Дисертації з теми "Family as their children's teachers"
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Uchida, Chiharu Hashimoto. "The Concordance Between Children's Performance During a Standardized Testing Session and Teachers' Observational Assessment in the Classroom." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803116.
Повний текст джерелаWamalwa, Fredrick Masinde. "Formation of children's human capital in Kenya: The role of teachers, private schools and the family." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27068.
Повний текст джерелаO'Claire-Esparza, Kelly J. "Parental and Teacher Priorities for Children's Requisite Kindergarten Entry Skills." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2575.
Повний текст джерелаSayers, Robin C. "Understanding children's perceptions of teacher-child relationships in kindergarten: The role of child and family characteristics." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1617965085375737.
Повний текст джерелаKim, Mina. "Finding identity through feminism professional challenges for teachers of young children /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3161793.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0081. Adviser: Jesse Goodman. Title from dissertation home page (viewed Oct. 11, 2006)
Warren, Angela. "The School-Based Family: Coaches and Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3252.
Повний текст джерелаDespain, Shannon Marie. "A Content Analysis of Family Structure in Newbery Medal and Honor Books, 1930 -- 2010." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3648.
Повний текст джерелаHaines, Lisa Catherine. "Perceived Need of Directors for Family Therapy-Related Services in a Child Care or Preschool Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31119.
Повний текст джерелаMaster of Science
Torres, Maria Beatriz. "Communication Challenges and Conflicts that Sojourner Children Experience with Parents, Peers and Teachers due to Acculturation with the American Culture." Ohio University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou997192316.
Повний текст джерелаSrikanth, Shwetha. "Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1443.
Повний текст джерелаWild, Charles Richard. "Could the integration and development of teachers' pastoral role into the childcare framework provide a key to rebalancing child protection work so as to prioritise Section 17 and Part III of the Children Act 1989?" Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3423/.
Повний текст джерелаCandia, Sofia, and Sara Brodén. "Får jag vara inkluderad? : En kvantitativ studie om sambandet mellan familjestruktur, familjerelation och tillit till lärare." Thesis, Södertörns högskola, Socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44343.
Повний текст джерелаSyftet med denna studie var att undersöka och fördjupa förståelsen kring hur barns familjestruktur samverkar med tillit till lärare samt huruvida ett eventuellt samband kan förklaras av familjerelationer. Vi ville även undersöka om tilliten till lärare kan bli påverkat av barnets ekonomiska situation. Intresset grundades i tidigare studier genomförda av författarna vilka visade på att det kunde finnas ett samband mellan familjestruktur, relation och tillit. Studien genomfördes kvantitativt genom att analysera sekundärdatat med hjälp av en logistisk regressionsanalys. Studiens resultat visade på att det fanns ett samband mellan de undersökta variablerna då barn som bor med två föräldrar hade högre odds att lita på lärare än barn till självstående föräldrar, oavsett om det gällde mödrar eller fäder. Slutsatserna som kunde dras utifrån studien och dess relation till tidigare forskning och teorier var att föräldrar kunde fördela sina resurser olika på barn, beroende på familjestruktur, vilket kunde påverka anknytningen. Anknytningen tycktes i sin tur påverka relationen mellan föräldrar och barn vilket således tycktes mediera med lågt förtroende för lärare. Detta diskuterades vidare genom att nämna att detta inte kan ses som ett orsakssamband eftersom andra faktorer kan ha bidragit till detta samband.
Olsson, Elin. "Social Relations in Youth : Determinants and Consequences of Relations to Parents, Teachers, and Peers." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56122.
Повний текст джерелаAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.
Lee, Kirk. "Rituals, roles, and responsibilities included in a Hmong funeral a guidebook for teachers to better understand the process their Hmong students experience in a time of family loss /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/179.
Повний текст джерелаLeonard, Sierra K. ""I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/22.
Повний текст джерелаAmaral, Maria Cristina Fontes. "Registros e avaliação na educação infantil: entrecruzando olhares para qualificar as práticas." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/794.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho tem por objetivo compreender, a partir dos significados atribuídos por professores, familiares e crianças aos registros pedagógicos produzidos em uma instituição de educação infantil, como esses registros podem se configurar como elementos para subsidiar a avaliação das práticas e do desenvolvimento infantil nesta etapa da educação básica. Desse objetivo central, decorrem outras questões: (i) como os professores da educação infantil estão registrando e documentando o cotidiano das crianças nas instituições? (ii) Em quais momentos e com quais finalidades professores, familiares e crianças produzem ou consultam tais registros? (iii) Quais os significados atribuídos por esses diferentes atores às práticas de registro? (iv) De que modo esses registros podem contribuir para a formação de adultos e crianças? Busca-se compreender essas questões a partir dos aportes teórico-metodológicos da psicologia histórico-cultural, para a qual a historicidade dos fenômenos é tomada como categoria central. Consideramos que os registros materializados, por meio de múltiplas linguagens, medeiam a interação entre sujeito-objeto em determinado contexto histórico e cultural. Nessas práticas de linguagem, estão em jogo a produção de significados e, consequentemente, a constituição das subjetividades, pois não se trata apenas de formas pelas quais dizemos dos sujeitos, mas configuram-se também como instrumentos pelos quais os próprios sujeitos dizem sobre si mesmos e sobre o mundo. Como procedimento metodológico, foi realizado um estudo de caso no qual foi investigada uma pré-escola do município de Juiz de Fora que vem incorporando ao seu projeto pedagógico variadas formas de registro das práticas a fim de qualificar o trabalho desenvolvido. A investigação pautou-se nas relações estabelecidas entre registros e avaliação nos documentos oficiais que normatizam as práticas nesta etapa da educação básica (BRASIL, 1998; 1999; 2009) e, ainda, na concepção de avaliação enquanto “processo de documentação, interpretação e memória das aprendizagens realizadas na instituição” (SE, 2010). Para a produção dos materiais de campo, foram utilizadas as observações participantes e as entrevistas individuais e coletivas. As observações e interlocuções com os sujeitos, ao longo da realização desta pesquisa apontam que se faz necessário intensificar as reflexões acerca da avaliação como processo de documentação e produção de significados envolvendo outros interlocutores nessa prática, tornando essa ação mais humana e dialógica.
