Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 83-86).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-155). Also available for download via the World Wide Web; free to University of Oregon users.

D.Ed. (Educational Psychology) / Please refer to full text to view abstract

No description available.

SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR EDUCATJONlS 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.

Technological advancement has allowed widespread use of computers. Teachers are using computer based instruction in educating talented and disadvantaged youngsters. Unabated by unsettled issues and claims, computers are introduced to cope with declining enrollment and school revenues; pressure to improve student achievement and cut costs. However, some educators fear two possibilities: computer displacement of teachers; and creating a class of technologically disadvantaged students that could result from a growing gap of access to computers. Another factor is the restriction of disadvantaged students to basic skills. While providing opportunities of a wider application to others. The objectives of this research are: to examine issues about instructional computers; review the academic and economic rationales behind; and, to make appraisals of their instructional and resource effectiveness. A quasi-experimental evaluation research was carried out on two "experimental" groups (CAI and PLL), and a control group (TMI) of Title I schools in Portland. A sample was selected, and multiple criteria of effectiveness assessment, i.e., comparative economic analysis and impact assessment, was conducted using multiple-regression and regression-based covariance analysis on test scores, instructional time, cost figures and other census data. A survey of instructional personnel was also conducted to evaluate courseware quality. Highlights of the findings of the research are the following. Title I students' achievement scores neither the initial nor the final are homogeneous; however, computers foster effective compensatory education; CAI shows a superior instructional achievement and cost-effectiveness. Survey results of instructional personnel confirm this finding. Resource and neighborhood variables explain a significant portion of achievement variation. Instructional time is positively related to but not a linear predictor of achievement. The impact of time also depends on the level of achievement. The expansion of instructional computer use is encouraged, together with recommendations for caution in the selection of courseware/curriculum compatibility. It is also strongly recommended that teachers should be involved in the selection of future instructional technology to assure successful implementation and optimal compatibility of teachers and computers.

No description available.

No description available.

No description available.