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Brown, James Roger. "Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying." Connect to resource online, 2010. http://hdl.handle.net/1805/2143.
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Thesis (Ph.D.)--Indiana University, 2010.<br>Title from screen (viewed on May 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Valerie N. Chang, Nancy Chism, Rebecca S. Sloan, Lorraine Blackman, Matthew C. Aalsma. Includes vitae. Includes bibliographical references (leaves 216-241).
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Coughlin, Deborah Ann 1953. "Fitting the school to the child: A case history of a child returning to school from brain surgery, radiation, and chemotherapy." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282307.
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This ethnographic, teacher research case study focuses upon Valerie Clarie's return to school after surgery from brain cancer, radiation therapy and chemotherapy. Situated in a whole language classroom, Valerie is entering her fifth year of school in a southwest public school system. Prior to this study, Valerie was placed in a traditional classroom setting receiving services on a pull-out basis from the special education resource teacher. This study was initiated during an attempt to mainstream Valerie into her whole language classroom on a full-time basis. It critically examines Valerie Clarie's special education and whole language classroom settings and curriculum. Utilizing work samples, journals, medical records, and school records, this study questions the appropriateness of each of these settings for Valerie, and seeks to discover which setting supports Valerie best in her academic and social pursuits. The study is additionally concerned with identifying Valerie's strengths as a learner. These strengths are documented and maintained using alterative assessments utilized in her whole language classrooms. Additional topics addressed in this study include issues of literacy, social structures of school, hegemony, special education curriculum, whole language curriculum, standardized testing, and brain cancer.
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Jovanovic, Ana, and Sandra Kevilovska. "ADHD from a child´s perspective and children´s perspective in school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27706.
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Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16233/.
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School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.
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MOTTA, FLAVIA MILLER NAETHE. "FROM A LITTLE CHILD TO A STUDENT: SOCIAL TRANSFORMATION IN THE TRANSITION FROM EARLY CHILDHOOD EDUCATION FOR ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15716@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A temática desta tese trata da passagem das crianças da Educação Infantil
para o Ensino Fundamental e da ação da cultura escolar sobre as culturas infantis,
transformando os agentes sociais crianças em agentes sociais alunos. A pesquisa
foi numa unidade da rede municipal do Município de Três Rios, Rio de Janeiro.
Os fundamentos teórico-metodológicos foram tecidos através de diálogos com os
conceitos elaborados especialmente por Bakhtin, Vigotski, Foucault, Certeau e
Sacristán. Cada um desses autores contribuiu de maneira específica para a análise
das questões levantadas. Os conceitos operaram em três planos: de um lado
tivemos a concepção de linguagem de Bakhtin, principal categoria de análise dos
dados do campo e Vigotski fornecendo subsídios para um pensamento dialético
em torno das culturas infantil e escolar tomadas como textos. Em outro plano,
consideramos Foucault e Certeau na análise das estratégias de poder e das táticas
de resistência encontradas nas práticas observadas e suas influências na
subjetivação dos sujeitos. Por fim, a sociologia da infância e o conceito de cultura
escolar permitiram explicitar elementos do campo colocando-os num contexto.
Para abordar as transições e as rupturas percebidas nesse processo, as
contribuições principais foram definidas a partir de Moss e Corsaro e Molinari.<br>The theme of this thesis deals with the transition of children from early
Childhood Education to Elementary School and with the action of school culture
over children s cultures, transforming children as social agents into students as
social agents. The research was carried out in a unit of the government
(municipal) schools in the city of Três Rios, Rio de Janeiro. The theoreticmethodological
fundaments have been created through dialogues with the
concepts elaborated especially by Bakhtin, Vigotski, Foucault, Certeau and
Sacristán. Each one of these authors contributed in a specific way for the analysis
of the questions raised here . The concepts have operated on three plans: on one
side we had the conception of language of Bakhtin, which is the main category of
analysis of the field data, and Vigotski supplying subsidies for a dialectical
thinking about school culture and children`s cultures taken as texts. On another
level, we considered Foucault and Certeau`s analysis of power strategies and
tactics of resistance found in the practices observed and their influence on the
subjectivation of the subjects. Finally, the sociology of childhood and the concept
of school culture allowed clarifying elements of the field by placing them in
context. To address the transition and the disruptions perceived in this process, the
major contributions were set from Moss, Corsaro and Molinari.
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Simumba, Joseph. "Child labour and school attendance: Evidence from selection on observed and unobserved variables in Zambia." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/5692.
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Although the determinants of child labour and school attendance are well established in the literature, the causal effect of child labour on school attendance is largely unexplored owing in part to econometric challenges. The difficult in finding a valid and strong instrument for child labour, which is argued to be interdependent with school attendance, is one such impediment. Recognizing this difficult and the fact that children in child labour differ from their counterparts who are not in child labour along an array of observed and unobserved characteristics, I proceed along an alternative path in this paper. I examine the causal effect of long run child labour on children current school attendance using a novel estimation method that assumes that the amount of selection on observed variables closely approximates the amount of selection on unobservables. Using data for children between 5 and 17 years in Zambia, empirical results show that child labour has a significant negative effect on the probability of school attendance. The point estimate is also robust to unobserved variables. Results also show that children who participate in child labour are relatively older, hardly live with their mothers, mostly live in rural areas and are found in households were parents or household heads are relatively older and spent less time in school.
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Tams, Sean T. "Modeling Longitudinal Associations between Parenting Practices and Child Externalizing Behavior from Pre-school to Adolescence." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149277622119009.
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Buford, Terry A. Hall. "Transfer of responsibility for asthma self-management from parents to their school-age children." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Buford, Terry A. "Transfer of responsibility for asthma self-management from parents to their school-age children /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Dalton, William T., Lauren LaBounty, and Karen E. Schetzina. "Use of Items from the CDC School Health Index for Program Development in Rural Appalachian Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5059.
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Gorton, Heather. ""Are they ready? Will they cope?" : an exploration of the journey from pre-school to school for children with additional support needs who had their school entry delayed." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/70ae56b1-8896-4b69-9c1a-d00cfd3fb859.
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From the author’s work as an educational psychologist in a Scottish local authority and her initial literature review, concerns were raised by her colleagues and local education authority about delaying school entry of children with additional support needs. This study aimed to: explore how the decision making process for delaying school entry operated; develop and trial a methodology to capture the children’s perspective and explore the experiences of the children and their families in nursery and during their first year of school. A qualitative case study approach was used to explore the decision making process for six children and their families and the experiences of five children and their families. Techniques from the mosaic methodology (Clark and Moss, 2001) were adapted to capture the children’s voices. The study revealed that participants held different models of school readiness, in line with other international research, and this influenced their decision to retain. Participants reported a range of positive and negative outcomes of delayed school entry and identified factors that had been supportive in managing the children’s transitions. Children’s perspectives were captured and often offered a unique insight into the children’s views. At the end of the children’s first year in primary school four parents were still happy with their decision to delay school entry but one parent regretted her decision. In conclusion it is suggested that a more interactionist (Meisels, 1998) approach to school readiness should be taken when supporting the transition from nursery to school. A moderated system should be developed to support the decision making process for delaying school entry, with an inbuilt process to follow up longer-term outcomes for the children and families concerned. The methodology developed for gathering children’s views offered a way for children with additional support needs to express their own views and take an active role at this important transition point. There is potential to develop this methodology further to ensure that children’s voices are heard in this first universal educational transition.
