Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 40-43).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 112-113.

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

Thesis (Ph.D.)--University of Wollongong,2005. / Typescript. Bibliographical references: leaf 283-294.

Thesis (M.App.Psy.)--University of Waikato, 2006. / Includes bibliographical references (leaves 44-51) Also available via the World Wide Web.

The study explores perceptions of nursery education held by staff, parents and children in three state nursery classes in a single local education authority. I have adopted a theoretical framework combining ecological systems theory (Bronfenbrenner, 1979,1992) and phenomenography (Marton, 1981,1988a and 1988b) which have not been combined in previous research in early years education. Such a paradigm synthesis allows me to interpret perceptions within the context of the nursery class, of the broader social milieu and of the research process itself. The research employs a variety of interviewing techniques, observation and documentary analysis. I have developed an interviewing technique specifically for the study in order to overcome some of the problems associated with obtaining young children's perceptions of their educational experience. I consider textual representation of voice, context and processes as problematic, a situation which has effected a change in my epistemological position and my move towards postmodernism. Therefore, I present the research within the context of my development over time. The research suggests that young children are able to voice their own perceptions of their nursery education, and that these perceptions, and children's ability to voice them, may be influenced by certain characteristics of the nursery class setting. Also illustrated is the complex and relative nature of adult perceptions, which must be considered within their situational and temporal context

The selection interview is frequently regarded as a situation in which communication between the two participants is effected solely through the medium of spoken and heard words. Closer examination reveals it to be a complex interaction involving subtle contents mediated through several channels of communication - visual, olfactory, tactile, kinesthetic (all "non-verbal") as well as the verbal channel. This study examines the effect of information mediated by non-verbal channels of communication upon the selection judgments made by the interviewer. Interviews under normal face-to-face conditions (where non-verbal communication channels are open) were compared with interviews by another interviewer of the same candidates over a telephone (where non-verbal communication is eliminated). Three interviewers participated, and they, and the order of conditions, were randomized to control order and interviewer effects. The forty-three pairs of interviews were conducted by regular Naval Recruiting Officers upon applicants for officer training in the R.C.N. Results of the interviews were actually used for selection. The principal hypothesis, that assessment ratings by the interviewer are influenced by information communicated through non-verbal channels, was supported: the assessments of 10 of the 22 separate attributes rated showed significant differences between telephone and face-to-face condition. The single overall rating of each candidate which represents the interviewers recommendation to higher authority, did not, however, show a statistically significant difference as made under the two conditions. A secondary hypothesis, that overall assessments made in the face-to-face condition will correlate highly with assessments of appearance and bearing, while overall assessments based on the telephone interview will not, was supported. This suggests that at least one kind of information communicated through non-verbal channels, namely, the appearance and bearing of the candidate, does in fact, influence the final evaluation of his suitability. However, appearance and bearing were found to have no significant relationship to the more detailed assessments of "social interests", "motivation", "range of knowledge" and "personal characteristics". Comparisons of the times expended in the two types of interview showed face-to-face interviews to be substantially larger overall than those on the telephone. The interviewer talked relatively more, and the candidate relatively less in the face-to-face as compared with the telephone situation. The proportion of silent time was substantially the same for both types of interview. Implications for further research and application to interviewing practices are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Book Summary: This book reviews how new and promising evidence-based interventions are being used with those involved in the criminal justice system. While there has been an increased emphasis on evidence-based practice within forensic treatment, there remains a disjoint between what we know works and adapting these interventions to those involved in the criminal justice system. This book seeks to bridge that gap by providing an overview of what we know works and how that information has been translated into offender treatment. In addition, it highlights avenues where additional research is needed.

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