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Facilitating the development of self-concept skills in the classroom among trainee teachers.Thabethe, Pauline Poppy Ntombi January 1991 (has links)
A RESEARCH REPORT SUBMITTED TO THE DIVISION OF SPECIALIZED EDUCATION,
UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT
OF THE REQUIREMENTS OF THE DSGREE OF MASTER OF EDUCATION (SCHOOL
COUNSELLING) / There is generally a lack of research in the area of self concept development in
the classroom, as related to Black education in general, and at Black colleges of
education in particular. The importance of self-concept in the academic situation
and the need to develop it in Black education was a motivating reason for the
current research study. The study was undertaken at the Soweto College of
Education. (Abbreviation abstract) / Andrew Chakane 2019
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GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policyNewton, Michael John January 2008 (has links)
The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Effects of early acoustic stimulation of prepulse inhibition in mice [electronic resource] / by Lisa Tanner.Tanner, Lisa. January 2003 (has links)
Professional research project (Au.D.)--University of South Florida, 2003. / Title from PDF of title page. / Document formatted into pages; contains 20 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this study was to determine the effects of an atypical pattern of early acoustic stimulation on auditory development. Previous human research suggests that the acoustic environment of pre-term human infants in the Neonatal Intensive Care Unit (NICU) negatively affects some aspects of auditory development. Animal research suggests that premature auditory stimulation interrupts auditory development. Because mice are born before their auditory systems are developed, they make an excellent model for research on fetal and postnatal plasticity of the auditory system. The premature auditory state of newborn mice is similar to that of the NICU pre-term infant, albeit, natural for mice C57 mouse pups were exposed to an augmented acoustic environment (AAE) of a nightly 12-hour regiment of 70 dB SPL noise burst, beginning before age 12 days (onset of hearing) and lasting for one month. / ABSTRACT: The prepulse inhibition (PPI) of mice exposed to the AAE was compared to that of non-exposed mice to observe short-term and long-term effects. Results showed that the prepulse inhibition of the AAE exposed mice did not differ significantly from that of the non-exposed mice. However, it is possible that the measurement used, PPI, may not have been appropriate or that the AAE may not have been an appropriate simulation of the NICU environment. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.
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Effects of bilingualism, noise, and reverberation on speech perception by listeners with normal hearing [electronic resource] / by Dashielle M. Febo.Febo, Dashielle M. January 2003 (has links)
Professional research project (Au.D.)--University of South Florida, 2003. / Title from PDF of title page. / Document formatted into pages; contains 37 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The accurate perception of spoken English is influenced by many variables, including the listener's native language, reverberation, and background noise. Few studies of speech perception by bilingual listeners have carefully controlled for second language proficiency and even fewer have presented speech in everyday listening environments that contain noise and reverberation. In the present study, detailed language background, language proficiency information, and individual language samples were collected and the speech stimuli were presented in a variety of quiet, noisy, and reverberant listening environments. / ABSTRACT: The effects of noise and reverberation on the perception of American English monosyllabic words was examined for two groups of young listeners with normal hearing: 1) monolingual American English speakers and 2) Spanish-English bilinguals who acquired both languages prior to age 6 years, exhibited similar spoken proficiency in both languages, and spoke English without a noticeable accent. An innovative test of virtual speech perception was used to assess word recognition in two listening environments typical of everyday communication: a simulated noisy anechoic environment and a simulated noisy reverberant environment. Word recognition was also measured in quiet and in an unprocessed noisy environment. For each noisy listening environment (unprocessed, anechoic, reverberant), three signal-to-noise ratios were employed. Results indicate that early bilingualism negatively affects perception of words presented in noisy listening environments. / ABSTRACT: Significantly poorer word recognition was observed for the bilingual listeners than for the monolingual listeners in all three noisy environments and at all noise levels. Both groups exhibited similar word recognition in quiet. The results were surprising considering the high level of spoken language proficiency exhibited by all bilingual listeners. It is often assumed that highly proficient Spanish-English speakers are equally proficient at understanding English; however, these data indicate that the speech understanding of this group may be overestimated in natural listening situations. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.