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Ståhl, Ylva. "Documentation in Child and School Health services : Mapping health information from a biopsychosocial perspective using the ICF-CY." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17948.
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The overall aim of this thesis was to analyze whether the documentation in the Child Health Services (CHS) and School Health Services (SHS) reflects a holistic view on health as represented by a bio-psychosocial perspective. The method used based on four studies, all with a descriptive design. Analyzed documents contained lists of health terms recommended to be included in the health record (HR) (I), requested information in health questionnaires (II) and the content of free text notes in health records (HRs) (III). A deductive approach was used on an item-by-item basis (I, II), and for the free text notes in HRs a qualitative content analysis with an inductive approach was chosen (III). Nurses’ and physicians’ views on documentation and electronic HR were analyzed with the help of a quantitative questionnaire design (IV). Results showed that information on developed lists of health terms recommended to be included in an electronic version of the HR (I) could be linked to codes in the ICF-CY. The linked health terms were mainly focused on the body, i.e. a biological perspective on health. Several health terms linked to two or more codes, which indicate a need for more clarity in content descriptions. In the locally produced health questionnaires (Study II), for all age groups, a majority of the linked health items counted only once, and involved a psychosocial perspective on health. These health items were related to communication, psychosomatic symptoms and taking care of one’s health (II). The results in the free text notes in HRs (III) mainly focused on a psychosocial perspective on health and were represented across all age groups, but were unevenly distributed. There was new health information in the free text notes which had not been covered in the standardized part of the HRs. The respective staffs acknowledged that more health information than was documented in the HR was transferred between the CHS and SHS (IV). This information concerned foremost family function. The CHS and SHS had positive opinions regarding the possibilities of an electronic version of the HR. Conclusions: The predominant medical content of lists of health terms was supplemented with health information related to psychosocial health in health questionnaires and in the free text notes in the HR. However, the focus was on the child as a person rather than a child within a family and preschool/school environment, and was strongly related to age groups. More information on children’s health than was recorded was transferred between and within the services. The utility of the ICF-CY as a tool has been confirmed, and indicates challenges to develop a common language to document more on psychosocial health.
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Fall, Moustapha. "From home to school : bridging the literacy gap in L1 Wolof child learners of L2 French in Senegal." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45961.
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The relationship between first language (L1) literacy and second language (L2) learning has increasingly become an object of considerable study in the field of Second Language Acquisition. While numerous studies have been conducted on this issue in situations in which the first and second languages of literacy are related (Spanish and English: Cummins, 2000; Gonzalez, 1979; French and English Cziko, 1978), little research is currently available on how school children who are partially literate in their mother tongue learn an L2 successfully (Wagner, 1998).
This research investigates the L2 French phonological awareness, decoding and comprehension skills of two groups of sixty L1 Wolof child learners of L2 French in Senegal. Prior to learning French, one group developed early literacy skills in Arabic (the Qur’anic group), and the other group developed no literacy skills in Wolof or Arabic (the Non-Qur’anic group).Combining both quantitative and qualitative methods, the data were collected through an odd-word-out instrument, a picture-word-identification and association instrument,a reading comprehension instrument, and a questionnaire, as well as through semi-structured interviews.
This research showed that the absence of literacy skills in either the mother tongue (Wolof) or Arabic affects learning in L2 French. That is,the Qur’anic group out performed the Non-Qur’anic group in L2 French decoding skills and reading comprehension, except in the area of L2 phonological awareness where both groups performed at an equal level. The results also identified a strong correlation between early literacy skills developed at home or in Qur’anic schooland later success in decoding and reading a French text at school.
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Guller, Leila. "IMPULSIVITY TRAITS AND THE LONGITUDINAL PREDICTION OF ADDICTIVE BEHAVIORS DURING THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL." UKnowledge, 2012. http://uknowledge.uky.edu/psychology_etds/9.
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The aim of this study was to test for prospective relationships between personality factors measured in elementary school and drinking, smoking, and binge eating during the first year of middle school. Data were collected among adolescents drawn from 23 elementary schools and 15 middles schools in central Kentucky. In a two-wave study, 1,906 children completed questionnaire measures in the spring of 5th grade and the spring of 6th grade. After controlling for sex, pubertal status, and prior engagement in addictive behaviors, it was found that urgency at wave 1 predicted drinking, smoking, and binge eating at wave 2, and low conscientiousness at wave 1 predicted drinking and smoking at wave 2. Risky behaviors during the first year of middle school predict subsequent life problems and subsequent diagnosable addictive disorders. The finding that those behaviors can be predicted by personality factors measured in elementary school indicates the value, for risk researchers and prevention specialists, of focusing efforts on children prior to the onset of adolescence.
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Longbottom, Patricia Janet. "Eating habits of children aged 5 1/2 to 8 1/2 : is there evidence of i) tracking from pre-school years? and ii) a separate 'children's diet'?" Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364573.
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Moore, Amy M. "Spatiotemporal Analyses of Child Pedestrian-Vehicle Incidents Occurring during School-Commuting Hours in Metro Atlanta from 2000 to 2007." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/geosciences_theses/35.
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From 2000 to 2007, the five core county area of Metropolitan Atlanta (Fulton, Dekalb, Clayton, Cobb and Gwinnett) experienced 1,871 incidents involving child pedestrians. Nearly one-third of these incidents occurred during school-commuting hours. This study examines the geospatial locations of these incidents, with regards to the location of all 647 public schools within the study area. A GIS is used to analyze the spatiotemporal arrangement of these incidents in order to find risk factors and patterns in the data. Aspects of the built environment are then considered in areas with higher frequencies of child pedestrian-vehicle incidents. A walkability assessment is conducted to assess risk factors involved in the increased incident frequencies in an area of Stone Mountain. A correlation with the location of parks, recreation centers and other destinations are found. Improvements and installation of crosswalks are suggested in order to improve safety and walkability of child pedestrians in these areas.
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Zadeh, Sheava T. "Academic achievement factors in children with chronic illness: A report based on the National Institute of Child Health and Human Development, from the Study of Early Child Care." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2421.
