Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 258 pages. Includes bibliographical references.

Psychological distress in children and adolescents is increasing and, despite the growing number in need, many are not able to access appropriate and timely support (Thorley, 2016). Schools have great potential for meeting pupils’ emerging mental health needs and can play a central role in the transformation of services; effective, early intervention programmes can improve pupils’ socio-emotional well-being and educational outcomes (e.g. Bonell et al., 2014; Greenberg, 2010). There is a demand for evidence-based models of good practice to improve schools’ existing support and provision (Department of Health (DH), 2013; 2015). The three studies in this thesis describe an ecologically valid evaluation of the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on socio-emotional well-being and school performance. While previous research (e.g. Cassidy, McLaughlin, & Giles, 2014; Ohl, Fox, & Mitchell, 2012) examined Pyramid’s effectiveness with primary-aged children, this research looked at the impact on pupils in early secondary school (11- to 14-years). A mixed methods design was implemented within a critical realist framework to examine intervention effectiveness and procedures and mechanisms underlying behaviour change. Pyramid pupils were matched with a non-intervention comparison group on age, gender, socio-economic status, and English and Mathematics levels. Socio-emotional well-being was measured using objective and subjective measures which included the Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) and the Well-Being Questionnaire (WBQ: New Philanthropy Capital, 2010) at pre- and post-intervention. Subject ability self-concepts and current academic levels (English and Mathematics) were used as subjective and objective measures of school performance respectively at pre- and post-intervention. At 12-month follow-up the objective measures were used to re-examine the dual domains of interest. The perceptions and experiences of Pyramid service users and club leaders were collected through focus groups and thematically analysed. A distinct trajectory of change for the Pyramid group compared to comparison group peers was identified: intervention recipients demonstrated significant improvements in targeted aspects of socio-emotional well-being at short- and longer-term follow-up, showing large effects, and supporting previous conclusions from primary school evaluations. Pupils’ school performance findings indicated that Pyramid had a ‘buffer effect’ on the typical academic ‘dip’ characteristic of this developmental period. Qualitative findings provided confirmatory evidence for Pyramid’s effectiveness and an understanding of procedures and mechanisms underlying behaviour change. Collectively, these new findings have important implications for theory, practice and future evaluation research which are considered in this thesis. The thesis concludes with a proposal for a five-part Pyramid model that is integrated with Health Promoting School (HPS) strategies to support pupils’ socio-emotional well-being, generating ‘real world’ impact on children and young people’s lives.

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Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

The goal of the present project was to evaluate a mastery learning teaching method in mathematics for engineering undergraduates. Many mathematics teachers are very dissatisfied with the level of understanding displayed by students who pass traditional examinations. The Keller Plan requires mastery demonstrated by almost perfect performance on a sequence of tests which students repeat until they reach the high standard required.The study compared students in the same mathematics subject in the year before a change to Keller Plan teaching, and in the year of the change. Achievement scores, defined in terms of the completeness and consistency of solutions to test problems on the whole of the syllabus, were higher for the Keller Plan group. Measures of attitudes and approaches to study, which were positively related to achievement, indicated that the Keller Plan group had stronger intrinsic motivation, and more diligent study methods. Their confidence tended to be lower than that of the traditionally taught group, but was not low in absolute, and appreciation of the greater challenge of the Keller Plan appeared to be worked out via diligence. Students felt that individual work in the Keller Plan was a better use of time than attending traditional lectures.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Lois Wright Hawkes, Florida State University, College of Arts and Sciences, Dept. of Computer Science. Title and description from dissertation home page (viewed Sept. 25, 2003). Includes bibliographical references.

Thesis Ph.D. -- University of Canberra, 2008. / Includes bibliography (p. 84-97) Also available online.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 205-215). Also available for download via the World Wide Web; free to University of Oregon users.