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A study of the self-concept of resource class students in the context of Hong KongTing, Kwong-fat, Tony., 丁廣發. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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An exploratory study of violence and the development of self-concept in black children.Pieterse, Andre. January 1996 (has links)
South African black children have been exposed to extremely high levels of violence,
especially in the townships. This study was initiated in ,order to explore the effects of
violence on the self-concept of the black child in South Africa. In addition the
applicability of current self-concept theories and psychometric measures to this
population was investigated. This study is therefore mainly exploratory. Sixty
individuals of both sexes between the ages of 8 and 10 years were sampled from two
schools. Thirty from one in a high violence and the other thirty from one in a low
violence area. However, after finding that the experimental and control groups did not
differ signifficantly these groups were reassigned according to exposure to violence
rather than geographically. Direct and indirect exposure to violence as well as family
and other stressors were measured with the aid of the Life Events Questionnaire (Mason
and Killian, 1993). In order to determine the effect of exposure to violence on selfconcept
these two groups were compared using one quantitative and two qualitative selfconcept
measures. The quantitative measure was the Piers-Harris Children's SelfConcept
Scale and the qualitative measures were the Human Figure Drawing Test and
an Incomplete Sentences Test. Results were analysed by multivariate statistical
procedures. This study concluded that violence has no significant effect.on self-concept
in black children (p,>O.05). The Piers-Harris Children's Self-Concept Scale was found
to be a reliable measure of self-concept in black children. Recommendations include
broadening self-concept theories for black children by incorporating theories from
disciplines other than psychology. The power of the present study would have been
increased by using larger samples. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 1996.
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The self-concept of street children compared to that of placement children.Rapholo, Jabhile Grace January 1996 (has links)
There has been a lot of research highlighting the plight of street children throughout the
world in the past few years. A review of the literature on street children reveals that the
problem is worse in developing countries. The number of street children can be expected to
increase in South Africa as a result of rapid urbanisation and development. This will certainly
pose a problem for the government and other organisations concerned with the welfare of
street children.
In order to combat the proliferation of the number of children in the streets, concerned
parties need to know more about street children before intervention and effective policies can be designed.
This study was initiated to serve that purpose: to provide information on how street children perceive themselves. The information gathered and results of the study can
be used by service providers to design effective intervention programmes.
Twenty street children from the Pietermaritzburg central business district and the comparison
group of twenty children from a "place of safety" in Pietermaritzburg were interviewed and
assessed. Children from the "place of safety" were chosen as a comparison group because
their familial histories have many factors which are common to street children as well.
Assessment ofthe two groups of children entailed measuring the children's self-concepts by
using the Piers-Harris Children's Self-Concept Scale. Human Figure Drawings were used to
identify signs and levels of emotional distress using the Koppitz Emotional Indicators
procedure. Furthermore, an unstructured interview was conducted with each child.
The data was analysed quantitatively using statistical sub-programs of the Statistical Package
for the Social Sciences (SPSS). The following statistical tests were computed: means to
measure central tendency, independent t-tests to determine the statistical significance of the
difference between the two groups' self-concept scores and emotional indicators. Quatro Pro
and Harvard Graphics software packages were used to analyse the data qualitatively and
present it graphically .
Statistical analyses of the results reveal no significant differences between the self-concept
of street children and that of the comparison group of placed children. Both groups' scores
on the Piers-Harris Children's Self-Concept Scale are within the average range. This means
that street and placed children's perceptions of themselves, as measured by the Piers-Harris
Children's Self-Concept Scale, are similar to those of other children in the general population.
Signs and levels of emotional distress as measured by Koppitz' list of Emotional Indicators
are within the non-pathological range for both groups. This indicates that street and placed
children's levels of emotional distress are similar to those found in other children in the
normal population. It is therefore concluded that despite being exposed to hazardous
situations and having lived in deprived and abusive situations, street children do not display
significant levels of measured emotional distress. Street children are found not to be as
disturbed as previously assumed by journalists and fiction writers who tend to romanticise
or politicise their plight. Placed children, who also share some of the predicaments that street
children have endured in terms of turbulent childhoods, do not seem to show deficits in their
self-concepts and emotional functioning either.
Recommendations on how to plan intervention programmes for street children are also
offered. Moreover, the standardisation of the Piers-Harris Children's Self-Concept Scale on
local populations is recommended. / Thesis (M.Soc.Sci.)-University of Natal, Pietermartizburg, 1996
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Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group contextPienaar, Pieter Abraham. January 2008 (has links)
Thesis (PhD (Education))-University of Pretoria, 2008. / Includes bibliographical references.
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A Comparison of Student Achievement, Student Self-Concept, and Parental Attitude Toward Traditional and Montessori Programs in a Public School SettingClaxton, Sue Speck 05 1900 (has links)
This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district.
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The Effect of an Instructional Program on the Creative Thinking Skills, Self-Concept, and Leadership of Intellectually and Academically Gifted Elementary StudentsFults, Elizabeth Ann 08 1900 (has links)
This study sought to determine the effectiveness of an instructional program for developing creative thinking, a positive self-concept, and leadership among intellectually and academically gifted elementary students in grades four, five, and six. The purposes of the study were to determine the effect of experimental treatment on test scores measuring creativity, self-concept, and leadership; to compare the performance of the moderately intellectually gifted with that of the highly intellectually gifted; to determine whether boys or girls benefited more from instruction; and to determine whether fourth-, fifth-, or sixth-grade students achieved greater test gains after experimental treatment.
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