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The key question not addressed by the hierarchical model (Shavelson et al., 1976) is whether academic self-concept is reflected in relations with non-academic self-concept components (i.e. a between-network issue). The present study investigated the significance of physical self-concept, as a proposed mediator variable, to assess the relationship between anxiety/depression and school absence in children with chronic illness, which was hypothesized as Model A. Additionally, this research examined proposed mediator of absence in order to assess the relationship between physical self-concept and academic achievement, after controlling for academic self-concept, which was hypothesized as Model B. This study included participants from a comprehensive database of the Study of Early Child Care (SECC), by the National Institute of Child Health and Human Development (NICHD). This study will examine the health status, psychosocial factors, attendance, and academic functioning of children in the sixth grade at the time of data collection. Findings, related to Model A, suggest that when children, regardless of whether or not they are chronically ill, experience higher degrees of anxiety/depression, they are more likely to report having higher levels of negative physical self-concept and higher levels of school absence. Findings for Model B suggested that once academic self-concept was controlled, physical self-concept, while statistically significant, accounted for little actual variance in the number of days a student was absent from school. This finding was true among all students as well as those who were not chronically ill . Specifically, this finding did not hold true for chronically ill students.
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Greco, Ana Martina. "Children and youth victimization: Detection and reporting from school staff members." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672576.
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Violence affects many children and youth, causing devastating effects. Schools are in an ideal position to prevent, detect and report potential victimization cases. Yet, studies have found several limitations to perform these tasks, like misconceptions or lack of knowledge and resources. Besides, the empirical evidence of the effect of each of these variables in the detection and reporting experience is limited.
This thesis composed by three original empirical studies addresses the experience of school staff members with children and youth victimization, its detection and the reporting of potential cases, as well as their level of knowledge. The studies have been published as detailed in the “Studies” section.
The sample for studies 1 and 2 was composed by 184 staff members between 22 and 64 years old (84.04% females, M = 43.40, SD = 10.37). Sample for study 3 included 453 school staff members (83.53% females) between 22 and 65 years old (M = 42.23, SD = 9.46). Participants answered a self-administered questionnaire created ad·hoc , including questions about experience with victimization (e.g., “Have you received any training regarding child victimization?”), its detection (e.g., “How many times during your career did you suspect that a minor might be being victimized?”) and its reporting (e.g., “Have you ever you report a child abuse suspicion to an external agency outside school (e.g., social services)?”). The level of knowledge was tested through statements about victimization (e.g., “Child victimization affects less than 10% of minors in Spain”) , its detection (e.g., “A minor growing up in a one-parent family is more likely to experience victimization”) and its reporting (e.g., “If a suspicions turns out not to be true, the family is entitled to sue the informant”) that participants had to classify as true, false or unknown. Descriptive statistics (i.e., frequencies, percentages, proportions, means and standard deviations), bivariate (i.e., Chi-square and Kruskal-Wallis test with their corresponding effect sizes) multivariate (i.e., logistic regression) and qualitative analysis were used to respond to each study’s aims.
A small proportion of school staff has ever been trained regarding childhood and youth victimization. Over 70% has suspected that a student might be being victimized at least once. However, only around 40% of those who ever detected a potential case reported outside school. The majority of those who reported perceived the intervention that followed the report as beneficial for the child’s well-being. The decision not to report was mostly based on what happened once participants shared their concerns within the school. Other reasons not to report were thinking that their suspicions needed to be serious or certain, unclear definitions, feeling they were not entitled, lack of knowledge and fears. With each year of experience, the likelihood to detect a potential case increased by one time. The likelihood of reporting was significantly higher among school staff with accurate and concrete knowledge in reporting procedures (e.g., anonymity, need for the principal’s consent). Reporter’s gender (i.e., males were more likely to report than females) or the role they performed in school (i.e., workers who only came into contact with children specifically or sporadically reported significantly less than those who spent at least for hours a day in charge of groups of students) were also relevant.
Results found complement previous research by quantifying the proportion of suspicions of potential victimization cases that go underreported from school. Findings contribute to dispel misconceptions about the efficiency of social services interventions and suggest ways in which early report can be increased. Empirical evidence of the effect of specific aspects of knowledge in reporting is provided and internal school dynamics that might prevent some concerns to reach external agencies are described.<br>Las escuelas están en posición ideal para prevenir, detectar y notificar potenciales casos de violencia, pero los estudios reportan limitaciones como la persistencia de falsas creencias o falta de conocimiento y recursos. La presente tesis, compuesta por tres investigaciones originales, estudia la experiencia y el conocimiento de trabajadores escolares respecto de la victimización infantil y adolescente, su detección y notificación.
La muestra de los estudios 1 y 2 fue de 184 trabajadores escolares de entre 22 y 64 años (84,04% mujeres, M = 43,40, DT = 10,37). En el estudio 3 se incluyeron 453 sujetos (83,53% mujeres) de entre 22 y 65 años (M = 42,23, DT = 9,46). Los participantes respondieron a un cuestionario autoadministrado creado ad·hoc, que incluía preguntas sobre victimización, detección y notificación. Se evaluó el nivel de conocimiento con frases que debían clasificarse como ciertas, falsas o desconocidas. Se obtuvieron estadísticos descriptivos, se hicieron análisis bivariados, multivariante y cualitativos para responder a los objetivos de cada estudio.
Una minoría se ha formado en victimización. Más del 70% ha sospechado que alguno de sus estudiantes podría estar siendo victimizado/a. De ellos, sólo el 40% notificó alguna vez por fuera de la escuela. La mayoría de quienes habían notificado consideraron que la posterior intervención fue beneficiosa para el menor. La decisión de no notificar se tomó mayormente luego de compartir la sospecha con otros miembros del equipo. Con cada año de experiencia, la probabilidad de detectar al menos un potencial caso de victimización se incrementa una vez. La probabilidad de notificar es significativa más alta entre los participantes que tienen conocimiento concreto del procedimiento. El género o el cargo también resultaron relevantes.
Esta tesis complementa trabajos anteriores cuantificando la proporción potenciales casos de victimización que no se notifican a autoridades exteriores desde la escuela. Los resultados contribuyen a desmitificar opiniones adversas sobre la eficiencia de los servicios sociales y sugieren maneras de aumentar la notificación temprana.
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Gatzanis, S. R. M. "The Newcastle Thousand Family Study : the influence social and environmental factors from two earlier generations have on the development and functioning of a subsequent third generation of school-aged children." Thesis, University of Newcastle Upon Tyne, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233429.
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Wong, Kin-on Leo. "How parents cope with their crisis situation after the leaving of their mentally handicapped children from special school : its implications for future development of social work resources /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341502.
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Manaday, Wesley P. S. "The influence of No Child Left Behind (2001) on the leadership of elementary school principals in Massachusetts| Highlighted responses from Asian American principals." Thesis, University of Massachusetts Boston, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622201.
