Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 154 - 159). Also available for download via the World Wide Web; free to University of Oregon users.

The language of schooling, a register closely linked to academic success, poses challenges for young pupils. These challenges are greater for immigrant and dialectal pupils who are expected to encode the register in question in a second language (L2) and a second dialect (D2) respectively. While the linguistic challenges facing immigrant and dialectal pupils have been extensively researched, those facing learners lying at the intersection of immigrant and dialectal pupils have not as yet received attention. The latter are immigrant pupils immersed in bidialectal communities, that is, communities where communication is performed through a standard and a non-standard variety of language. These pupils are confronted with the comparatively greater challenge of operating in the second dialect of a second language (L2:D2). Addressing a gap in research, this study sought to examine the school-based linguistic challenges facing L2:D2 learners, specifically as these manifest themselves in writing. To this end, a mixed-methods design was employed. One hundred immigrant and 76 non-immigrant pupils participated in the study, all in their final year of primary school. The latter served as a reference group. Data were collected mainly via writing and editing tasks. Interviews with pupils and teachers, together with a small questionnaire, provided supplementary information. Cyprus, a bidialectal country currently hosting an increasing immigrant population, provided the setting for this study. The texts produced by immigrant pupils contained unconventional forms and structures relating to register learning, L2 learning and D2 learning. Traces of L2:D2 learning were also detected. It was found that immigrant pupils - including the very early-arrived ones - underperformed in comparison with their Cypriot counterparts, not only in the language-specific aspects of the register (e.g. immigrants used more dialectal forms in their texts than Cypriots), but also in the non-language-specific ones (e.g. more immigrants than Cypriots assumed common ground with the reader). This performance gap cast light on a number of 'hidden' extralinguistic factors undermining immigrants' school-based written production: pupils' sociocultural circumstances, their 'outsiderness' in relation to the dominant community and the prevailing national ideology. These extralinguistic factors shift the attention away from L2 learning, a linguistic factor often portrayed as the primary source of immigrant pupils' language underperformance. This study contributed to the understanding of the construct 'immigrant pupil' by exposing its multifaceted and context-specific nature. Also, it illuminated an unexplored area, namely, the interplay between second language acquisition and second dialect acquisition, while informing educational policy and practice.

Orientador: Célia Maria Guimarães / Co-0rientador: Elisabeth Gelli Yazlle / Banca: Zilma Moraes Ramos de Oliveira / Banca: Emília Cipriano Sanches / Resumo: O presente trabalho vinculado à linha de pesquisa 'Práticas Educativas na Formação de Professores', do Programa de Pós-Graduação em Educação da FCT/UNESP, apresenta a análise e a discussão de uma pesquisa-intervenção desenvolvida no decorrer do ano de 2006 em uma instituição pública de Educação Infantil no estado de São Paulo. No âmbito das redes municipais de educação infantil, evidenciam-se propostas de formação esporádicas, pontuais e emergenciais, não se assegurando as necessárias reflexões contínuas indispensáveis para um atendimento de qualidade para as crianças pequenas. Nesse sentido, o objetivo principal desta pesquisa foi propor, experenciar e analisar de forma participativa um processo de formação em serviço desenvolvido com três profissionais que atuam em um grupamento de maternal II - composto por crianças de 2 e 3 anos. Para isso, parti de uma concepção em que crianças e adultos são protagonistas de suas ações e reflexões e, por isso, faz-se essencial sempre contextualizá-los social, cultural e historicamente. A perspectiva se deu, então, em uma direção de análise e interpretação dos fenômenos relacionados a seu contexto, possibilitando, assim, a constituição de sujeitos reflexivos e críticos, conforme concepções de autores estudados. A partir da observação participante, das cartas onde as educadoras registraram suas percepções acerca do processo de formação vivenciado e das entrevistas coletivas, busquei entender quem são essas profissionais, quais são os seus desejos, quais as concepções que permeiam sua atuação pedagógica, que relações elas estabelecem em seu cotidiano, em que condições trabalham, pensando numa formação que possibilitasse a ressignificação dessas concepções. Com isso, enfatizei a importância da discussão acerca da compreensão que os profissionais que atuam com crianças... (Resumo completo, clicara cesso eletrônico abaixo) / Abstract: The following study concerning the Post graduation in Education Program of Presidente Prudente - SP FCT/UNESP in the field of Education Practices and Teacher Formation, presents the analysis and discussion of an interventional research developed during the year of 2006 in a public institution of Children Education of São Paulo State. Considering the child education municipal net, scatter, punctual and emergencial proposals of formation become evident, not guaranteeing the necessary continuous reflections, essential for a qualified service for toddlers. Thus, the main goal of this research was to propose, experience and analyze in a participant way an in-service formative process developed with three professionals who work in a kindergarten group composed by two and three year-olds. In order to do that, I started from a conception in which children and adults are the protagonist of their actions and reflections and consequently it becomes essential to always contextualize them socially, culturally and historically. This way, the perspective directed to the analysis and interpretation of the phenomena related to their context, making it possible to constitute reflexive and critical beings, according to the studied authors' conceptions. Based in the participative observation, in the letters where the educators registered their perceptions about their formative process and in the collective interviews, I tried to understand who these professionals are, which are their wishes, which conceptions are beyond their pedagogical actions, which relations they establish in their day-by-day and in which conditions they work, thinking about a formation that would make true a new meaning of these conceptions. That is why I emphasized the importance of the debate about the comprehension which the professionals that work with toddlers have, considering... (Complete abstract click electronic access below) / Mestre

