Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M.S.W.)--University of Hong Kong, 2003.

Thesis (M.A.)--Kuo li Taiwan shi fan da xue. / Mimeo, copy. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 91-99).

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A needs assessment was conducted to identify top priorities for the development of a Comprehensive Guidance Program (CGP). The assessment was given to junior high students (grades 7-9) and their parents. This thesis is a comparison of students' and parents' perceptions of the needs of students in junior high school setting. The findings indicate the parents and students shared similar views on themes of support for career and future plans, concern for more information on health issues, and concerns of what servics the school should provide. However students' and parents' individual needs were not similar. A Spearman Rho test showed a very low overall correlation between the ranking of needs of the two groups. The findings led to the recommendation that thematic similarities should guide the development of programs and that community support should be sought to address individual priorities identified by each group. A major benefit of the study was the development of a process for the engagement of the community in school development. Further investigation may be needed to help understand the differences in the parents' and students' perceptions. / viii, 120 leaves ; 29 cm.

This study investigated levels of general, academic, and social self-concept in junior high school children. The effects of Gender, IQ and achievement level, as well as type of program were also considered in relation to self-concept. / Subjects were 85 students in grades 7 and 8 attending a large comprehensive high school, 40 of whom participated in a specialized Talented and Gifted (TAG) program. The remaining 45 were drawn from the regular school population and constituted a comparison group. Measurements included the Piers-Harris Childrens' Self-Concept scale and the Otis-Lennon Mental Ability Test. / Results indicated no significant differences between groups on measures of general or social self-concept. On measures of academic self-concept, TAG students scored significantly higher than students from the regular program. With regard to gender effects, no significant differences emerged between males and females on measures of self-concept. Finally, no significant differences were determined on measures of self-concept between TAG participants scoring higher on measures of IQ and achievement and those scoring lower. Educational implications and suggestions for future research are discussed.

Thesis (Ed.D.)--University of Tulsa, 1977. / Bibliography: leaves 79-82.