Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 79-92).

This study explored the barriers to education experienced by a group of learners in the context of HIV and AIDS. It also examined the extent to which HIV/AIDS is viewed as an exclusionary factor in the schooling experiences of primary school children. The research site was a co-educational school that is a service provider to mostly disadvantaged learners from a lower socio-economic background. There were twelve participants in the study: six girls and six boys. Four focus group interviews were conducted with the children to explore their experiences of potential barriers to education. Within the focus group sessions, various participatory research techniques were employed in data collection, including projective techniques, drawing exercises and ranking exercises. The study provides evidence of a complex, at times contradictory, and intricate web of barriers to education that learners experience in this schooling context. In general, various contextual factors have a profoundly negative impact on the children’s schooling experiences, in particular their access to quality education. Children are exposed to multiple, complex layers of risk and trauma from growing up in the context of HIV and AIDS. There is little evidence that the school has the resources to provide emotional and psychological support. The study has implications for the development of policy and intervention strategies that may meet these children’s needs. Finally, the study makes a contribution to research methodology in its use of participatory research techniques for data collection. The data exemplifies that children are active participants in and competent interpreters of their world – in this case their lives and schooling in the context of HIV and AIDS. / Thesis (M.Ed.) - University of KwaZulu Natal, Durban, 2008.

Protocol: The study reported information from case records of 17 new mothers and their children who received an agency's services. Mother's expectations about their child's accomplishment of four developmental tasks (controlled crying, walking, toilet training and accepting discipline) were compared with mother's practices over a four to five year period.Participants: Seventeen adult women (currently 18 years and older) who were mothers of newborns and who received continuous agency services during a four to five year period agreed to participate in the case record review.Information Handling: When mother's signed release form was returned, the agency made the mother's case record available for selecting information pertinent to the study questions. The investigator focused on the caseworker's anecdotal notes of home visits, written narrative interviews, biannual goal-setting forms, and the Denver Developmental Screening Tests (Denver II) related to the mother and baby.Analysis: Information was grouped around two major themes. One theme was the mothers' expectation statements and mothers' practices about their child's development. The other major theme was the description of the caseworker's informal educational techniques and role modeling of appropriate behaviors.Conclusions: The most common developmental patterns were: Eleven of 17 mothers held expectations about their behaviors related to controlled crying; seven of 17 mothers' expectations matched their child's age for walking; nine of 17 mothers' behaviors didn't match their expectations related to toilet training their child; and seven of 17 mothers' behaviors matched their expectations with regard to accepting discipline.The most common pattern was that the case worker provided appropriate amounts of literature; discussed development, both general and focused, at numerous home visits; administered and discussed developmental testing approximately every six months; referred and coordinated developmental delay treatments; and assist the mother in providing the treatment plans. / Department of Educational Studies

This study is a multi-level analysis of the pervasive phenomenon of what is termed here as low-fee private (LFP) schooling in India focusing on Lucknow District, Uttar Pradesh. The significance of the study is its focus on a private sector uniquely characterised as one targeted to a clientele traditionally excluded from private education. The study follows a single-case embedded case study research design of the type explained by Yin (1994). Its guiding framework comprises theoretical levels of analysis which are the individual, organisational, and institutional, corresponding to the case sub-units of household, school, and state respectively. The research design is structured through a new institutional paradigm which is also used to analyse results at the institutional level. Data were collected through interviews, observations, documents, and field notes. Direct household data sources were 60 parents/close family members at two focus schools (one urban and one rural); school sources were owners/principals of 10 case study schools (five urban and five rural); and state sources were 10 government officials. Analysis of the 100 formal interviews, informal interviews, observation events, and field notes followed a qualitative approach through an inductively derived analytic framework. Structured portions of household and school interviews were analysed through descriptive statistics providing data on household and school background characteristics. Documents were analysed using a modified content analysis approach. Implications of individual-level results lie in highlighting the schooling choices and patterns of a group that is otherwise regarded as homogenous, i.e. children are not sent to school because parents are uninterested in schooling and fail to see its relevance. In fact, results indicate that disadvantaged groups accessing the LFP sector in the study are active choosers who made deeply considered and systematic choices about their children's education. A model to explain their school choice processes is empirically derived. Data suggest that households employed the strategies of staying, fee-bargaining, exit, and fee-jumping to engage with LFP case study schools. Organisational-level results focus on case study school profiles, their organisational structures, and the strategies they employed to operate in the new schooling market. Results also focus on a qualitative understanding of the challenges case study schools faced as LFP schools, both by the institutional context and household demands. Finally, data point to the mechanisms instituted within the schools to deal with household needs and demands and the changing household-school relationship. The implications of institutional-level analysis He in exposing inconsistencies in the application of the formal institutional framework (FIF) for schooling to case study and other LFP schools by institutional actors. Differences in the FIF in principle and in practice are linked to perverse incentives embedded within it. The results strongly indicate the existence of what is termed here as, the shadow institutional framework (SIF), employed by case study schools to mediate the FIF to their institutional advantage. The SIF comprises internal institutions common across the set of case study schools, allowing them to form linkages with other LFP schools and exchange institutional information; and external institutions or higher order institutions governing how case study schools interacted with the FIF for basic and/or secondary education and private schooling. The SIF tied together an otherwise independent set of LFP schools as a de-facto sub-sector of the greater private sector. The study's main contributions are its analysis of an emerging local model of formal private schooling for disadvantaged groups; extending new institutional theory's application to education; and the methodological contribution of mediating the researcher's positionality through currencies.

The study of the history of children has been marginalised over the centuries. Children are the lifeblood of any society and play a significant role in its development. It was only recently that the role of children was recognized. This study focuses on reasons for indigency in early twentieth century Durban. It establishes the various socio - economic factors responsible for this phenomenon. This led to the abuse of children's rights and the rise of child indigency. The incidence of child labour and vagrant children roaming the streets of Durban led to white philanthropists forming the Durban Child Welfare Society. Indigent children of colour were denied access to this welfare society. In 1927, two institutions were established to cater for indigent Indian children, The Aryan Benevolent Children's Home and The Durban Indian Child Welfare. The Great Depression saw a phenomenal increase in the number of indigent children in Durban. Municipal authorities were reluctant to confront the rising tide of indigent black children. After negative press coverage, the municipality established the Bantu Child Welfare Society in 1936. This was inadequate to cater for the burgeoning number of indigent children. Social activists later developed places of safety, such as the Brandon Bantu Home and the Motala Lads' Hostel to assist indigent African and Indian children The outbreak of World War Two and a relaxation of influx controlled to a diaspora of Africans to the city. The reversal of influx controlled to a series of socio-economic challenges for African children particularly. Unemployment, coupled with indigency, soared resulting in children loitering the streets of white suburbs in search of jobs and food. Complaints from recalcitrant white residents led to the arrest and detention of children between the ages of 6 and 16 at the notorious Overport Detention Barracks. Appalling conditions at these barracks led to a public outcry. Child care crusaders, ensured that appropriate action was taken to rectify the situation. This prompted a shift in government policy towards childcare for black indigent children in Durban. / Thesis (M.A.)-University of Durban-Westville, 2002.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 73-88).

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2022. Includes bibliographical references (leaves 255-275).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 54-57).