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<p> This dissertation focuses on the influence of the No Child Left Behind Law (NCLB), one of the most influential educational reform acts in the U.S. and the Massachusetts Education Reform Act (MERA) upon the role of principals in elementary schools throughout Massachusetts. The thesis covered the leadership practices pre- and post- NCLB Federal Law of 2001, the leadership roles of principals, their decision making, and the types of practices they developed as a consequence of NCLB. In addition, principal's backgrounds and cultural influences on their leadership were specifically highlighted in the role of mainstream and non-mainstream principals of ethnic groups including Asian American, African American, Latinos and European whites. How Asian American principals responded and reacted to NCLB was critically analyzed since this was the focus of the dissertation. </p><p> Using a quantitative survey sent out to 1,350 principals but with a return of 137 elementary school principals (K-8) in Massachusetts as a sample, and 36 in-depth interviews conducted with equal numbers of principals who were Asian Americans, African Americans, Latinos and European whites in the Boston metropolitan area, and other parts of Massachusetts, the findings indicate that the more assimilated the principals are and in this case, Asian Americans, the more they act and respond like European white principals in their accountability, decision making, and practices. Moreover, acting upon the recommendations made from these findings can serve principals best and provide for future research of within group ethnic and cultural variations on the outcomes of NCLB and its future.</p>
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Loker, Troy. "Character strengths and virtues of young internationally adopted Chinese children : a longitudinal study from preschool to school age." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003270.
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Dalton, William T., Karen E. Schetzina, Deborah T. Pfortmiller, Deborah L. Slawson, and William S. Frye. "Health Behaviors and Health-Related Quality of Life Among Middle School Children in Southern Appalachia: Data from the Winning with Wellness Project." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5104.
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Health-related quality of life (HRQoL) is linked to health status in a variety of conditions. Less is known about the relation between quality of life and modifiable health behaviors, especially among medically underserved populations.ObjectiveThe purpose of the current study was to examine HRQoL as it relates to physical activity, sedentary behavior, and eating patterns in youth residing in Southern Appalachia.MethodsThe Pediatric Quality of Life Inventory and questions on physical activity and eating behaviors was completed by 152 sixth grade students in a regional sample of schools participating in the Winning with Wellness child obesity prevention project.ResultsThe current study found higher physical activity levels and lower levels of screen time to be associated with reports of more positive HRQoL.ConclusionsA more comprehensive understanding of factors surrounding health behavior may hold implications for obesity prevention/intervention programs.
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Smith, J., V. A. Carroll, William T. Dalton, and Karen E. Schetzina. "Self-Efficacy for Physical Activity and Health-Related Quality of Life in Middle School Children in Southern Appalachia: Data from the Winning With Wellness Project." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5080.
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Schewcik, Anika-Yvonne. "The impact of environmental factors in poverty settings on children´s participation : A systematic literature review from 2012 to 2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35888.
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The number of children living in the context of relative poverty in western industrialized countries is increasing, while at the same time a little amount of research is conducted about the impact of relative poverty on the child’s participation and development; focused on the socio-emotional development. This systematic literature review therefore investigates the impact of environmental factors, focused mainly on structural factors, in poverty settings in western industrialized countries on children´s peer relations. The focus will be laid on children´s participation in peer relations in school activities. Current literature published from 2012 or more recent was searched and results found were linked to theories. The findings of the articles covered several environmental aspects regarding the impact of poverty on the child and its peer relations. The results, in relation to theories, show the interwoven influences of several factors and environments. They indicate the big influence poverty has on several aspects of the child´s life. Both in this systematic literature review researched hypotheses – that the poverty setting influences the child´s development negatively and that the child shows difficulties to develop and participate in positive peer relations - can be confirmed. Future research should aim at generating knowledge about the impact of relative poverty on the child´s development and perceptions of holistic wellbeing. This is necessary to enhance the understanding of the impact of relative poverty on the child´s participation.
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Claros, Berlioz Esther María. "Al claroscuro: A rendering of the educational and schooling experiences of child migrants from the northern countries of Central America." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574381333059751.
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Wong, Kin-on Leo, and 王健安. "How parents cope with their crisis situation after the leaving of their mentally handicapped children from special school: its implications for future development of social workresources." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247994.
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Kukka, Antti Juhani. "Prevalence of Double Burden of Malnutrition among Indian Pre-School Children : an Analysis of Cross-Sectional DLHS-4 Data from 23 States." Thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352007.
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Background: Double burden of malnutrition means co-existence of under- and overnutrition in a community, household or an individual. It is observed in countries undergoing nutrition transition. Research on double burden among Indian children aged under five has been scarce. I therefore aim to studythe prevalence of double burden of malnutrition in this age group. Methods: Cross-sectional population-based data from District Level Household and Facility Survey 4 conducted in 2012-2013 in 23 Indian States and Union Territories were used for the analysis. Prevalence of overweight, stunting and anaemia were examined as main outcomes at the community level. Simultaneous overweight and stunting or anaemia in same child were the main outcomes for individuallevel prevalence. Households with stunted child and overweight adult were also examined. Results: In this sample, 40.1 % of children were stunted, 74.2 % anaemic and 8.2 % overweight. Simultaneous overweight and stunting as well as overweight and anaemia both affected about 5.5 % of children. Stunted children had a higher prevalence of overweight than non-stunted children. No such association was seen for anaemia. At household level, 26.5 % of households had an overweight adult and a stunted child. Discussion: Double burden of malnutrition is emerging among Indian children aged under five and should be included in national nutrition policy. Undernutrition is still bigger concern than overnutrition, but overweight is spreading also to lower wealth quintiles. Further studies should be done to examine this phenomenon at the national level.
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Odhiambo, Joseph A., Hywel C. Williams, Tadd O. Clayton, et al. "Global variations in prevalence of eczema symptoms in children from ISAAC Phase Three." Mosby Inc, 2009. http://hdl.handle.net/10757/625751.
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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.<br>Background: In 1999, The International Study of Asthma and Allergies in Childhood (ISAAC) Phase One reported the prevalence of eczema symptoms in 715,033 children from 154 centers in 56 countries by using standardized epidemiologic tools. Objective: To update the world map of eczema prevalence after 5 to 10 years (ISAAC Phase Three) and include additional data from over 100 new centers. Methods: Cross-sectional surveys using the ISAAC questionnaire on eczema symptoms were completed by adolescents 13 to 14 years old and by parents of children 6 to 7 years old. Current eczema was defined as an itchy flexural rash in the past 12 months and was considered severe eczema if associated with 1 or more nights per week of sleep disturbance. Results: For the age group 6 to 7 years, data on 385,853 participants from 143 centers in 60 countries showed that the prevalence of current eczema ranged from 0.9% in India to 22.5% in Ecuador, with new data showing high values in Asia and Latin America. For the age group 13 to 14 years, data on 663,256 participants from 230 centers in 96 countries showed prevalence values ranging from 0.2% in China to 24.6% in Columbia with the highest values in Africa and Latin America. Current eczema was lower for boys than girls (odds ratio, 0.94 and 0.72 at ages 6 to 7 years and 13 to 14 years, respectively). Conclusion:ISAAC Phase Three provides comprehensive global data on the prevalence of eczema symptoms that is essential for public health planning. New data reveal that eczema is a disease of developing as well as developed countries.<br>Revisión por pares
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Byrne, Andrew Ian. "Where do children with a statement of Special Educational Needs transfer to at Change of Phase from Primary to Secondary school and how do parents choose which provision is most suitable for their child?" Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1566/.
