Thesis (M.Ed.)--University of Adelaide, Dept. of Education, 1976.

This work shows the rate of use of Facebook of pupils aged 9 to 15 years in selected elementary schools in Prague, Brno and Ostrava. The aim of work is to describe new trends in communication of children and adolescents. The secondary objective is the prediction of the use of Facebook in the future. The aim of theoretical part is to describe what Facebook is, who the users are. I focused on psychological and social characteristics of children and adolescents, their communication, both face to face and virtual. Methodology of the practical part consists of analysis of the use of Facebook groups mentioned. It is focused mainly on determining of the research questions and hypotheses, the results of the survey and discussions.

The problem in this study is to evaluate a library service program designed to increase recreational reading among elementary school age children.

The problem of this study was to analyze the answers given by four groups (grade levels) of elementary school children and one group of adults (college freshmen) to direct questions regarding natural phenomena, to classify their explanations, to determine the methods and types of explanations used by these groups when they explain typical natural phenomena, and to compare these findings with the results of other investigators, especially Jean Piaget and Mervin E. Oakes.

The purpose of the study is to classify the retarded children from the viewpoint of selection for special education to determine the probable percentage of slow-learning children in the elementary school, and to evaluate the provisions made for the retarded group.

The study is concerned with the change in mathematical conceptual understanding and computational skills of elementary school pupils during an academic period of twelve months in selected schools using mathematics resource personnel. Researching instructional techniques for mathematics concepts being taught in the elementary school and assisting in the implementation of the research into classroom procedure were the functions of the resource personnel. A total evaluation of the data was used to form the following conclusions confined to the population used in the study and the experimental procedure which was followed: 1. The use of mathematics resource personnel did not prove effective in improving the computational skills of the first or third grade elementary school pupil. 2. The use of mathematics resource personnel did not prove effective in improving the conceptual understanding of the first grade elementary school pupil. 3. The use of mathematics resource personnel did prove effective in improving the conceptual understanding of the third grade elementary school pupil following a six month period of treatment. 4. The use of mathematics resource personnel did not prove effective in improving the conceptual understanding of the third (now fourth) grade elementary school pupil following a twelve month period of treatment.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 118-128). Also available in print.

The purpose of this study is to understand the lived experience of students taking a high stakes test. The phenomenological method developed by Howard Pollio (Pollio, Graves, and Arfken, 2005, Thomas and Pollio, 2002, Pollio, Henley, and Thompson, 1997) at the University of Tennessee was utilized to explore the perceptions of the experience of fourth and fifth grade students who took the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test, an end of the year criterion-referenced, standardized achievement test given to students in Tennessee. Nine students from two schools in East Tennessee were interviewed about their experience of taking the test. Based on the student’s own words, a Ground and three themes were identified: (Ground) the test as different from other tests; It just felt like another test, but like more important/ weird; (Theme 1) reactions to the actual test: It was kind of hard and kind of easy; (Theme 2) strategies that help you on the test: Yeah, you have to really try hard; and (Theme 3): The purpose of the test: It decides, well, I don’t know, but it seems….. This study shows that asking children about their experience can enlighten our understanding of standardized testing practices that impact test scores schools rely on so heavily to prove their efficacy as an institution. If we are to support our teachers and our schools in this era of high stakes, we should acknowledge the voices of our students who are taking them, and adjust our policy and practices accordingly. Considerations for practice and recommendations are also included.

The purpose of this study was to explore the significant differences on elementary school students¡¦ attitude toward gender and their sex role identity among different background. Four hundred eighty participants from 7 different elementary schools were selected by stratified random sampling for completing ¡§Gender Attitude Scale¡¨ and ¡§Sex Role Identity Scale¡¨. Descriptive statistics, independent t-tests, analysis of variance, correlation, and multiple stepwise regression analysis were conducted on the quantitative data. The major findings were as follows: 1. Girls had significantly higher score on femininity than their boy counterparts. 2. Girls had significantly higher means on gender attitude scale than these boys. 3. The 6th grade students had significantly higher means on gender attitude scale than the 5th grade students. 4. Children with different birth order and parental marital conditions had similar mean scores on gender attitude and sex role identity. 5. Children come from families with girl only had significantly higher means on the femininity and gender attitude than these boy family children. 6. Children come from authoritative and permissive father practices families had significantly higher scores on sex role identity than these children come from uninvolved father practice families. 7. Children come from authoritative mother practice had significantly higher scores on gender attitude than these children come from uninvolved mother practice families. 8. Children with good peer relationships had significantly higher scores on gender attitude and sex role identity than other group counterparts. 9. There was significant positive correlation between students¡¦ gender attitude and sex role identity. 10. The three highest significantly predictors for elementary school children¡¦s attitudes toward gender and sex role identity were good peer relationship, gender, and grades. The conclusions of this study were to provide several suggestions for family educators, school educators, education administrators, and academic institute for future research.

The purpose of this study was to explore foreign spouse children¡¦s mandarin capability, learning attitudes and social interactions, and analyzed the significant differences and predictors of their mandarin capability, learning attitudes and social interactions We conducted a purposive sampling selection to recruit 335 foreign spouse children who are 3rd to 6th graders in Kaohsiung city. All participants completed three scales of ¡§Mandarin Capability Scale¡¨, ¡§Learning Attitude Scale¡¨ and ¡§Interpersonal Relationships Scale¡¨ that developed by the investigator. In addition, 6 children with the highest total scores and the other 6 children with the lowest total scores on the three scales were interviewed for triangulation and consolidation of quantitative results. Descriptive statistics, independent t-test, one-way ANOVA, Pearson¡¦s product-moment correlation, and multiple stepwise regression analysis were used to assess the similarities and differences among groups. The initial findings were as follows: 1. Children came from families of higher education parents presented significantly higher Mandarin capability than these children came from families of lower education parents. 2. Children came from democratic parenting practice presented significantly higher mandarin capability scores than those children with permissive parenting practices. 3. Younger children¡¦s learning attitudes scores were significantly higher than the elder children. 4. Children came from families of higher education parents presented significantly higher learning attitudes scores than those children came from families of lower education parents. 5.Girls¡¦ interpersonal relationships scores were significantly higher than those of the boys. 6. Children came from families of higher education parents presented significantly higher interpersonal relationships scores than those children came from families of lower education parents. 7. Children came from democratic parenting practice presented significantly higher scores on the dimension of ¡§interaction with family members¡¨ than those children with authoritarian parenting practice. 8. There were significantly positive correlations among children¡¦s Mandarin capability, learning attitude and interpersonal relationships. 9. The significant predictors of children¡¦s learning attitude scores were ¡§listening comprehension¡¨, ¡§grammar rhetorical ability¡¨, ¡§language use ability¡¨ and ¡§language expression ability¡¨ . 10. The significant predictors of children¡¦s interpersonal relationships scores were ¡§listening comprehension¡¨, ¡§language use ability¡¨ and ¡§language expression ability¡¨ . Recommendation from research results were suggested to further study of foreign spouses children¡¦s Mandarin capability, learning attitudes and social interactions.