Thesis (Ph. D.)--University of Toronto, 2005.

No description available.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (M.A.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains v, 81 p. : ill. Includes abstract. Includes bibliographical references (p. 67-70).

The nuclear family historically has been characterized by two parents and children living together. Parents were the primary significant others who provided the stimuli and support needed for children's success in school. In single-parent families, the traditional support structure is weakened. A growing number of adolescents are brought up in single-parent homes. This raises a question regarding the quality of relationship between students and parents in one-parent households. It also raises a question regarding the role that other individuals and groups play in counseling and supporting students in one-parent households. This study was conducted to determine if achieving and underachieving adolescents from single-parent and two-parent families differ in the quality of relationship they enjoy with their parents, and in the types of people or organizations they consult in making important personal and school-related decisions. Using case study method, two hypotheses were generated for further research. They were: 1. Adolescents from two-parent families are more likely to consult their parents in making important personal decisions than adolescents from single-parent families, who are more likely to rely on peer friends or on their own judgment. 2. Level of parental involvement is closely related to academic status but moderated by family structure. The study suggests that the substantive involvement of parents in school activities with their teenage children has a salutary effect on achievement of most students. Conventional school and parent collaboration actually may constitute a negative influence on the behavior of teens from one-parent homes, however. Their success in school may require extraordinary measures involving especially early identification and professional attention both to the problems of the single parent as well as the maladapted teenage student. Implications for school policy include instituting guidance programs at the elementary level for early identification of underachieving children from single-parent families, to include outreach efforts to single parents. / Ed. D.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Moral development demands a process of individual acceptance or rejection of values and the integration of accepted values in a personal value system. However, for the development of a personal value system, it is not sufficient - particularly in a post-modem era - merely to moralise and set an example. Children therefore have to be guided to internalise positive values and to demonstrate these values in their behaviour. In this process decision-making plays an important role. The moral decision-making model that became more popular than character building in the nineteen-sixties, does not equip learners sufficiently for moral decision-making. In order to attend to this research problem, a qualitative investigation was done, comprising a literature study and field work. The purpose ofthe investigation was to determine the indicators that playa role in compiling a programme for out-door education for learners of the Intermediary Phase, with special reference to decision-making skills. The following important aspects came to the fore from the literature study: It is becoming increasingly difficult for learners to choose between right and wrong. They are surrounded by deviating moral values. Therefore learners should be assisted in making important choices of life, based on a healthy value system. The Intermediary Phase, also known as the mid childhood period, serves as preparation for the adjustments that take place during the adolescent years. The development of moral values, therefore, is an important development task during this phase of life. For children to be able to make ajudicial decision about what is "right" and what is "wrong", they have to be knowledgeable about what is "right" and what is "wrong". There ought to be a specific criterion for making such a decision. The debate whether something such as life orientation as learning area in schools can be or cannot be approached from a particular religious conviction, is currently in progress. Values can not be instructed in a neutral way. Religion is a determining factor from a Christian frame of reference in learning values and norms, as it has moral implications. This study has been approached from a Christian frame of reference. The premises of the humanistic movement, in which the classic moral decision-making approach finds its grounding, is irreconcilable with the Christian religion. Should the moral decision-making model be accepted without protest as a final decision in the complex values debate, it could result in moral selfdestruction. There are, however, aspects of the moral decision-making model that could be integrated meaningfully with character building with a view to guiding the learner to moral development. This integrated approach is a focal point in this study. Based on the literature study as well as the field work, which comprised an indaba (ideas conference), study visits abroad, and interviews, the researcher arrived at the conclusion that an integration of an institution for out-door education and an activity circuit with well-trained instructors and facilitators may provide the answer to the research problem. It is problematic to pull together an integrated approach in a simple framework; however, this study