Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 57-59.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.

No description available.

Learning to write is a complex process that students struggle with, particularly those studying through the medium of English as a second language. This research, report is an exploration of how the sub-skills of writing are dealt with from differing theoretical perspectives. Research in the teaching of writing has been increasingly student-centred and focuses attention on writing as a recursive process in which planning, structuring, reading, revising and editing take place throughout the whole task. In line with this . tendency, the research report aims to evolve an approach to the teaching of writing which synthesises the strengths of current paradigms for the teaching of writing. The synthesis approach is applied to an analysis of TELIP (Teachers' English Language Improvement Programme) writing materials in an attempt to determine its effectiveness as an analytic tool.

李晉鏗. / Thesis (M.A.)--香港中文大學敎育學院. / Includes bibliographical references (leaves 197-214). / Li Jinkeng. / Thesis (M.A.)--Xianggang zhong wen da xue jiao yu xue yuan. / 論文提要 --- p.i / 誌謝 --- p.ii / Chapter 第一章 --- 引論 / Chapter 一、 --- 書法敎育的涵義 --- p.1 / Chapter 二、 --- 書法在中國傳統敎育中的地位 --- p.3 / Chapter 三、 --- 書法的敎育價值與功能 --- p.4 / Chapter 四、 --- 本論文之硏究目的 --- p.7 / Chapter 第二章 --- 文獻評述 / Chapter 一、 --- 傳統書法敎育理論文獻 --- p.14 / Chapter 二、 --- 現代書法敎育硏究論文 --- p.19 / Chapter 甲、 --- 實驗法的硏究 --- p.19 / Chapter 乙、 --- 書法與心理的硏究 --- p.20 / Chapter 丙、 --- 書法敎育的專題討論 --- p.21 / Chapter 三、 --- 香港小學書法課程與研究 --- p.22 / Chapter 四、 --- 香港中學書法課程與硏究 --- p.23 / Chapter 五、 --- 香港敎育署所定之書法課程及有關硏究 --- p.24 / Chapter 第三章 --- 硏究方法 / Chapter 一、 --- 硏究資料的蒐集 --- p.29 / Chapter 二、 --- 硏究方法 --- p.31 / Chapter 三、 --- 硏究範圍與限制 --- p.32 / Chapter 第四章 --- 書法敎育與中國文化 / Chapter 一、 --- 書法與文字 --- p.35 / Chapter 二、 --- 書法與文學 --- p.41 / Chapter 甲、 --- 詩 --- p.41 / Chapter 乙、 --- 散文 --- p.46 / Chapter 丙、 --- 楚辭 --- p.46 / Chapter 丁、 --- 賦 --- p.47 / Chapter 戍、 --- 書信尺牘 --- p.48 / Chapter 己、 --- 碑誌 --- p.50 / Chapter 三、 --- 書法與藝術 --- p.55 / Chapter 四、 --- 書法與德育 --- p.58 / Chapter 五、 --- 書法在社會與日常生活上的應用 --- p.60 / Chapter 六、 --- 書法與文化的傳播 --- p.62 / Chapter 第五章 --- 中國書法敎育的發展 / Chapter 一、 --- 古代的書法敎育 --- p.72 / Chapter 二、 --- 秦漢時期的書法敎育 --- p.73 / Chapter 甲、 --- 秦代的書法敎育 --- p.73 / Chapter 乙、 --- 漢代的書法敎育 --- p.74 / Chapter (一) --- 概論 --- p.74 / Chapter (二) --- 漢代小學的書法敎育 --- p.76 / Chapter (三) --- 漢代小學的字書 --- p.77 / Chapter (1) --- 四字爲句的字書 --- p.77 / Chapter (2) --- 七字爲句的字書 --- p.78 / Chapter (四) --- 漢代書法藝術專科學校´一ؤ鴻都門學 --- p.78 / Chapter (五) --- 漢代石經的刊´刻´ؤؤ熹平石經 --- p.79 / Chapter 三、 --- 魏晋南北朝的書法敎育 --- p.80 / Chapter 甲、 --- 三國的書法敎育 --- p.80 / Chapter (一) --- 概論 --- p.80 / Chapter (二) --- 三國的學校 --- p.81 / Chapter (三) --- 三國的書法 --- p.81 / Chapter (四) --- 魏正始石經與書法敎育 --- p.82 / Chapter (五) --- 社會風氣與當法敎育 --- p.82 / Chapter 乙、 --- 晋代的書法敎育 --- p.83 / Chapter (一) --- 概論 --- p.83 / Chapter (二) --- 晋武帝設置書博士的職位 --- p.83 / Chapter (三) --- 道敎與書法敎育 --- p.84 / Chapter (四) --- 