No description available.

No description available.

No description available.

No description available.

Ninety percent of deaf infants are born to hearing parents, and socio-emotional development is compromised in a substantial subset of these children. While deafness itself does not cause socio-emotional and behavioural dysfunction, its influence on socio-emotional development is profuse and complex. It was proposed that early problems in mother-child joint attention would explain some of the socio-emotional development that lags chronological development in deaf children with hearing mothers. Fifty six 18-to 36-month old children and their mothers were recruited to the study; n = 29 hearing mother-hearing child dyads; n =27 hearing mother-deaf child dyads. A re-conceptualized model of joint attention guided this research and joint attention was restated as a functional construct. Four questions were asked and seven hypotheses were derived from these questions. Results supported six of the seven hypotheses tested. Findings are discussed in terms of developmental relations between joint attention and early socio-emotional development in hearing and deaf children. More specifically, the findings support a developmental psychopathology perspective of development that broadens the "language" argument for problems in deaf children's social development. Overall, a deliberate, rather than intuitive, model of mothering is suggested to be important in the accommodation of hearing mother-deaf child joint attention important for early socio-emotional development. / Thesis / Doctor of Philosophy (PhD)

The purpose of this study was to determine whether or not a significant difference existed in the cognitive, affective, and psychomotor development of kindergarten children as a function of half-day or full-day kindergarten programs. Four public school district in Education Service Center Region XIII in Texas participated in the study.

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This study is based on the Arts Integration Program, a series of lesson outlines utilizing fine arts experiences (dance, music, theatre, and visual arts) to teach core curriculum subjects. The study took place over two years in six schools, combining qualitative and quantitative research methods to determine: if learning actually took place concurrently with the program's lessons; how the classroom learning environment was affected; and what teachers who use the Arts Integration Program lessons for the first time report about the experience? The study was continued into a second phase based on results of the first. In the development of an Arts Integration Program teacher-mentor model, two teachers from the first year of the study worked with new teachers in their schools who were beginning to use the program. This second phase of the study asked: What is involved in establishing a successful teacher-mentor model with the Arts Integration Program? And, How do the lessons effect the classroom learning environment? Lesson outlines and arts integration techniques are described and results from the Content Area Tests and the Perceived Self-efficacy, Attitude, and Linguistic Domain Questionnaire from both phases of the study are presented. The evolution of the Arts Integration Program Teacher-mentor Model is also described. The process of implementing the program in each school was documented through teacher journals, observations, interviews, and videotapes. The aesthetic reaction that Vygotsky (1971) wrote about seems to be present in these children. Their teachers each report having a more cohesive and supportive classroom environment as a result of the theatre lessons. They all noted improvement in the childrens' communication, expressive and receptive, skills. There is also evidence of transfer into other academic areas. The study showed the more successful Arts Integration Program Teacher-mentor model to be: (1) At least a one-year. (2) Concentrating on one, or two, arts areas. (3) With teacher observing teacher. (4) Regular meeting to plan and discuss. (5) Videotape and review for teachers and students. Plans for future implementation of the Arts Integration Program and ideas for further study are presented.

No description available.

No description available.