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Volume 1 of this thesis contains a critical literature review paper and a full length report of a study to examine the decisions of parents’ of children with SEN when choosing a secondary provision for their child and the factors that influence this. The review presents the results of a literature scoping exercise looking at two linked areas: educational provision for pupils with a statement of Special Educational Needs in England and the decisions parents of these children make when choosing a secondary placement to send their child to at change of phase. The research paper uses a multiple case study design to explore this issue in the context of one LA. Pupils in the study had attended their local primary school in year 6 but then transferred to differing provision: mainstream high; resource provision within mainstream; or special school. An exploration of the factors leading to these different outcomes is considered. The study uses socio-cultural and activity theory as a framework in the design and data gathering phase of the research and subsequently to discuss and explore the results. Implications for future research and practice of Educational Psychologists are considered.
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Snow, Gabrielle M. "Development of a Math Interest Inventory to Identify Gifted Students from Underrepresented and Diverse Populations." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1052.
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The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. The current project developed a measure to assess interest in mathematics. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement; 2006). Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. The sample consists of 1,429,429 students in grades two through six. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The first hypothesis found support with an internal consistency reliability coefficient of .916 for the overall score. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations for the total score of the math interest inventory were significant; however, their values had little practical significance. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. These results are discussed in relation to limitations of the current study and recommendations for further investigation.
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Fabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.
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In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.
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Schnick, Thomas Henry. "Literacy in transition from home to school a child enters kindergarten /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/23464846.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1990.<br>Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 220-224).
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Tsao, Mei-Hua, and 曹美華. "Transition from Preschool to Elementary School and Child Adaptation: From the Perspective of First Grade Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/a5f4n6.
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碩士<br>國立屏東教育大學<br>幼兒教育學系碩士班<br>102<br>This study investigated how preschool and elementary school administrators and teachers viewed and handled transitions from preschool to elementary school and how children adjusted during such transitions. Using a qualitative research method, this study observed two upper-level preschool classrooms and two first grade classrooms, and conducted interviews with a total of ten people, including the preschool director, the elementary school principal, two preschool teachers, two first grade teachers and four parents. Data were collected from in-depth interviews, participant observations and relevant literature to explore the interviewees’ opinions and methods as well as the adaptation of children.
According to the study findings, the preschool director believed that elementary schools should bear the responsibility for transitions from preschool to elementary school while basic competence and a proper learning attitude should be developed among children at the preschool stage. As far as the elementary school principal was concerned, transitions from preschool to elementary school were necessary, and elementary schools should play a more active role to make up for the insufficient effort; such a task also posed challenges to first grade teachers. Moreover, this study investigated the preschool and elementary school teachers’ perspectives and methods as well as the adaptation of children from five aspects, namely daily routine, self-management skills, academic learning, teaching of norms and interpersonal relationships, and found slight similarities in the perspectives and methods adopted by preschool and elementary school teachers in regard to the five aspects, in spite of the fact that these teachers had their own opinions and approaches. Therefore, interactions and a mutual understanding should be necessary between preschool teachers and elementary school teachers. Upper-level preschoolers and first graders also adapted themselves to learning in the roughly same way, which indicated that for certain children, entering first grade is quite stressful despite one-year adjustment at the preschool. They need more time to adjust than expected by adults and require assistance from adults. Hence, the transition from preschool to first grade represents a big leap for children, and they rely on the patience, tolerance and guidance by adults to smoothly go through the transition period.
This study also found that preschools should place an emphasis on children’s daily routine adjustment, enhancement of their self-management skills, teaching of norms and their interpersonal relationships, rather than academic learning, when the transition from preschool to elementary school is concerned. In the meanwhile, parents should adjust their mindset and avoid causing more stress to their children due to their worry that their children may lose at the starting point. On the other hand, first grade teachers play a critical role in the transitions from preschool to elementary school and significantly influence smooth transitions. It is concluded from the findings of this study that if first grade teachers can handle the transition tasks well in terms of daily routine, self-management skills, academic learning, teaching of norms and interpersonal relationships, the transition of children from preschool to elementary school will be smoother even without a transition program. School administrators should also fulfill their duties, paying more attention to the transition from preschool to elementary school and offering more comprehensive support and assistance to teachers. As a result, the transition from preschool to elementary school will not be limited to the learning of phonetic symbols, mathematics and other subjects but cover a comprehensive scope of work where the key persons involved, such as administrators, preschool and elementary school teachers and parents, cooperate with each other to jointly help children go through the transition and successfully adjust to elementary school.
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Yu, Ya-Ching, and 尤雅靜. "Childhood and School: Child Images in School Stories Written by Teacher Writers of Taiwan From 1990s-2000s." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85804736746259759962.
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碩士<br>國立中興大學<br>台灣文學研究所<br>97<br>In order to express cares about students,and to contribute to local childhood studies and child images of contemporary Taiwan, the researcher, also a primary teacher writes this thesis to examine the child images in school stories written during 1990s-2000s by such teacher writers as Shu-Fen Wang, Jin-Feng Ke, Guang-Fu Li, Zhi-Ming Hong, Wen-Hua Wang and Ren-Xing Peng. Drawing on the concept of implied child readers originally modified by Perry Nodelman, Mavis Reimer, and Peggy Whalen-Levitt, this thesis explores two types of child images in school stories: the child images that the texts construct and the images of child reader that the texts imply.
The analysis of the texts reveals two sustaining child images that can trace back to Taiwan’s alleged earliest school story, A-Hui De Xin (1965): playful child and diligent child. On the other hand, there also emerge a number of new child images that, as the researcher claims, are resonant with the social and economic phenomenon in contemporary Taiwan: child of wealthy family, obese child, nature-loving child, creative child, electronic-devices-dependent child, and child of broken families. To sum up, the child characters in the texts can be roughly classified as either wretched or loveable.
As to the child readers the texts imply, the analysis shows that these school stories still largely stick to the view of “simple language” proposed by Lin Liang, a prolific and influential children’s writer in post-war Taiwan, which suggests that children have limited capability and thus need adult’s assistance. However, some teacher writers have enlarged the range of subject matters to discuss sex and politics in their school stories.
In conclusion, the thesis contends that the childhood concept constructed by the teacher writers is paradoxical in that children are both knowledgeable as adults and limited in thinking capability. Consequently, children still depend on adults’ assistance.
