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Dissertations / Theses on the topic 'Children Educators and Protectors'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Pridmore, Pat. "Children as health educators : the child-to-child approach." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019135/.

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This study explores the Child-to-Child approach to health education. Child-to-Child claims that children can be effective promoters of health. The thesis provides an analysis and criticism of Child-to-Child, comparing theory with practice in the Little Teacher Programme in Botswana. It examines how Child-to-Child has sought to keep abreast of new thinking and to respond to experience and considers the extent to which its ideas have been implemented. It explores whether primary school children can be effective health educators and seeks to identify factors enabling or inhibiting their effective

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2

DeBord, Elizabeth N. "Bipolar Disorder in Children and Adolescents: A Manual for Educators." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303342795.

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3

Ntuli, Busisiwe Nokukhanya. "Attitudes of educators towards children with Attention Deficit Hyperactivity Disorder." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1333.

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The aim of the study was to investigate educators’ knowledge and attitudes towards children with Attention Deficit Hyperactivity Disorder (ADHD). In particular the study sought: 1. To determine the level of educators knowledge and attitudes about ADHD 2. To ascertain whether or not is a significant difference in attitude between educators in the mainstream school and those in the resource centre (remedial school);and 3. To determine the relationship, if any, between educators’ perceptions of ADHD children and certain educators’ characteristics discussed further in the study. In this study,

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4

Klem, Tonya. "Functional behavior assessments in the school setting are general educators adequately prepared? /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009klemt.pdf.

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5

Lopes, Maria Albertina. "South African educators' experiences of learners who may have ADHD in their classrooms." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-112725.

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6

Moreno, Gerardo Bullock Lyndal M. "Frequency and quality of the implementation of functional behavioral assessments as reported by educators." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9749.

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7

Horne, Debra Theupiena. "Strategies and guidelines for educators to deal with behaviour problems." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53601.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: The increase in violence in our society has a huge impact on learning in some schools. Learners become more and more disruptive and educators experience schools as an unsafe environment. This causes an impediment to learning and teaching. Even educators who have a wealth of experience find it difficult to control and discipline learners in a constructive and positive way. Because of their lack of knowledge and skills, many educators shift their responsibility to teach social skills to the parent whom they believe

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8

Kok, Mandie. "Enabling autism educators to identify and address challenges using participatory action research." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7881.

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Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to iden

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9

Musolff, Jennifer A. "Variables Considered by Educators when Determining Educational Placement for Children with Autism." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454.

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10

Lange, Alissa A., and Hebbah El-Moslimany. "Early Childhood STEM Professional Development to Improve Outcomes for Educators and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4191.

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11

Swan, Yvonne G. "Examing [sic] academic and social bias of educators towards overweight students in the classroom." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002swany.pdf.

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12

Turner, Karen Walker. "Fetal alcohol syndrome perspectives of a group of educators in northwest Florida /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000035.

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13

Fritts, Sharon Louise. "The impact of chronic illness on the family, the educators, and the community : an ethnographic research study /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis).<br>Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

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Schoepke, Bonnie. "The role of parents, educators, and counselors supporting bereaved preschoolers and elementary school children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003schoepkeb.pdf.

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15

Diffily, Deborah. "Early Childhood Educators' Beliefs and Practices about Assessment." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277624/.

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Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more tradi

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16

Goba, Linda. "Educators perceived challenges in dealing with HIV and AIDS orphans and vulnerable children." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/963.

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The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has dev

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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.

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Doctor of Philosophy<br>The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions i

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18

Torres, Linda L. "Classical challenges for students with obsessive compulsive disorder and supportive strategies for educators." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004torresl.pdf.

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19

McConnell, Melissa. "A multi-case study of special educators' approaches to literacy instruction." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663052261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Lane, Vicki Diane May. "Creating and designing a certification program for childhood educators of Texas." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Moreno, Gerardo. "Frequency and quality of the implementation of functional behavioral assessments as reported by educators." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9749/.

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The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implem

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Fitzpatrick, Tamecca S. "A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4917/.

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The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than non-educator mothers. This research explores the mothers' perceptions of their children, views of reading, methods of promoting a positive reading environment, dealing with personal demands and emotions, and their expectations related to promoting reading. The participants in the study are 2 elementary school teachers with preschool children and 2 non-educator mothers with preschool children. Results indicated that

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Danyluk, Ross C. "Identifying and addressing challenges encountered by educators of Aboriginal children in an urban setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34868.pdf.

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Mill, Davina. "Correlates of affectionate and angry behaviour in day care educators of preschool-aged children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ39779.pdf.

