts to fill the gap by investigating the factors that affect the motivation of learners in this age group. Questionnaires wers administered to 200 students and the responses were analysed to establish the motivational factors associated with learning English in training schools in Xi'an, China.
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Liao, Daosheng. "Children's EFL motivation an investigation of 7-12 year old students in training schools in China /." Connect to thesis, 2004. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0044.html.
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Prusky, Kathy Ann. "Developmental preschool music education : a proposed rationale, philosophy and 12-week curriculum for 4-year-old children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29053.
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Numerous curricula for preschool music education have been developed in the past two decades. For the most part, however, these have not incorporated important evidence from three disciplines which has important implications for how the music education of preschool children should be approached. The first of these is the field of developmental neurobiology, which has provided relevant information concerning early learning and experience. The second is the research pioneered by Jean Piaget, whose insights into cognitive development bear heavily on curriculum planning for preschool music education. The third is research in musical development, which indicates what skills and behaviors can be expected of preschool children in a musical setting.
The goal of this thesis is to demonstrate (a) why an understanding of the major findings from these fields is important to the formulation of a music education program for preschool children; and (b) how this understanding can and should impact on the curricular choices made for the musical education of preschool children. To this extent, a series of developmental and musical objectives for the music education of preschool children, specifically 4-year-olds, have been formulated to serve as a theoretical and practical foundation on which to develop and choose musical activities which are appropriate for this age group. The educational and practical value of each of these activities was tested with a group of 4-year-old children during a 12-week study carried out at the University of British Columbia Child Study Center. The activities which adequately demonstrated this value were then organized into a 12-week music curriculum for 4-year-old children.
Four conclusions are made in this thesis. The first of these is that music education should begin early in life in order to influence the general learning patterns necessary for the development of musical skill. The second conclusion is that early exposure to music will be most effective when the activities chosen are complex and stimulating and allow for interaction with numerous musical stimuli on a variety of different levels. The third conclusion is that developmentally appropriate musical activities may make an important contribution to the enrichment of the learning environment during the preschool years and may subsequently enhance sensory, motor, verbal and nonverbal, social and creative thinking skills. Finally, it was concluded that preschool music education will be most effective when musical tasks reflect the limitations of children's cognitive development.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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White, Kathleen. "Energy expenditure and enjoyment of active video games vs. other activities in 10-12 year old boys." AUT University, 2008. http://hdl.handle.net/10292/934.
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Children are becoming more inactive and are spending a significant proportion of their time participating in screen-time sedentary behaviours. New generation active video games may provide an opportunity to convert traditional sedentary screen-time into active screen-time. The aims of this thesis were to: 1) determine the metabolic costs of different activities; 2) determine whether experience and fitness influence the metabolic costs of active video games; and 3) determine children's enjoyment of active video games. Accordingly, this thesis is presented as two papers. Twenty-six boys' (11.4 ± 0.8 yr) participated in the study. Each performed sedentary activities (resting, watching television and sedentary gaming), active video games (Nintendo® Wii Bowling, Boxing, Tennis, Skiing and Step Aerobics), traditional physical activities (walking and running) and a maximal fitness test. During all activities oxygen uptake and heart rate were measured and energy expenditure (EE) calculated. The active video games resulted in a significantly higher EE compared to rest (63-190%, p<0.05). No significant differences in EE were found between the most active video games (Wii Boxing and Wii Step) and walking. The intensities of the active video games were low (≤ 3 METSmeas). There was no evidence to suggest that gaming experience or aerobic fitness influenced EE during active video game play. Using the same sample, the aim was to determine the participants' enjoyment of active video games sedentary activities and physical activities. Participants' enjoyment was measured using the Physical Activity Enjoyment Scale immediately after the activities. The percentages of children that enjoyed each activity were: walking (39%), television (58%), running (60%), PS3 (73%), Wii Boxing (88%), Wii Tennis (77%), Wii Fit (75%) and Wii Bowling (89%). The active video games were the most enjoyable activities irrespective of participants' weight status, fitness and experience. The metabolic costs of active video games suggest that they may be suitable for future interventions which are aimed at decreasing time spent in sedentary behaviour. However, as they are low intensity activities, active video game play time should not be accumulated as part of the 60-minutes of daily moderate to vigorous physical activity that is currently recommended for children.
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Kaur, Balvinder. "A questionnaire study of the prevalence of asthma in 12-14 year old children in Great Britain." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395019.
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Ussery, Christopher Lee. "Impact of Family Focused Diabetes Intervention on Metabolic Risk Factors in 9 to 12 Year Old Youth." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613416.
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In the United States, approximately 1 in 3 children are overweight, and 1 in 5 obese, conditions associated with increased risk of metabolic disorders including type 2 diabetes. Treatment of type 2 diabetes is costly and not always effective, thus, prevention offers the best course of "treatment." However, few diabetes prevention programs are accessible to at-risk children, or involve their caregivers. The E.P.I.C. Kids study is a family-focused community-based diabetes prevention program developed in partnership with the YMCA of Southern Arizona, targeting 9-12-yr-olds at risk of diabetes, and led by YMCA lifestyle coaches. In this 12-week pilot study, we assessed the metabolic risk of participants and investigated changes in metabolic biomarkers following the intervention.
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Cedillo, Ávalos Tenoch Esaú. "Exploring algebra as a language-in-use : a study with 11-12 year olds using graphic calculators." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021709/.
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The thesis presents a research that focuses on how children's learning processes occur when algebra is introduced as a language-in-use. The research incorporates graphic calculators as a means for providing children with a computing environment where communication is held by using a symbolic language similar in syntax and notation to the algebraic code. The use of calculators is shaped by a set of tasks specifically designed for this study. The tasks are arranged in order to simulate the social processes through which children learn the mother tongue. The design of the learning environment is based on Bruner's research on children's language acquisition. According to this, the major aim of the study is to investigate the ways in which the calculator's symbolic code shapes children's expressions of general relationships, and more specifically the kinds of notions and strategies that children develop through using calculator language. The study seeks for an explanatory framework that might provide a better understanding of the potential of technological resources in the teaching of algebra. The study drew promising results that provide evidence for an alternative approach to teaching algebra. The thesis offers a discussion of the theoretical background and its relationship with the teachina method. It also provides an analysis of children's achievements and difficulties.
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Aguirre, McLaughlin AnnaMaria. "Risk-Taking Behaviors and Related Constructs in 12-year-old Adolescents who were Prenatally Exposed to Cocaine." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1283976023.
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