Thesis (Ed.D.)--Teachers College, Columbia University, 1969. / Typescript; issued also on microfilm. Includes tables. Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-110). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 195-202).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

M.Ed. (Didactics) / The problem of individualization strategies for teaching English at child care and reformatory schools is the focus of this inquiry. Aspects of the problem were encountered during initial professional visits to teachers of English classes at these schools, which cater for behaviourally deviate pupils. The researcher observed that certain pupils were unable to complete the English syllabus because of a protracted absence from school during the year. This phenomenon was disregarded by the teachers and resulted in poor performances by the pupils. An additional investigation was conducted and interviews were held with persons concerned with the fifteen child care and reformatory schools which were visited and an analysis was made of available documentation. This research reinforced the original observation that poor performances by pupils in the subject English were possibly caused by a lengthy absence form school. By means of a literature study, didactical structures which were to assist pupils who had absconded, were identified. An observation schedule was compiled and teachers were evaluated according to their successful application of these structures. During the research it became evident that the teacher was one of the most important identifiable factors which have an influence on the learning progress of the pupil. The successful practice of individualization within the English classroom depended upon the functional application of the Academic Time Continuum, differentiated work sheets and an individual frequency table. It is suggested that pupils could benefit if teachers were to take note of the didactic structures highlighted in this research.

The biggest problems facing South Africa is high rate of poverty. There are many reasons behind the high levels of poverty, and one of them is unemployment rate. Poverty is felt by particular groups, especially pro poor. Researchers brought to our attention that there is a link between poverty, children health and their school performance. According to the Millennium development goals, eradication of poverty, achieve primary education, empower women, and reduce mortality rate link together. For these goals to be achieved, full responsibility of women as life carriers should be taken into consideration as role players in upbringing children lives. Women health should be catered for better health as they are linked to the unborn and also born babies. In order to learn effectively and successfully one must be in good health. Children raised in poverty are subject to health problems, and at times suffer grave consequences because of some nutrients deficit in their bodies. The descriptive study investigated the impact of unemployment on Grade R learners in Stephen Mazungula Primary School in Nelson Mandela Bay Metropole. To understand the problems faced by learners and make recommendations. The study made use of sources like documents, government laws and policies, books, journals, newspaper articles and internet to promote the best interest of a child.

This study investigated the reading progress made by disadvantaged children instructed by either an individualized approach or a basal approach. A review of the literature indicated that children from disadvantaged homes frequently lack the motivation and attitudes to achieve academically. In many cases the individualized approach to reading instruction has been shown to improve attitudes toward reading. This study was designed to compare attitude and achievement growth of children instructed by either the popular basal reader approach or the individualized approach. The two instructional approaches were defined to ensure that all classrooms met the criteria for each program. The basal approach was one where the teacher followed the suggestions in the teachers’ manual which accompanied the basal reader for all reading instruction. The individualized approach was defined as one which incorporated the principles of seeking, self-selection and pacing with individual conferences, skills instruction as needed sharing sessions and record sheets kept by each child. The sample was labelled "disadvantaged" and defined by father's occupation falling in Classes five through seven of the Blishen Occupational Scale. Children were selected who met the criteria of being disadvantaged, and were presently enrolled in grade three individualized or basal classrooms in the lower mainland of British Columbia, Canada. The children were placed in the four cells of the experimental design depending on their sex, and instructional approach. Although there were originally twenty subjects per cell, attrition resulted in approximately sixteen subjects per cell for whom complete data were available. In February each subject was given the Goodenough-Harris Drawing Test, a non-verbal measure of intellectual ability. In May, each subject was tested on the San Diego Inventory of Reading Attitude and the California Reading Test, Upper Primary, Form W. The four dependent variables- attitude, vocabulary, comprehension and total reading- were analyzed over the four cells. Analysis of covariance removed effects due to intelligence, and three basic questions were answered about each dependent variable. These questions were: 1. Do significant differences in scores exist because of the different instructional approaches used? 2. Do the scores vary significantly between boys and girls? 3. Does an interaction effect of instructional approach and sex cause differences in scores? Of the twelve hypotheses which were tested, one proved to be significant at the .05 level. This was Hypothesis Two, that different attitudes to reading occurred because of sex, with the attitude of the girls being superior to that of the boys. Trends, significant at the .25 level, indicated that girls received higher scores on achievement measures, and that boys taught by the basal approach and girls taught by the individualized approach received best results on the vocabulary test. / Education, Faculty of / Graduate

Submitted in fulfillment of the requirements for the degree of Master of Education in the Faculty of Education, Department of Educational Psychology At the University of Zululand, 1994. / The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.

This study, conducted in a suburban school district, examined academic achievement and demographic considerations for a group of students overage for their respective grades. Records of 127 subjects were examined and data collected with respect to student performance on academic indicators of at risk behavior. Indicators were scores on criterion referenced tests in reading and mathematics as well as school absence figures for all subjects. These data were subjected to ANOVA and Chi Square Tests of significance to ascertain if there were differences between the students who were overage due to in-grade retention and those overage for other reasons. Research hypotheses were formulated as null statements which averred there would be no differences within or between groups and further, that there would be no differences between the groups with regard to gender, ethnicity, participation in Federal meal plans and identification as handicapped under the provisions of PL 94-142. Significance was demonstrated only in regard to reading scores of all subjects in the primary research hypothesis. This apparent significance may be due to other factors. The secondary research hypothesis was supported. The demographic hypothesis was supported in regard to gender and minority group membership. CONCLUSIONS AND RECOMMENDATIONS 1. This study supports other research evidence that overage students are at greater risk for failure to complete academically appropriate programs than are their age-appropriate cohort. 2. Indicators of school failure can be seen during the elementary school years in the population of students who are overage for their grades whether or not they were retained in grade. 3. There appears to be no distinction in terms of academic indicators of at-risk performance, absence and demographic considerations between subjects who were retained in-grade and those who were older for other reasons e. g ., starting school a year after the legally permitted age. 4. Disadvantaged, male, minority, and handicapped students were overrepresented in both groups. 5. This study adds validation to the literature which overwhelmingly fails to support retention or other interventions which leave students overage for grade. 6. Schools need to devise and install interventions other than in-grade retention and other practices rendering the student older than the age-grade cohort. 7. Educators should examine district policies regarding overage students and in-grade retention for congruence with research findings as opposed to the tacit belief systems of many educators, parents, community members and legislators.