No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / This investigation examined the relationship of the self-concept of children with cleft lip and palate to the self-concept of non-cleft children. Fifty cleft lip and palate children between the ages of eight and 18 were individually matched by age, sex and race with 50 non-cleft children. Each child was given the Piers-Harris Children's Self-Concept Scale. Children with clefts, regardless of sex, reported significantly lower global self-concept than non-cleft subjects (p < .005). Further significant differences between cleft and non-cleft subjects were found in five of six cluster scores. These included: behavior (p < .05), school status (p < .05), popularity (p < .05), happiness and satisfaction (p < .001), and physical attributes and appearance (p < .001). A significant effect (p < .01), was found on the popularity score, with cleft males feeling less popular than their non-cleft peers. A significant effect was also found on the anxiety score, with cleft females reporting significantly more anxiety (p < .01) than their non-cleft peers. A questionnaire was completed by the parents of the cleft and non-cleft subjects evaluating their child's relationship with family, peers and progress in school. In general, parents of both groups reported positive ratings of their child's social interactions. Parents of cleft. . subjects reported more negative responses than the parents of non-cleft subjects concerning the teasing the child experiences because of his/her facial appearance (p < .05) and the effect that the child's facial appearance had on progress in school (p < .05).

No description available.

An experiment was conducted to determine the effects of varying amounts of peer group support on discussion and opinion change in a two-person verbal interaction. The results indicated that males speak more than females, subjects in groups where there was unequal support spoke more and made more positive and fewer neutral statements than subjects in groups with equal support. The most neutral and fewest positive statements were emitted in groups where subjects each had a moderate amount of support. / Thesis / Master of Arts (MA)

The philosophy of teacher evaluation has changed over the past decade. Today more teacher evaluations are leaning toward the accomplishment of specific objectives established collectively by the teacher and evaluator. Beginning teachers find difficulty in identifying areas for improvement since they lack the teaching experience, base needed' to establish future performance objectives. The student teacher learning situation is similar to the beginning teacher. This study attempted to utilize the results of student ratings as a means for developing student-teacher behavioral objectives. The design process of this study divided the student teacher population into a control and experimental groups. The treatment process administered to the experimental group contained two “elements. The first element was a forced choice rating scale called the Student Teacher Diagnostic Questionnaire. This evaluation form completed by the students during the fourth week of student teaching determined the students assessment of the student teacher and his learning environment. The second element consisted of three "Peer Group Counseling Sessions" and provided the form for discussing thé student diagnostic ratings and establishing objectives for positive student teacher change. The diagnostic evaluation instrument provide ratings in four diagnostic categories: (1) personal traits, (2) professional competence, (3) student-teacher relationships and (4) classroom management. The final assessment of student teacher behavioral change in the experimental group was accomplished through the administration of the Student Teacher Rating Scale to both the control and experimental groups. This two part evaluation instrument administered during the twelfth week also provided the data to determine the overall student teachers characteristics associated with the four diagnostic categories. The statistical analysis of the data used a Pearson Product Correlational, t tests, and a one way analysis of variance for repeated measures. The findings revealed that no significant difference (at the .05 level or lower) existed between control and experimental groups total students ratings. Diagnostic category differences were significant at the .01 level for both groups on the final rating scale. The Newman-Keuls Process was incorporated to determine these differences. The category differences in the total mean scores on the Student Teacher Rating Scale were fewer for the experimental group than control group. This decrease in category differences was attributed to the student feedback and group counseling process. The students raters ranked the category of personal traits Significantly lower for all student teachers on both evaluation instruments. Category differences also occurred in the university supervisors ratings. Classroom management was ranked consistently higher than the other three categories. Cooperating teacher results indicated no significant category differences. There were no significant differences (at the .05 level or lower) found in the student ratings of teachers with high college grades and those with lower college grades. Also, there was no significant differences in middle and senior high student ratings of student teachers. University supervisors, cooperating teachers, and students all showed a slight positive correlation in rating student teachers. Only the cooperating teachers and students reached a significant level of .01. The two part Student Teacher Rating Scale revealed no significant difference between the forced choice section and the Likert scale section. / Ph. D.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 113-114). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 64-70).

Thesis (Ph. D.)--University of Hong Kong, 1995. / "July 1994." Includes bibliographical references (leaves 365-396).

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 78-82).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 64-70). Also available in print.