Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-137). Also available for download via the World Wide Web; free to University of Oregon users.

This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.

This study of the readjustment of problem children was undertaken as an integral part of the physical education program of the city schools of Gladewater, Texas, to determine if physical education in itself is, or can become, a positive factor in reshaping the lives of such children.

published_or_final_version / Education / Master / Master of Education

Thesis (MSD (Play Therapy))--University of Pretoria, 2003. / Includes bibliographical references.

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The purpose of this study is to examine the extent to which fifth-grade teachers, teachers in special education, and child psychiatrists hold similar views regarding the seriousness of commonly observed student behaviors. In addition, the views of these three groups are compared to research regarding which behaviors in children are predictive of future delinquency. The Wickman Scale, consisting of fifty commonly observed children's behaviors, and a fifteen-pair Semantic Differential Scale, designed for use in this study, were administered to a group of fifth-grade teachers, a group of special education teachers, and a group of child psychiatrists.

by Phyllis Wong Yee-seung. / Bibliography: leaves 138-142 / Thesis (M.S.W.)--Chinese University of Hong Kong, 1984