<p> Current research indicates there is a correlation between participating in an early childhood program and a student&rsquo;s performance on future standardized measures, including the challenge of using early learning standards (Feldman, 2010). This research study focused on state initiatives, and student participation in an early childhood preschool model centered on the use of universal curriculum and assessment designed to measure student outcomes aligned to learning targets, outlined in state preschool curriculum standards. Research shows learning decreases for students who have not participated in an early childhood program, while those who have participated in some kind of early childhood program show progress (Heckman, 2011). Young children come to school with varying degrees of experiences, which may or may not enhance their learning. Educators are responsible for providing positive experiences and provide academic activities to develop academic awareness, social/emotional skills, in addition to displaying appropriate behavioral skills. Participation in preschool should also build a student&rsquo;s level of independence and competency skills. This research study examined state initiatives and curriculum materials, and assessment tools related to the importance of early childhood education programming and teacher practices, and the impact of universal curriculum and assessment implemented in the classroom during the school year. In addition, it further explored teacher perspectives on educational programming, Louisiana&rsquo;s early childhood initiatives, and the use of universal curriculum and assessment in their classroom.</p>

<p> Relieving test anxiety actions range from relaxation exercises to prescription medication. Humor can be a simple method of test anxiety relief. The current study was used to determine if humor, in the form of a cartoon, placed on the splash page of an online exam improved the test scores of students who have high test anxiety. In the current study, 2 theories were used to guide the research. The interference theory by Ralf Schwarzer and Matthias Jerusalem indicated students have difficulty separating competing thoughts during an exam. In the adult learning theory by Malcolm Knowles, the learning of children and adults was differentiated, while explaining how adults learn. A quasi-experimental quantitative design was used to find a possible correlation between humor and test anxiety relief. The study sample comprised an equal number of students with high test anxiety and students with low test anxiety. The low test anxiety group comprised the control group. A 2-sample <i>t</i> test was used to search for a correlation between the cartoon and the exam scores. Intended benefits of the study included: (a) students with test anxiety find relief from test anxiety, (b) instructors achieve reliable assessments of students with test anxiety, and (c) confident, well-educated graduates. The current study results showed the opposite of expected results. The high test anxiety group did worse on the exam with the cartoon. The 2-sample <i> t</i> test showed a negative improvement of &ndash;6.222 between midterm and final exams for the high test anxiety group.</p>

The primary problem of this study was to compare the Wechsler Intelligence Scale for Children and the California Test of Mental Maturity S-F, 1962 Revision, in order to determine whether the two instruments were interchangeable with respect to intelligence quotients for a school-clinical population.

No description available.

M.A. (Counseling Psychology) / Please refer to full text to view abstract

No description available.

A research report submitted to the Faculty of Health Sciences, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Child Health-Neurodevelopment. January 2017 / Aim and objectives: The aim of this study was to describe the hearing screening profile of children between 0-6 years living with HIV/AIDS currently on HAART at a virology clinic within a tertiary hospital in Gauteng using an audiological screening protocol. The objectives were to describe the demographic profile of children on HAART undergoing hearing screening, to determine the relationship between CD4 percent and the duration on HAART, to document and describe the occurrence of possible outer ear abnormalities, to document and describe the occurrence of possible middle ear pathologies and to document and describe the occurrence of possible inner ear pathologies. Methodology: This was a cross-sectional, prospective descriptive study; using purposive criterion sampling. It was conducted at a tertiary provincial hospital in Gauteng. A questionnaire and a hearing screening protocol was used to obtain data. Consent was obtained from the parent/caregiver of all participants. Ethical approval was obtained from the hospital and the University of Witwatersrand Medical Ethical Committee prior to the study. Results: There was the presence of possible ear pathologies detected by the hearing screening. The possible outer ear abnormalities existed in 26% of ears, possible middle ear pathologies existed in 29% of ears and possible inner ear pathologies existed in 1% of ears. However as the frequency increased the number of refers obtained in DPOAE screening also increased, which could be indicative of early cochlear pathology (inner ear pathology) in the high frequencies. Conclusions: Audiological screening in infants and children living with HIV/AIDS may be essential, as there may be a wide range of possible hearing deficits. If undiagnosed or not identified and managed early these deficits may result in language and cognitive delays. / MT2017

Thesis (Ed.D.)--Boston University.

The purpose of this study was to compare alternative models for analyzing student learning outcomes. The models were: (a) single equation approach, (b) separate equation approach using actual within-group intercept (actual b(,oj)) and (c) separate equation approach using adjusted within-group intercept (adjusted b(,oj)). The models were compared first under an additive model assumption and then under an interactive model assumption. Basic models, assumptions and procedures were discussed. Data were generated using computer simulation. / The simulation model assumed that the within-group process is represented by the within-group slope and intercept. Those parameters were assumed to be a linear function of the group mean. / One hundred, 500 and 1,000 replications were generated for the additive model, the interactive model assuming an intraclass correlation of 0.2 and the interactive model assuming an intraclass correlation of 0.4, respectively. Each set of replications was analyzed using the three approaches. Sampling distributions for the additive constant (b(,o)), the individual (b(,s)), group (b(,c)) and interaction (b(,sc)) effects were compared. / The results suggested that, for the additive model, the single equation approach and the separate equation approach using adjusted b(,oj) provided unbiased estimates of b(,o), b(,s), and b(,c) with approximately equal sizes for the actual standard errors of the estimates. However, only the separate equation approach using adjusted b(,oj) provided an accurate picture of the actual precision of the estimates. / Results for the interactive model suggested that the separate equation approaches are superior to the single equation approach, in terms of providing equal and unbiased, estimates. However, only the separate equation approach using actual b(,oj) is recommended because it is less costly, both in computer time and personnel time. / Source: Dissertation Abstracts International, Volume: 43-01, Section: A, page: 0147. / Thesis (Ph.D.)--The Florida State University, 1982.

The primary purpose of this research was to investigate, using Monte Carlo procedures, the stability and bias of canonical results as a function of sample size, average within-set correlations, average between-set correlations, and number of variables and to determine the feasibility of using matrix sampling in the context of canonical correlational analysis. The major findings from this research indicated that: / Under the conditions examined, the standard errors associated with the canonical correlations and the redundancy index were small and the standard errors of canonical weights and variate-variable correlations were large. The effect of sample size was moderate for canonical correlations and the redundancy index and large for canonical weights and variate-variable correlations. The effect of within-set correlations was small for the first and second canonical correlations and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of between-set correlations was small for the second canonical correlation, moderate for the first canonical correlation and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of number of variables was moderate for the first and second canonical correlations and the redundancy index, extremely large for canonical weights, and inconsistent for canonical variate-variable correlations. / It was recommended that the sample size for conducting a canonical correlational analysis should be determined in view of the primary purpose of investigation. If stability of the canonical correlations or the redundancy index is desired, from 45 to 60 subjects are necessary to obtain reliable results. If the stability of canonical weights is desired, from 500 to 6000 subjects are necessary to obtain reliable results. It was also pointed out that the subjects per variable index was misleading for the purpose of determining the sample size. / Source: Dissertation Abstracts International, Volume: 43-04, Section: A, page: 1121. / Thesis (Ph.D.)--The Florida State University, 1982.