When looking into pedagogic process which is based on teaching and learning, it is not difficult to perceive that some children understand and master new material quickly while the others lag behind them. The latter need additional explanation of new things, repetition in order to absorb and memorize them. It is no secret that a teaching paradigm for a behindhand child deprives the teacher of the possibility to give more attention to a child having learning abilities. As far as I have noticed, the conception of a child having learning abilities which has recently appeared in psychological and pedagogic literature has not been explicated and given reasoned explanation yet. Everything is presented on the level of definitions and conceptions. This concept is even less used in education reality. Thus a student who is eager to learn, learns much, has a learning strategy of his/her own and always achieves good results is considered a child having learning abilities. No research which would help to solve problems how to teach children having learning abilities in primary classes has been done in Lithuania so far. The tendency to carry out researches on gifted children still prevails. But the number of students having learning abilities is not large. Thus when we speak about teaching students who have learning abilities, we speak about teaching a minority distinguished according to the level of intellectual powers. Children having learning abilities constitute a comparatively small... [to full text]

Thesis (M.S.)--University of Wisconsin--Madison, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This research examines intrahousehold resource allocation in rural Ethiopia with a focus on education and asset investments in children. Throughout our work we look for potential causes and signs of gender bias in childhood investments. In particular, we first look at whether poverty constrained households substitute the provision of asset and education transfers to their children. For this purpose we use a two-stages-least-squares model of educational demand which controls for the endogeneity of asset transfers. We find a trade-off mechanism between endowments of human capital and bequests to girls but not to boys. Secondly, we investigate the effect of parental transfers on the postmarital residence of children. We look at whether transfers induce old age security from children in the form of a postmarital residence close to the parents. We model postmarital residence using a multinomial logit which controls for the endogeneity of transfers. Our results show that off-springs who receive more assets are more likely to live close to their parents after marriage. On the contrary, more education induces children to leave their home at marriage. Finally, we analyze household choices between education and farm employment of children. We model these choices jointly while looking at how ability affects them. Our findings suggest that in the long-run, more able children accumulate more schooling and less farming experience. However, the latter only applies to boys; farming decisions regarding girls are independent of their ability. In summary, our research addresses four important factors affecting the welfare of children and young people in rural Ethiopia: educational investments, asset transfers, old age security mechanisms and child work decisions.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 26.