This research aims to understand, from the meanings assigned by teachers, family and children to pedagogical registration produced in an early childhood institution, how these registers may be configured as elements to support the evaluation of practices and child development at this stage of basic education. From this central purpose other questions arise: (i) how teachers of early childhood education are registering and documenting the daily lives of children in institutions? (ii) At what times, and with what purposes, teachers, families and children produce or consult those registers? (iii) What are the meanings attributed by these different characters to registration practices? (iv) How these registers can contribute to the education of adults and children? The main goal is to understand these questions from the theoretical-methodological basis of historical-cultural psychology, to which the historicity of phenomenon is taken as central category. We considered that the registration, materialized through multiples languages, mediate subject-object interaction in a specific historic and cultural context. In those practices of language, the production of meanings and, consequently, the construction of subjectivities are at stake, because it is not only about the ways with which we refer to individuals, but also the instruments with which the individuals refer about themselves and about the world. As methodological process, a case research was developed focused in an early childhood school of city of Juiz de Fora, in Brazilian state of Minas Gerais, that adopted in its pedagogical project several forms of register to evaluate the work developed. The investigation was based on the relationship established between registration and evaluation of official documents that regulate those practices in this basic education stage (BRASIL, 1998; 1999, 2009) and also in the design of evaluation as "process of documentation, interpretation and memory of studies undertaken in the institution" (SE, 2010). For field material creation, were used comments of participants, individual and collective interviews. The comments and interlocutions with individuals, developed along this research, show that it is necessary to intensify the studies on evaluation as process of documentation and production of meanings involving other interlocutor in this practice, aiming to become this action more human and dialogical.
Au, Sin-suet Helena, and 歐羨雪. "An exploratory study of parents' participation in an association of parents of mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31248342.
Повний текст джерелаFurey, Edith Margaret. "Teachers' descriptions of primary children's reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.
Повний текст джерелаMorine, Stephany L. "Children's and parents' attitudes towards children's rights and perceptions of family relationships." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53473.pdf.
Повний текст джерелаFriedl, Simone. "Family food rules, parenting and children's eating." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487727.
Повний текст джерелаTennent, Leanne J. "Family contexts for nurturing young children's creativity." Thesis, Queensland University of Technology, 1995.
Знайти повний текст джерела李文清. "童畫・童心・童家 = Children's drawings, children's hearts, children's families". HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/804.
Повний текст джерелаLoades, Maria Elizabeth. "Teachers' perceptions of children's mental health problems." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501110.
Повний текст джерелаSeth-Smith, F. "How do teachers influence children's emotional development?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445055/.
Повний текст джерелаBelon, Howard Porter 1957. "TEACHERS' KNOWLEDGE AND ATTITUDES TOWARD CHILDREN'S MEDICATIONS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276341.
Повний текст джерелаJohnson, Melanie Kay. "Effects of family structure on children's self-concepts." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495215.
Повний текст джерелаMcMonigle, Catherine Lorraine. "Parents' and Children's Experiences in Family Play Therapy." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32448.
Повний текст джерелаMaster of Science
Wilkin, John Charles. "Relationships between family variables and children's mathematical achievement." Thesis, University of Gloucestershire, 1999. http://eprints.glos.ac.uk/3337/.
Повний текст джерелаHatcher, Richard. "Children's lives : a study of children's peer cultures, with special reference to 'race'." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/104940/.
Повний текст джерелаLung, Bo Kay Polly. "Preschool teachers' attitudes toward children's native language maintenance." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 158 p, 2008. http://proquest.umi.com/pqdweb?did=1605161521&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаSteinbach, Lisa. "Parent and teacher treatment integrity and conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31141.
Повний текст джерелаBrolin, Låftman Sara. "Children's Living Conditions : Studies on Health, Family and School." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31627.
Повний текст джерелаAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Accepted.