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Crans-Stafford, Amy Jo. "Sustaining child outcomes from the Early Childhood Initiative Project evaluation of school age developmentally appropriate practices /." 2006. http://etd1.library.duq.edu/theses/available/etd-11222006-222156/.
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Hu, Po-jen, and 胡博仁. "The practice and reflection of class management from a teacher of after school child care." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/71035041525394145010.
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碩士<br>國立臺南大學<br>教育學系課程與教學碩士班<br>95<br>The purpose of this research is to know teachers’ cognition to after school child
care, class management contents and practice of after school child care, and related problems.
In order to achieve the purpose of this research, this research takes qualitative
research. By participating firsthand, the researcher takes half-structural interview to collect data and analyze. The results are as follows：
At first,after school child care provides a class for the students from after school to the time parents off their job. Teachers of after school child care apply their profession in the class to solve students’ problems. It can also add teachers’extra income. The establishment of after school child care class can let students’householders work trustingly, and take good care of students.
Second,class management contents of after school child care include 11main points：teaching activities, breeding work, coaching, scenario layout, administrative matters,class atmosphere, social interaction , time management, class messages, cooperation between teachers and householder , and all other education activities management that relates to classes.
Third,class management practice of after-school child care take individual guidance primarily, and it focuses on housework guidance . Teaching activities make the most of housework writing of students and housework guidance of teachers. Breeding work focuses on the establishment of class rules, the promotion of autonomy activities, the preservation of students’ security. Teachers of after-school child care should keep friendly relations with administrative personnel of the school and the other teachers in the same school year. They should build thorough relations with students and teachers .
Fourth,class management of after-school child care faces several problems：
difficulty of the recruitment, lacks of evaluation, burden of teachers'' physical
strength, deficiency of English teaching, and familial problems and so on.
In the end, several suggestions are provided for government institutions, schools of after-school child care, teachers of after-school child care, students’ householders of after-school child care, and reference for further study.
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Vale, Elizabeth. "Factors contributing to prosocial behavior among pre-school children from low-income families." Thesis, 1999. http://hdl.handle.net/1957/33193.
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This exploratory study examined whether temperament, home
environment, and family stress impact the amount of prosocial behavior
displayed by pre-school age low-income children and examined how much
of an impact each factor has. Each factor was explored in depth along sub-scale
dimensions including, (1) self-regulatory temperament, negative
reactive temperament, and positive reactive temperament, (2) physical
environment, emotional environment, and learning environment, and (3)
family stress due to financial difficulties, interpersonal tension, and child
problems. This study applied a combination microsystem, mesosystem,
exosystem, and macrosystem person-process-context model to explore the
role these factors played.
Subjects were 35 low-income pre-school age children who were
enrolled in the Oregon Head Start Pre-kindergarten Program at Oregon
State University. The Children's Behavior Questionnaire: Short Form, the
Early Childhood Home Inventory, the Family Events Checklist, and the
Modified Prosocial Behavior Questionnaire were used to obtain information
about the relationship between the factors and prosocial behavior.
Results indicated that the physical aspects of the home environment
tended to positively contribute to the production of prosocial behavior and
that family stress due to financial difficulties tended to negatively contribute
to the production of prosocial behavior by low-income pre-school age
children. This study did not establish that temperament was significantly
related to prosocial behavior.
These results have implications for those who are responsible for
shaping children's behavior, such as teachers, parents, and home visitors by
providing specific areas of focus for impacting behavior. These findings
also support programs such as the Oregon Head Start Pre-kindergarten
Program because it provides a venue through which impacts can be made.<br>Graduation date: 2000
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Van, der Walt Storm Desiree. "The psychosocial developmental experiences of grade ten learners from child-headed households." Thesis, 2014. http://hdl.handle.net/10210/12244.
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M.Ed. (Educational Psychology)<br>The influence of the HIV and AIDS pandemic has had a detrimental effect on the lives of children and adolescents affected by it in that the disease has caused the loss of their parents or parental support. The result of the HIV and AIDS pandemic has seen an increase in the number of children and adolescents living in child-headed households. Research shows that children living in child-headed households may be at risk both in a socio-economical and educational manner. There is a concern that children living in child-headed households may also be affected developmentally, especially with regard to development into adulthood. Psychosocial developmental theory of an individual posits that there is an interaction between social and psychological factors which is to say that an individual’s culture, values, beliefs, attitudes and feelings are all involved in how an individual develops into an adult. This research study aims at exploring the psychosocial developmental experiences of Grade 10 learners from child-headed households. A phenomenological multiple case study design was used to gain an in-depth understanding of four cases. This design was descriptive and exploratory in nature. The data collection methods used included semi-structured individual interviews and collages with four purposefully selected participants, and a focus group interview with a separate group of participants from similar circumstances. The data was subjected to content analysis so as to explore emerging themes as related to the psychosocial developmental experiences of the participants. The findings revealed that the psychosocial developmental experiences of the participants can be described by three themes, namely psychological experiences, social experiences and educational experiences. The sub-themes that emerged demonstrate that these participants have a generally positive outlook on life and the future. The participants demonstrated a desire for a better life and felt that getting a good education would stand them in good stead to reach their dreams and goals. Despite this positive outlook, findings also indicated that there is a need for psychological and social support for learners in child-headed households. As such it is recommended that support systems such as mentors and educational psychologists are implemented in school and community environments.
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Bham, Salma A. "The shift from “muffins” to mangoes: child, family, and organizational impacts of an after-school snack program." Thesis, 2011. http://hdl.handle.net/10155/160.
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In 2009 alarming rates of childhood obesity resulted in the Government of Ontario launching a province-wide initiative through the Ministry of Health Promotion & Sport. This study focused on Eastview Boys and Girls Club (Eastview unit) in Oshawa, Ontario and examined immediate impacts of an after-school snack program involving close to 100-children daily. Data collection included key informant interviews (n=7); one focus group interview with parents (n=8); three interactive children‟s sessions, and document review. Findings identified changes in children‟s eating behaviours (e.g., willingness to try new foods) and shifts in staff attitudes (e.g., role-modelling). Facilitators included staff commitment, strong partnerships, and previous program accreditation. Organizational barriers included gaps in nutrition-related knowledge/skills of staff and insufficient program-specific training and resources. Recommendations call for building capacities at individual-, organizational- and community-levels to strengthen the nutritional component of the after-school initiative. Future research should evaluate long-term outcomes of the snack program.<br>UOIT
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Nhlapo, Vangile Rosy. "The role of a school based support team in providing psycho-educational support for primary school learners from child-headed families in Soweto." Thesis, 2014. http://hdl.handle.net/10210/12247.
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FU, CHI-NING, and 傅琦甯. "Using NFC Tags and Smartphones to Design a Reliable Mechanism to Pick a Child up from School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e48xfu.