社會風氣與書法敎育 --- p.85 / Chapter (五) --- 家學、私人傳授與書法敎育 --- p.88 / Chapter (六) --- 王羲之與書法敎育 --- p.89 / Chapter 丙、 --- 南北朝的書法敎育 --- p.91 / Chapter (一) --- 概論 --- p.91 / Chapter (二) --- 書學見於正史 --- p.92 / Chapter (三) --- 社會風氣與書法敎育 --- p.92 / Chapter (四) --- 書法取士 --- p.94 / Chapter (五) --- 品評書法藝術的專著 --- p.95 / Chapter (六) --- 佛敎與書法敎育 --- p.96 / Chapter (七) --- 千字文與書法敎育 --- p.96 / Chapter 四、 --- 隋唐的書法敎育 --- p.98 / Chapter 甲、 --- 隋代的書法敎育 --- p.98 / Chapter (一) --- 書法敎育被立爲官學 --- p.98 / Chapter (二) --- 書風與師承 --- p.98 / Chapter 乙、 --- 唐代的書法敎育 --- p.99 / Chapter (一) --- 概論 --- p.99 / Chapter (二) --- 唐代學校的書法敎育 --- p.100 / Chapter (三) --- 唐代科舉與書法敎育 --- p.101 / Chapter (四) --- 唐代書法敎育發達的原因 --- p.104 / Chapter (五) --- 有關書法敎育的書學論著 --- p.107 / Chapter 五、 --- 五代、宋的書法敎育 --- p.109 / Chapter 甲、 --- 五代的書法敎育 --- p.109 / Chapter 已、 --- 宋代的書法敎育 --- p.110 / Chapter (一) --- 概論 --- p.110 / Chapter (二) --- 宋代科舉與書法敎育 --- p.113 / Chapter (三) --- 宋代小學的書法敎育 --- p.114 / Chapter (四) --- 有關書法敎育的書學論著 --- p.115 / Chapter 六、 --- 元、明的書法敎育 --- p.116 / Chapter 甲、 --- 元代的書法敎育 --- p.116 / Chapter (一) --- 概論 --- p.116 / Chapter (二) --- 元代的書風 --- p.116 / Chapter (三) --- 元代科舉與書法敎育 --- p.117 / Chapter (四) --- 元代理學家程端禮的書法敎學 --- p.118 / Chapter 乙、 --- 明代的書法敎育 --- p.119 / Chapter (一) --- 概論 --- p.119 / Chapter (二) --- 明代學校的書法敎育 --- p.119 / Chapter (三) --- 明代科舉與書法敎育 --- p.120 / Chapter (四) --- 明代的書風 --- p.121 / Chapter 七、 --- 清代的書法敎育 --- p.122 / Chapter (一) --- 概論. --- p.122 / Chapter (二) --- 清代國學的書法敎育 --- p.123 / Chapter (三) --- 清代學塾的書法敎育 --- p.123 / Chapter (四) --- 書法敎育在清末新敎育中的地位 --- p.125 / Chapter (1) --- 壬寅學制中的書法敎育 --- p.125 / Chapter (2) --- 癸卯學制中的書法敎育 --- p.126 / Chapter (五) --- 清代科舉與書法敎育 --- p.127 / Chapter (六) --- 清代的書風 --- p.128 / Chapter 八、 --- 辛亥革命以來的書法敎育 --- p.130 / Chapter (一) --- 概論 --- p.130 / Chapter (二) --- 191´1ؤ1949中國小學的書法敎育 --- p.130 / Chapter (三) --- 191´1ؤ1949中國中學的書法敎育 --- p.131 / Chapter (四) --- 台灣國民小學的書法敎育 --- p.132 / Chapter (五) --- .台灣國民中學的書法敎育 --- p.133 / Chapter (六) --- 台灣高級中學的書法敎育 --- p.134 / Chapter (七) --- 台灣書法敎育問題硏究與分析 --- p.135 / Chapter (八) --- 大陸的書法敎育 --- p.137 / Chapter (九) --- 大陸小學書法敎育近況 --- p.138 / Chapter (十) --- 大陸中學書法敎育近況 --- p.140 / Chapter (十一) --- 書法師資的培訓 --- p.141 / Chapter (十二) --- 社會風氣與書法敎育 --- p.142 / Chapter 第六章 --- 香港的書法敎育 / Chapter 一、 --- 香港與中國的文化關係 --- p.157 / Chapter 二、 --- 香港早期學校的書法敎育 --- p.158 / Chapter 三、 --- 二十世紀前半期香港的書法敎育 --- p.159 / Chapter 甲、 --- 二十世紀前半期中文學塾的書法敎育 --- p.159 / Chapter 乙、 --- 二十世紀前半期香港中學的書法敎育 --- p.160 / Chapter 丙、 --- 二十世紀前半期香港小學的書法敎育 --- p.161 / Chapter 丁、 --- 小結 --- p.162 / Chapter 四、 --- 戰後迄今的香港書法敎育 --- p.162 / Chapter 甲、 --- 小學的書法敎育 --- p.162 / Chapter 已、 --- 中學的書法敎育 --- p.165 / Chapter 丙、 --- 專上學院的書法敎育 --- p.166 / Chapter 丁、 --- 私辦書藝學院、書學組織對書法敎育的貢獻 --- p.167 / Chapter 第七章 --- 香港書法敎育問題硏究與分析 / Chapter 一、 --- 小學書法敎育問題硏究與分析 --- p.174 / Chapter 二、 --- 中學書法敎育問題硏究與分析 --- p.177 / Chapter 三、 --- 專上學院的書法敫育問題硏究與分析 --- p.181 / Chapter 四、 --- 私辦書藝學院、書學組織在推動香港書法敎育上所扮演的角式與及所遇到之問題。 --- p.182 / Chapter 第八章 --- 結論與建議 / Chapter 一、 --- 結論 --- p.186 / Chapter 二、 --- 建議 --- p.193 / 參考書目 --- p.197

