Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 92-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11835

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 143-154). Also available on the World Wide Web.

Thesis (Ed.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ed.M.)--Boston University

Thesis (Ed.D.)--Boston University

Thesis (Ed.M.)--Boston University / The purpose of this study is to build a vocabulary for supplementary reading in a second grade which is using the Ginn and Gates Readers as basic textbooks. This vocabulary will be built from fifteen story books not used as school texts.

Thesis (Ed.M.)--Boston University / The purpose of this study is to produce a systematic progression of social studies skills for fourth grade pupils in the interpretation of maps and globes. Intelligent map reading tends to develop intelligent diagnosis of human and world relationships. Incidental or non-directive map teaching is not sufficient for all of the vicarious travel encountered in the social studies. Since the cartographer's language introduces a new symbolic communication, a mental picture behind each feature on the map becomes a necessary step to understanding. The ability to read types of specific information from maps and globes needs to be developed gradually and in systematic progression as early as possible.

Thesis (Ed.D.)--Boston University.

abstract: For some children, peer victimization stops rather quickly, whereas for others it marks the beginning of a long trajectory of peer abuse (Kochenderfer-Ladd & Wardrop, 2001). Unfortunately, we know little about these trajectories and what factors may influence membership in increasing or decreasing victimization over time. To address this question, I identified children's developmental patterns of victimization in early elementary school and examined which child-level factors influenced children's membership in victimization trajectories using latent growth mixture modeling. Results showed that boys and girls demonstrated differential victimization patterns over time that also varied by victimization type. For example, boys experienced more physical victimization than girls and increased victimization over time was predicted by boys who display high levels of negative emotion (e.g., anger) towards peers and low levels of effortful control (e.g., gets frustrated easily). Conversely, girls exhibited multiple trajectories of increasing relational victimization (i.e., talking about others behind their back) over time, whereas most boys experienced low levels or only slightly increasing relational victimization over time. For girls, withdrawn behavior lack of positive emotion, and displaying of negative emotions was predictive of experiencing high levels of victimization over time. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2015

Orientador: Dair Aily Franco de Camargo / Banca: Maria Cecília de Oliveira Micotti / Banca: Belmira Amélia de Oliveira Bueno / Objetivou-se diagnosticar qual a orientação para trabalho em grupo e como ela é recebida pelas professoras de primeira série de ensino fundamental da rede Municipal de Educação; buscou-se também identificar qual a concepção dessas professoras sobre o tema e como esta se manifesta nas práticas pedagógicas. A investigação ocorreu por meio de entrevistas com as professoras e com a coordenadora pedagógica da Secretaria Municipal da Educação, utilizando-se da metodologia observacional em situação real de aula. Apesar das professoras afirmarem receber alguma orientação da Secretaria da Educação para esse tipo de trabalho, ressaltam uma falta de continuidade, ou de um acompanhamento mais incisivo e comprometido. / It was aimed to diagnose which orientation for work in group and how it is received by the teachers of first series at elementary school in the Municipal Education system; moreover, it was also aimed to identify which the conception of those teachers about the theme and how this is present in the pedagogic practices. The investigation happened through interviews with the teachers and the pedagogic coordinator of the Municipal Education Clerkship, by using the watcher methodology in real class situation. In spite of the teachers affirm to receive some orientation of the Education Clerkship for that work type, they point out a continuity lack, or a more incisive and committed accompaniment. / Mestre