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碩士<br>輔仁大學<br>電機工程學系碩士班<br>106<br>The time after school has been dismissed for the day is the most chaotic situation for school personnel. This design proposes a simple system which provides a reliable management mechanism that can be used when a child needs to be picked up from a school and when pick up personnel need to confirm a pick up. This design is used to reduce losing children during the pick-up process from the school.
This design uses the NFC tag function in a smartphone to provide the pick-up process. This design uses a pick up child management system to identify the pick-up person and to notify the verification to the child’s parent. This design includes the several functions. The first function is to facilitate the management of children and the child's pick-up person and automatically scan the pick-up person NFC’s tag when they arrive and leave the school. The second function is a provision for the school personnel to remind the pick-up person who has not arrived at the school, and to remind the parents to confirm the pick-up process. The third function provides the NFC function sense the pick-up person’s NFC tag from a short distance. The fourth function uses the NFC tag’s unique serial numbers to build a table for the whole student class. These functions shorten the comparison between the kid’s NFC tag and the pick-up person’s NFC tag. Overall, this design uses common and low cost equipment with an easily operated maintenance system. The NFC tag which is carried by the child can provide a basic message that can be sent in an emergency within a short time either to the contact parents or the contact person.
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"Otitis media with effusion in Chinese pre-school and school children in Hong Kong: is the disease different from that in the West?" 2000. http://library.cuhk.edu.hk/record=b6073230.
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by Michael Chi Fai Tong.<br>"Revised March 2000."<br>Thesis (M.D.)--Chinese University of Hong Kong, 2000.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.
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King, Colin. "Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children." Thesis, 2011. http://hdl.handle.net/1807/31808.
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Educators play a crucial role in the detection of child abuse, but there is limited research understanding the role of teachers in responding to maltreatment concerns. The purpose of this dissertation was to utilise three sequential studies, with multiple methodologies, to understand how Canadian educators are situated to detect, respond, and report suspected child abuse. In the first study, a national Canadian database was utilised to compare educator reported cases of child maltreatment to reports from all other professionals. In study two, 245 teachers completed a questionnaire examining their experiences of reporting child abuse, attitudes and beliefs, and perceived barriers and supports in reporting. Lastly, in the third study, semi-structured qualitative interviews were conducted with seven teachers who had recently reported child abuse. In integrating the results from these studies, three conclusions were drawn regarding the role of educators within the child welfare system. These included; 1) Teachers are well-positioned to detect and advocate for the needs of maltreated children; 2) Teachers have a need for greater confidence, and an increased ability to cope with uncertainty, when responding to child abuse; and 3) There is often a mismatch between the goals of teachers in the education system and the perceived response of the child welfare system. Three recommendations were then presented; 1) Educators are a key resource in supporting early detection and intervention initiatives to address child abuse and their role in these initiatives should be further explored;
2) Teachers should be provided with additional strategies to address perceived barriers in reporting child abuse; and 3) Initiatives to promote increased communication between the education and child welfare systems are required. Overall, results supported the unique child-centred perspective of educators in reporting child maltreatment. Study limitations and areas for future research were then discussed.
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"An integrated model of parenting stress among Chinese mothers with children advancing from primary to secondary school." Thesis, 2007. http://library.cuhk.edu.hk/record=b6074363.
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At Time 2, the mother-adolescent dyads were contacted again at the end of the academic year, of which 304 dyads participated in the survey. The longitudinal model generated results similar to that of Time 1. Path analysis revealed that gender differences emerged in the complexity of the model. For girls, all stressors except emotional autonomy contributed to parenting stress, which in turn negatively influenced parenting style. Maternal control mediated the negative impact of parenting stress on achievement aspirations. However, parenting style did not predict girls' perceived academic competence. For boys, all stressors except emotional autonomy predicted parenting stress, which in turn impaired the quality of parenting style. However, parenting style did not predict any of boys' adjustment outcomes. Instead, emotional autonomy had a direct negative impact on achievement aspirations and perceived academic competence.<br>Based on results derived at Time 2, the model was revised and gender differences were tested using multi-sample analyses. In the final model, parenting stress had an indirect effect on girls' achievement aspirations through the mediation of parental control, whereas parenting stress had a direct effect on boys' achievement aspirations. However, only maternal academic distress predicted adolescent perceived academic competence in both genders.<br>The present dissertation broadened current literature in the area by proposing an integrated model of parenting stress. Findings suggested intervention to target at mother's parenting self-efficacy, and parenting alliance to ameliorate the stresses and burden of child caring. However, the validity of the findings may be impeded by limitations in relation to methodology. Implications for future research on parenting stress were discussed in detail.<br>There is no doubt that parenting is one of the most taxing roles. The issue of parenting stress is a complex phenomenon that requires research to be guided by theory and models (Abidin, 1990), without which advancement in the area would not be possible. The present dissertation was an attempt to propose an integrated model of parenting stress among Chinese mothers with children advancing from primary to secondary school. The integrated model was a modification of Abidin's (1992) model in that variables appropriate to the child's developmental stage and the Chinese culture were incorporated. The model postulated that parenting-relevant stressors/resources were predictive of parenting stress. Parenting stress then had a negative impact on adolescent outcomes through the mediation of parenting style. Negative outcomes would further accentuate parenting stress, thus creating a vicious cycle of maladaptiveness. The validity of the model in predicting adolescent achievement aspirations and perceived academic competence was tested at two time points over a 6-month interval. At Time 1, the cross-sectional model was tested in 510 mother-adolescent dyads. Results of path analysis revealed substantial gender differences. For girls, adolescent emotional autonomy, maternal academic distress, parenting alliance and parenting self-efficacy contributed to parenting stress. Parenting stress had a direct effect on parenting style and indirect effect on girls' achievement aspirations and perceived academic competence through the mediation of parental control. For boys, all the stressors except emotional autonomy contributed to parenting stress. Parenting stress had a direct effect on parenting style. However, parenting style did not mediate the effect of parenting stress as both parental control and parental responsiveness failed to explain boys' outcomes. Instead, boys' emotional autonomy contributed directly to lower levels of achievement aspirations and perceived academic competence.<br>Lai, Pui Yee.<br>"June 2007."<br>Adviser: Catherine S. K. Tang.<br>Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 0717.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2007.<br>Includes bibliographical references (p. 136-165).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstracts in English and Chinese.<br>School code: 1307.
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Scott, Deana Jill Allen. "What’s in their backpacks : pre-kindergartners’ literacy practices from home to school and back." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2233.