This study is an ethnographic investigation into the teaching of writing in an African secondary school in the Pietermaritzburg area. It arose out of my awareness that schooling distributes literacy unequally and negatively affects learners' abilities to participate effectively in society. This inequality of access is prevalent in South African schools in the aftermath of apartheid education policy. The purpose of the research is to explore these issues of access and to gain an understanding of the factors that shape learners' knowledge, skills and attitudes around writing. The need to gain a rich understanding of these factors indicated that a long-term, indepth ethnographic study was appropriate. Accordingly I taught grade eleven classes at a school for two and a half years to understand the context in which teachers and learners operated. The core of the data came from Literate Life Histories that I collected by means of interviews with six learners. This was triangulated with data from interviews with teachers, classroom observation, analysis ofsyllabuses, teacher guides and examinations, participant observation of matriculation examinations, and analysis of student work. The data shows that inappropriate teaching, assessment and texts deprives learners ofaccess to effective literacy. Systemic constraints of syllabuses, teacher guides and large classes shape teachers' practices. As a result, learners experience a narrow range of genres, no explicit teaching or assessment around genre conventions, and inaccessible texts. Learners thus view writing as a grammar exercise, have little confidence in their ability to communicate via writing, do not see writing as a process of refinement, and have little knowledge of how genre, tenor, field and mode shape written texts . These findings point to the need for the rehabilitation of writing in the schools and teacher training. This will require attention to syllabuses, assessment practices and the adequate supply of appropriate textbooks. / Thesis (M.A.)-University of Natal, Pietermatizburg, 2000.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study analyzed the effects of a training package containing response constraint, self-evaluation, reinforcement, and a fading procedure on written letter components and whole letter writing in four elementary school participants. The effect on accuracy of written components was evaluated using a multiple-baseline-across components and a continuous probe design of components, as well as pre-test, baseline, and post-test measures. The results of this study show that response constraint and self-evaluation quickly improved students' performance in writing components. Fading of the intervention was achieved quickly and performance maintained. Results also show that improvement in component writing improved whole letter and full name writing and letter reversals in the presence of a model were corrected.

No description available.

Telehealth is needed urgently nationwide, given the COVID-19 pandemic. It isespecially urgent in rural and less populated areas where healthcare access is limited. Currently, because there are no pediatric handwriting assessments validated for telehealth use, the TeleWrite assessment would fill an unmet service need and expand the use of telehealth-based occupational therapy (OT) assessment in pediatric practice. This dissertation explored the preliminary psychometric properties of TeleWrite, a handwriting assessment tool designed to measure the legibility and fluency of handwriting for children in first through third grade administered via telehealth. A series of studies were completed to determine initial interrater reliability, content validity, and clinical utility using classical test theory. The Rasch model of measurement was used to determine the preliminary psychometric properties of TeleWrite using Winsteps® (v. 4.7.0). The quantitative Rasch analysis of TeleWrite included administration of the tool to 148 children from first to third grade. This study tested the initial construct validity (internal validity) and test reliability of TeleWrite using the Rasch model of measurement. The Partial Credit Model (PCM) was used for rating scale analysis because TeleWrite is composed of three distinct scales (handwriting rate, accuracy, and fluency) that differs per task (near point or far point) and per grade level. The Rasch analysis showed a generally good fit with the Rasch unidimensional model, indicating strong construct and internal validity and moderate ability to separate abilities of students reliably in terms of handwriting skills. However, following the Rasch model, a larger sample is necessary to obtain improved calibration, reliability, and validity measures. This study and supported by the literature described the need for a new handwriting evaluation tool validated for telehealth use. The findings of the current research contribute to the literature and OT practice as the first handwriting assessment specifically designed and validated for telehealth use that assesses all pertinent variables of handwriting associated with handwriting difficulties.