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25

Vermeulen, Karen Dina. "Educators' experiences of their role in supporting children from divorced families : a phenomenological study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49939.

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Thesis (MEdPsych)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children

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Jones, Lesley. "Investigating educators’ perspectives of their capacity to teach towards social competence in young children." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/ee80bf3eb060c1e92027be170e26cb0ebe25c91001b707e2e4b658bf7003914d/3426551/Jones_2016_Investigating_educators_perspectives_of_their_capacity.pdf.

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The growing body of empirical evidence has highlighted the significance of the first five years of a child’s life in establishing their future life trajectories (Organisation for Economic Co-operation and Development, 2006). Governments around the world have implemented policies in response to this evidence. The aspirations behind these policies are to improve the quality of early learning programs and child outcomes in this critical learning period (Organisation for Economic Co-operation and Development, 2006). Australia joined this movement with the implementation of the National Quality Fra

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Harding, Terrence John Arthur. "A study of parents’ conceptions of their roles as home educators of their children." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/40931/1/Terrence_Harding_Thesis.pdf.

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Home education is a growing phenomenon in Australia. It is the practice whereby parents engage in the full time education of their children at home. This study used a phenomenographic approach to identify and analyse how home educating parents conceive of their roles as home educators. Data analysis presented an outcome space of the parents‘ qualitatively different conceptions of their roles as home educators. This outcome space exemplifies the phenomenon of the roles of parent home educators. This thesis reports on the qualitatively different ways in which a group of 27 home educating parents

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Finnane, Julia M. "Exploring partnerships between early childhood educators and parents to promote healthy eating to children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103985/4/Julia_Finnane_Thesis.pdf.

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The purpose of this study was to deepen understanding of collaborative partnerships between early childhood educators and parents, with a focus on promoting healthy eating to children. The study took a predominantly qualitative approach, with in depth case studies of two long day care services. Interviews, observations and policy analysis were conducted to explore policies, procedures and practices of ECEC services in relation to healthy eating, educators’ and parents’ perceptions of their roles, and barriers and enablers to communication. The findings of this study have implications for both

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29

Daniels, Keynasia Kami. "Do educators value school social workers?" CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.

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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.

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Jones, James P. "Implicit and explicit attitudes of educators towards the emotional disturbance label." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536748.

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This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons

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Couton, Philippe. "Cultural congruence in education : Haitian educators in Quebec schools." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23327.

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A growing body of both substantive and theoretical literature suggests that educational underachievement among certain ethnic groups is due to the cultural discontinuity between mainstream education and minority students. A pedagogy that both uses and reinforces the culture of ethnic minority students, implemented by ethnically similar teachers, is therefore thought to contribute to a more constructive school experience and strengthen the social and political status of the ethnic community as a whole. For this thesis, a group of Haitian educators working in Montreal area schools was interviewe

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Sjöberg, Marita. "Pedagogers föreställningar om krigsdrabbade flyktingbarn." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21516.

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According to the immigration service forecasts Sweden faces large refugee influxes in the coming years. This means that educators in the kindergarten, preschool and school, will meat children from the war torn countries. In this study, the purpose is to find out the educators different conceptions of war-affected refugee children, because my theory is that their beliefs influence their actions. I wanted to get answers to their beliefs about the difficulties or challengers that children and educators may be faced with. Furthermore, I wanted to know what educators envisioned about their own role

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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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34

DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).

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Chen, Fong Peng. "Children learning through play : perspectives and practices of early childhood educators in Singapore preschools serving children aged four to six years." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10119.

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This research study seeks to explore preschool teachers’ perspectives about using play as a means to promote children’s learning in preschool settings serving children aged four to six years. This qualitative research study is guided by four research questions, (1) how do teachers in selected preschools in Singapore define play as a means to learning? (2)What do preschool teachers see as the benefits of play as a means to learning? (3) How do preschool teachers see their roles in promoting learning through play? (4)What do preschool teachers see as obstacles to using play as a means to promote

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Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.

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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodo

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Somerwil, Tammy A. "Preschool Educators' Perceptions of Their Emotional Socialiser Role of Preschool Children's Emotional Competence." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405195.

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Preschool-aged children spend a large proportion of their waking hours in early childhood education and care services. The preschool years span a peak phase for children’s development of many key milestones of emotional competence. Between the ages of 2 and 5, these elements of emotional competence are playing a critical role in the successful development of social competence, and more specifically the beginnings of peer relationships. Emotional competence is critical therefore for children’s well-being, navigation of social contexts, school readiness, and long-term academic success. It is und

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Dalkilic, Maryam. "Deconstructing early childhood educators' perspectives on inclusion for young children labeled with autism spectrum disorders." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50012.