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Pre-kindergarten students often arrive the first day of school carrying a backpack filled with supplies which they are eager to use. Inside these backpacks are scissors, glue, and crayons. This study proposes that the pre-kindergartners are also carrying another backpack, their literacy backpack holding all of their literacy skills and practices that they use every day at home. This qualitative case study examined these literacies brought from home in the students’ figurative literacy backpacks. The study also focused on their teachers’ literacy views and practices. The study was conducted in three parts. First, through field observations and interviews with parents, the literacy practices occurring at home were identified and examined. Unique “literacy stories” were crafted from the data for each of the pre-kindergartners and shared with their parents. Part two of the study examined the two pre-kindergarten teachers’ literacy practices through semi-structured interviews. The impact of external forces (e.g. state and federal mandates, school curriculum, grant requirements, and trainings) on the views and practices of the pre-kindergarten teachers was discussed. These external forces stress the development of formal literacies, thus modeling a narrow definition of literacy. Part three of the study focused on sharing the students’ “literacy stories” with their teachers and examining the teachers’ reactions to the stories. Data from the interviews following reading the stories pointed to the teachers’ acknowledging the multiple literacies found in the homes of their students and a desire to learn more about their families’ literacy practices in order to utilize them in the classroom. The students’ “literacy stories” proved to be a valuable tool in expanding the teachers’ definition of literacy. The stories helped the teachers broaden their views of literacy to include literacy practices that occur in many different cultural and social contexts; adopting a definition more in line with the socio-cultural development of literacy and the NLS concepts (Street, 2003). Using this definition, multiple literacies will be made visible in the classrooms and connections from home to school can be made allowing students to strengthen their existing literacies and expand them to incorporate other literacies.<br>text
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Chidziva, Verna Nyaradzo. "The schooling experiences of secondary school learners from child- headed households in Thulamahashe Circuit, Bushbuckridge District, Mpumalanga Province, RSA." Diss., 2014. http://hdl.handle.net/10500/13289.
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school learnersChild-headed household is a phenomenon that is growing in South Africa. As such, it is imperative to uncover the realities of children in this situation. This study explores and describes the schooling experiences of secondary school learners from child-headed households. This qualitative study included a sample of 20 grade 10 and 11 learners from four secondary schools. Data were collected through structured interviews and document analysis. The Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The findings suggest that secondary school learners from child-headed households live in poverty and encounter experiences such as absenteeism, psychological trauma, gender-based discrimination, lack of adequate food and scholastic materials, drug abuse and teenage pregnancy. These experiences impact negatively on their schooling. The study recommends that learners from child-headed households should get more care and support from educators and other stakeholders.<br>Science and Technology Education<br>M.A. (Socio-Education)
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Huang, Chi-Jun, and 黃芝君. "Creating Topics for Parent-Child Communication from Arts and Humanities Curriculum: A Case Study of Chien-Kuo Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/h46u7y.
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碩士<br>國立暨南國際大學<br>東南亞學系<br>103<br>In recent years, Taiwan’s birth rate has fallen gradually; meanwhile, the number of children of new inhabitants has increased by degrees. Currently, arts and humanities courses in elementary curriculum introduce insufficiently in cultures of new immigrants. Instead, it tends to cater to the dominant, mainstream culture.
This study narrows the field of research in arts and humanities subjects according to researcher’s profession as an educator in this domain. Conducting two types of infusion curricula in current teaching, this study investigates whether arts and humanities courses can create topics for communication in new immigrant’s family, letting the children embrace the original culture of their new immigrant mother. Also, it enhances all students’ recognition and respect of multi-culture.
The result indicates that most of the students benefit from the promotion of this curriculum, boosting familial communication by creating topics. However, since these new immigrant mothers grew up in different backgrounds and have insufficient communicative language ability in Taiwan, their topic is more about daily life. Topics as culture, custom, and local characteristics are discussed as well but they do not last long; only through enhancing the introduction of cultural context can they proceed.
It is feasible employing visual art work as a topic generator and to help children comprehend more about their mother’s original culture. Concrete works serve as channels for new immigrant families gnawed by language barrier when it comes to write as well as to speak while communicating to exchange ideas. Image also stands as a form to express thinking for both parent and child.
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Chiang, I.-Mei, and 蔣宜玫. "The research of High School Students’ Family Support, Parent-child Attachment, and Career Self-efficacy -Take High School Students from Chiayi and Tainan regions as research sample." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60257729238636382432.
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碩士<br>國立嘉義大學<br>輔導與諮商學系研究所(Graduate Institute of Counsel<br>98<br>This research is mainly to estimate the relationship among High School students’ Family Support, Parent-child Attachment, and Career Self-efficacy. The population of this study was high school students of the 98 academic year in Chiayi and Tainan regions. In this research, I discovered some findings: first, female students have higher feelings in Family Support then male students do; second, high school students with different degrees have huge difference in Career Self-efficacy; third, parents with different educational degree have huge differences on Family Support, Parent-child Attachment and Career Self-efficacy; fourth, students have different feelings on Family Support will have difference in Career Self-efficacy; fifth, students have different Parent-child Attachment will have difference in Career Self-efficacy; sixth, Family Support, Parent-child Attachment and Career Self-efficacy are highly related to each other; finally, Family Support and Parent-child Attachment have the biggest predictability to Career Self-efficacy for all high school students. Therefore, I provide some advices according to the result of my study for parents’, related educational sections’, and future researches’ reference.
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Kao-Wen, Lo, and 羅高文. "A Study on Social Support and Mothers| Parenting Stress from Daily Care for School-aged Child of End-Stage Renal Failure." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/24204184759663767079.
Full textAbstract:
碩士<br>國防醫學院<br>護理學研究所<br>86<br>This study adopts the cross-sectional descriptive and correlative research design. The main purpose is to understand the parenting stress and social support situation of mothers, who have the school-aged child with end-stage renal failure, and to explore the relationship among the background characteristics of mothers and ill children, social support and mothers￠ parenting stress.
The research samples twenty-five mothers having end-stage renal failure children within the age from seven to twelve years old. Using the Parenting Stress Index and Norbeck Social Support Questionnaire to interview ill-child''''s mothers. The obtained interview data were statistically analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression.
The analyzed results indicate that mothers parenting stress trend to be high in PSI scale. The main social support resources for mothers come from doctors and nurses, and emotional support occupies most of the social support. In addition, no matter the age of ill-child to PSI scale, and Adaptive,or the age of disease coming on to Adaptive, the length of treatment to Parent Domain subscale and Compentence all have noticeably negative correlation in statistics. The PSI total score and Child Domain
subscale score show that mothers having out-of-school kids get higher stress than those sending kids to schools. Mothers in separating wedlock have stronger feelings that children are too active and exhaustive than those couples living together; moreover, the stress sensibility are also higher in Child Domain subscale. The social economy status is also an influence factor; the lower social economy status the family have, the higher the mothers'''' parenting stress is. The Parent Domain subscale shows that a mother having lower social economy status has higher stress in Competence, Attachment, Role Restriction, Depression, and Spouse. Summarizing the above results, this research suggests nurses of the Dialysis Center to setup answer machines or any calling system to provide ill-child''''s mother the necessary assistance. Notice the whole evaluation and communication with ill-children and their families. Encourage ill children to attend the school activities and classes. Impel ill-child''''s parents to establish help-each-other organization to built social support network and increase social support functions for mothers.