It was the purpose of this study to survey (1) the procedures now used in the selection of gifted pupils in selected junior high schools of northern California; (2) the selection of teachers for these pupils; (3) the curricular features of their instruction; and (4) the factors determining these procedures.

Because giftedness is a complex, little understood concept which has become politicised, it was deemed necessary to evaluate the Four Area Curriculum Extension and Enrichment model in terms of three epistemological focuses: Cartesian, Socialist and Deep Ecology. Reasons for the selection of these three epistemologies are discussed after which the traditional Cartesian, homunculus view of giftedness is shown to be flawed and a case made for reconceptualizing giftedness to confirm its collective, socially constructed, immanent nature, grounded in the existential human condition. The rationale behind, and design of the Four Area model as reflected in the guide to schools is shown to reflect the Deep Ecology epistemology. The philosophical statement, goal and aims of the guide are shown as clashing with the Deep Ecology ideology. In order to avoid epistemological dissonance, a reformulated statement of intent for the Four Area model which merges the Cartesian, Socialist and Deep Ecology epistemologies into a unitary aim is suggested. The design, short-term success and appropriateness of each of the four Areas of provision are analyzed and evaluated in the light of critical theory as also questionnaires and annual reports completed by principals and co-ordinators. Modifications to aspects of the Four Area model are recommended which, it is argued, will give it greater contextual relevance and make it an appropriate medium for promoting giftedness for all South African pupils. Finally, it is argued that intelligence and genius should be viewed, not as personal capacities, nor as social constructs but metaphysically as a function of gathering complexity.

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)

This study investigated the question, if children diagnosed with ASD who learned safety skills through traditional teaching methods transferred them to real world situations more effectively and efficiently than children who learned safety skills through VR strategies. Eight children diagnosed with ASD were selected for this study. Participants were randomly assigned to form two groups of four children each. Two training phases were used for each condition ("Teaching As Usual" and VR). Training sessions were conducted twice a week for a maximum time limit of 30 minutes per session. Training phases lasted for five weeks and included instruction on fire safety (Phase I) and tornado safety (Phase II). A generalization and maintenance phase followed the training phases to assess learned skills. Results indicated that training via VR was a more efficient means; however, when effectiveness was measured both groups appeared to yield similar results. / Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders. / "July 2006." / Includes bibliographic references (leaves 83-88)

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According to research, the academically gifted child may not have his/her educational needs met in a classroom with his/her age mates. This study was an investigation of the impact of mentorship on academically gifted students in an attempt to adjust curriculum to reflect what the identified gifted child i s ready to learn. There is little theoretically-based research on the impact of mentorship on children with advanced academic capabilities. It was hypothesized that academically gifted students who received individualized instruction from a mentor would show positive changes i n motivation and that this teaching approach would further enhance their academic proficiency. Learning satisfaction would also be a result of participation in a mentorship program. A multi-case study methodology was employed, including four identified gifted students. Replication of results across cases illustrates an overall improvement in academic competency and motivation. The children involved learned a great deal, evolved as motivated students and had a noticeable sense of satisfaction from participating in the program. Conclusions justify the need for curriculum modification for academically advanced children.

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)