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The research reported here is based upon a critical qualitative study with six Early Childhood Educators (ECE) who had the experience of providing care and education to young children labeled with ASD in preschool/daycare classrooms. Three main research questions guided this study, including: What are the participants’ perspectives on inclusion? What factors are influential in their perspectives on inclusion? How do these perspectives on inclusion inform their practices? Six active interviews with the participants were conducted. Each interview was co-constructed by the research participant an

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Fox, Liza. "How Waldorf early educators teach parents to parent their children during the first seven years." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712312.

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<p> This dissertation explores how Waldorf early childhood educators use the theories and practices embedded in Waldorf early childhood education (WECE), which are based on the psycho-spiritual-biological model of development developed by philosopher Rudolf Steiner, to help parents care for their children during their first 7 years. While there is a large body of writing on Waldorf early childhood theory and practice from within the Waldorf community, little has been written in scholarly and academic circles. Seeking to bridge this divide, 12 senior Waldorf early childhood educators who are ac

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Jefferis, Tamlynn Charmaine. "Primary school educators' perceptions of emotional problems in children during middle childhood / Tamlynn Charmaine Jefferis." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8501.

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The aim of this study was to explore the perceptions of primary school educators regarding emotional problems in children, as well as their perceived role therein. In order to reach these aims, a qualitative exploratory research design was used, and focus group interviews were conducted with primary school educators from three urban schools in Gauteng, South Africa. The focus group interviews were transcribed verbatim, and the transcripts were analysed through thematic content analysis. Themes regarding educators' perceptions include extemalised and internalised behaviours, changes in children

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Song, Kyu-Woon. "Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3029/.

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The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A syste

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Bickford, James. "An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1316.

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Since the inception of special education legislation, the identification of severely visually impaired children has become a difficult task. Official prevalence rates for severe visual impairment currently vary from 8 per 10,000 to 120 per 10,000 school aged children. With such a large discrepancy in rates, it is difficult to plan and provide appropriate specialized services to this group of children. Given this wide variance of reporting, several questions have arisen: (1) What is the prevalence of severely impaired vision as a secondary handicap when another handicapping condition is already

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43

Ogina, Teresa Auma. "Redefining the role of educators in managing the needs of orphaned learners." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05202008-174923.

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Radanov, Bosko. "Evaluations of /r/ attempts of children in speech therapy by speech-language pathologists and child educators." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32139.

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Background: Previous studies of treatment for English /r/ (designated with the North American symbol /r/) have mainly used Speech-Language Pathologists (SLPs) as expert listeners and scalar rating methods (e.g. Chaney, 1998). Tasks have involved rank order judgment of natural or synthesized speech stimuli, with a variety of trained and untrained adult and child listeners. Aims: The present study set out to compare expert and untrained listener evaluations of different /r/ attempts by children. The two comparison groups were SLPs and Educators (teachers or child care workers). A secondar

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Celic, Katarina. "Through the parents' and educators' eyes: Play of preschool aged children in need of special support." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40784.

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Play is the primary activity of childhood. It is connected to other areas of child’s development, therefore through play, children improve skills and abilities. The most common categorization of play is into the developmental and social aspect of play. The highest level of play is achieved when the true social play occurs. The ideal setting for social play to occur is early childhood education and care (ECEC) institutions. ECEC in Croatia is striving for inclusion of children with difficulties/special needs, as stated in Croatian ECEC leading documents. In this study, these children will be re

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Bunsen, Teresa Dawn. "Analysis of Critical Skills Used By Educators of Students With Autism." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331481/.

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A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism. A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficienc

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Carter, Nari. "Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1344.pdf.

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48

Megrath, Kimberley Lewis. "Interdisciplinary standards for practice in early intervention : perceptions of pediatric academic educators in professional physical therapy programs /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 324-344). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.

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Keller, Rebecca A. "Fostering sustainability| A qualitative interview study exploring how educators work to cultivate nature awareness in young children." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557349.

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<p> The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the

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Cunningham, Clare. "Saying more than you realise about 'EAL' : discourses of educators about children who speak languages beyond English." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19395/.

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This thesis investigates attitudes expressed by UK primary school educators towards children institutionally classified as English as an Additional Language (‘EAL’) in mainstream schools, an underexplored area. A Critical Discourse Analytical approach is adopted and Martin and White's (2005) APPRAISAL framework utilised for investigating discourses of attitudes is adopted to analyse the research interviews of fifteen participants drawn from six suburban schools in northern England. These participants include head teachers and deputies, EAL co-ordinators, an SEN co-ordinator, a Family Liaison M

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