Martin, Karen M. "Family functioning and children's sleep schedule, quality and quantity." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/MARTIN_KAREN_30.pdf.
Повний текст джерелаPagani, Linda. "Children's coping with marital disruption : a family systems perspective." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41234.
Повний текст джерелаLuk, Wing-sze, and 陸詠詩. "Children's psychophysiological reactions to family conflicts : impact on hope." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209668.
Повний текст джерелаpublished_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology
Kime, Nicola. "Children's eating behaviours : an intergenerational study of family influences." Thesis, Leeds Beckett University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603329.
Повний текст джерелаBrolin, Låftman Sara. "Children's living conditions studies on health, family and school /." Stockholm : Swedish Institute for Social Research (SOFI), Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31627.
Повний текст джерелаBirchall, Olivia. "Family income and children's outcomes : evidence for the UK." Thesis, University of Westminster, 2014. https://westminsterresearch.westminster.ac.uk/item/8y9z9/family-income-and-children-s-outcomes-evidence-for-the-uk.
Повний текст джерелаGodfrey, Michael K. "Familial and Extrafamilial Correlates of Children's Child-Care Perceptions." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2574.
Повний текст джерелаStephens, Linda S. "Children's well-being : a longitudinal analysis of the effects of family life on children's outcomes postdivorce /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8884.
Повний текст джерелаShen, Geraldine Yun. "Teachers' expectations and children's educational aspirations in Gansu, China /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Повний текст джерелаGhaziani, Rokhshid. "Children's and teachers' voices : a framework for school design." Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/15175/.
Повний текст джерелаStephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.
Повний текст джерелаMeasham, Toby Jane. "Children's representations of war trauma and family separation in play." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33807.
Повний текст джерелаResults suggest that indicators of play structure may be more important than indicators of play content in identifying children with potential mental health difficulties as a result of trauma. In particular, a flexible approach to trauma and a modulated approach to the disclosure of traumatic events may be related to positive mental health.
These results suggest that this non-intrusive directed play interview is a valid and culturally sensitive instrument for assessing the verbal and non-verbal representations of war trauma in refugee children.
Martin, Elizabeth Stewart. "The influence of children on family purchasing : capturing children's voices." Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166194.
Повний текст джерелаJenkins, Laura. "Children's expressions of pain and bodily sensation in family mealtimes." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/12549.
Повний текст джерелаRimmer, Abigail. "Does family complexity matter for children's well-being and development?" Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/17467/.
Повний текст джерелаElliott, Lisa M. "Children's Perceptions of Family Environment in Step and Intact Families." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279272/.
Повний текст джерелаBrown, Eleanor. "Women and children's experiences of domestic violence." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/64308/.
Повний текст джерелаViera-Crespo, Sharon Ellysse. "Children's rights and empowerment." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571300.
Повний текст джерелаMy objective in the proceeding paper is to qualitatively analyze the conditions of children since the child population faces severe discrimination with few laws created and enforced to protect it, especially when most societal systems are predicated on ageism (a form of discrimination based on age). The most comprehensive child policy present on an international level is the Convention of the Rights of the Child (CRC). This also includes the CRC's three Optional Protocols (OPs), which countries can also ratify for further protections or address emerging issues; these are OP number one: the safeguarding of children from armed conflict, OP number two: the sale of children, child prostitution, and child pornography, and OP number three: the opening of communications procedures for children with complaints of violations. Because of the progressiveness of the Convention and its Protocols, if ratified and adhered to by a country's government or if at least followed by those that have not ratified it, children's conditions would progressively improve. My primary case studies include El Salvador, Costa Rica, the United States; and I also touch upon Kenya, the Philippines, Sweden, Norway, and Canada. The conditions of children in neighboring Central American countries, El Salvador and Costa Rica, are compared with those in the U.S. By measuring the level of each country's fulfillment of key provisions and concepts within the CRC and the Protocols, despite the U.S not ratifying the core body of the CRC, I qualify the conditions of these country's children. The first Optional Protocol is especially pertinent to El Salvador, Costa Rica, and the Philippines since there are extremely high rates of child sexual exploitation in these countries. This is especially the case for the Philippines, since UNICEF estimates that one million children per year are trafficked out of Southeast Asia alone. The second Optional Protocol is especially pertinent to El Salvador since the Salvadorian community and its government are still recovering from the country's civil war and the participation of children in this conflict. Out of all of my case studies, Costa Rica is the only state that has adopted the third Optional Protocol (Melton), again demonstrating the country's progressiveness not only in valuing the child's voice, but more generally in human rights.
The analysis showed that the cultural and social backgrounds of each country are leading variables (other variables including standing law and economic systems in each country and inertia that follows after major policies are ratified) that drive the country's views and subsequent treatment of children; and the ratifying countries, Kenya, the Philippines, Sweden, and Norway also confirm this conclusion. Thus mere ratification of the CRC by a country is insufficient in ensuring children's rights under its provisions. In my concluding chapter, I look to leading international examples of child welfare promoters, Nordic countries such as Sweden and Norway, to offer suggestions on how local and national governments can better actualize and support positive conditions for children.