offers an intellectual framework in which twenty indicators are highlighted. These indicators can make a contribution in compiling a programme for out-door education for learners in the Intermediary Phase, with a view to teaching decision-making skills, based on character building and aspects of the moral decisionmaking model. / AFRIKAANSE OPSOMMING: Mórele ontwikkeling vereis 'n proses van individuele aanvaarding of verwerping van waardes en die integrasie van aanvaarde waardes in 'n persoonlike waardesisteem. Vir die ontwikkeling van 'n persoonlike waardesisteem is blote moralisering en voorbeeldstelling egter nie genoeg nie - veral nie in 'n postmoderne era nie. Kinders behoort derhalwe begelei te word om positiewe waardes te verinnerlik en dit in hul gedrag te demonstreer. In hierdie proses speel besluitneming 'n belangrike ror Die morele besluitnemingsmodel wat in die sestigerjare meer populêr as karakteropvoeding geword het, rus leerders nie genoegsaam toe vir die neem van morele besluite nie. Om aan hierdie navorsingsprobleem aandag te skenk, is 'n kwalitatiewe ondersoek bestaande uit 'n literatuurstudie en veldondersoek, gedoen. Die doel van die ondersoek is om die indikatore te bepaal wat 'n rol speel by die opstel van 'n buitelugopvoedingsprogram vir leerders van die Intermediêre Fase met die oog op besluitnemingsvaardighede. Vanuit die literatuurstudie blyk die volgende van belang te wees. Dit is vir leerders al moeiliker om tussen reg en verkeerd te kies. Hulle word omring deur , a(~'Ykende morele waardes. Leerders behoort dus gehelp te word om belangrike lewenskeuses vanuit 'n gesonde waardestelsel te maak. Die Intermediêre Fase, ook bekend as die middelkinderjare, dien as 'n voorbereiding vir die aanpassings wat in die adolessente jare plaasvind. Die ontwikkeling van morele waardes is dus 'n belangrike ontwikkelingstaak tydens hierdie lewensfase. Vir kinders om 'n oordeelsbesluit tussen wat "reg" en wat "verkeerd" is te kan maak, moet hulle kennis dra van wat "reg" en wat "verkeerd" is. Daar behoort 'n bepaalde kriterium te wees om hierdie keuse te kan maak. Daar is tans 'n debat in Suid-Afrika aan die gang dat iets soos lewensoriëntering as leerarea in skole nie vanuit 'n bepaalde geloofsoortuiging gedoen kan word nie, aangesien Suid-Afrika se skole in 'n sekulêre samelewing opereer. Waardes kan egter nie neutraal onderrig word nie. Godsdiens is 'n bepalende faktor vanuit 'n Christelike perspektief in die aanleer van waardes en norme, aangesien dit morele implikasies het. Hierdie studie is vanuit 'n Christelike verwysingsraamwerk benader. Die uitgangspunte van die humanistiese beweging, waarop die klassieke morele besluitnemingsbenadering gebaseer is, is onversoenbaar met die Christelike geloof. Indien die morele besluitnemingsmodel kritiekloos aanvaar word as 'n uitkoms vir die komplekse waarde-debat kan dit tot morele selfvernietiging aanleiding gee. Daar is wel aspekte van die morele besluitnemingsmodel wat sinvol geïntegreer kan word met karakteropvoeding ten einde 'n leerder tot morele ontwikkeling te lei. Hierdie geïntegreerde benadering is 'n fokuspunt van hierdie studie. Die navorser het vanuit die literatuurstudie en veldondersoek, bestaande uit 'n ideëberaad, studiebesoeke aan die buiteland asook onderhoude, tot die insig gekom dat 'n integrering van 'n buitelugopvoedingsinstansie en 'n aktiwiteitsbaan met goed opgeleide instrukteurs en fasiliteerders 'n antwoord kan wees op die navorsingsprobleem. Dit is moeilik om 'n geïntegreerde benadering in 'n enkelvoudige raamwerk saam te vat. Tog word in hierdie studie wel 'n denkraamwerk aangebied waarin twintig indikatore uitgelig word. Hierdie indikatore kan help met die opstel van 'n buitelugopvoedingsprogram vir leerders in die Intermediêre Fase ten einde besluitnemingsvaardighede, gegrond op karakteropvoeding en aspekte van die morele besluitnemingsmodel, te onderrig.

In order for children to successfully make the transition from school to everyday life, it is important that they are self-determined. People who are self-determined are autonomous, self-realizing, psychologically empowered and self-regulated (Appendix A). Self-determination involves making choices and decisions with minimal influence from others. Choice making is a component element of autonomous functioning and was the focus for this research project. This study looked at the choices students make pertaining to physical activities. Students in regular and special education schools were compared to determine the extent of self-determination involved with their choices. Twenty students participated from a regular school and 18 from a school for students with intellectual disabilities (ages 7 to 19 years). / In the first part of the study, students were asked to identify which activity they preferred, from various pairs of physical activities presented via pictures. This was performed three times. From student responses, activities were ranked from most to least preferred for each child. The second part of the study consisted of a semi-structured interview that focused on the four categories of self-determination. Student responses were compared with Wehmeyer's model on self-determination (1998) to assess their level of self-determination. Findings suggest that the students with intellectual disabilities were not as consistent in their choices of physical activities compared to their peers without disabilities. As well, the degree of self-determination, according to Wehmeyer's model differed for the two groups.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves [116]-120).

No description available.

The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.