Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1990. / Also available in print.

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 135 pages. Includes bibliographical references.

This study concerned standardization and refinement of an instrument to measure assertiveness in adolescents, and use of that instrument to compare alternative-school students with each other and with students in a traditional school. Most instruments measuring assertiveness are normed on white adult populations. Of the few designed for adolescents, only the Adolescent Assertiveness Discrimination Test provides a tripartite breakdown of subject responses into aggressive, passive, and assertive responses. The test is unpublished and is in the process of standardization and refinement. Multiple linear regression procedures were used to test the three hypotheses. Each hypothesis was tested four times on different groups (alternative versus traditional school students; dropouts versus disciplinary referrals) and on different instruments (AADT; A Scale). Hypothesis 1, which stated that demographic variables, and their interactions with school group, were related to assertiveness, was not supported. Hypothesis 2, which stated that the demographic variables were related to assertiveness, was not supported. Investigations into which of the demographic variables singly contributed to assertiveness showed that gender was significant. Females scored higher on the AADT and males scored higher on the A Scale. Hypothesis 3, which stated that school group was related to assertiveness, was supported on all comparisons except between dropouts and disciplinary referrals on the A Scale. Traditional school students scored higher on the AADT, and alternative school students scored higher on the A Scale. However, of all groups, dropouts scored highest on the AADT.

A vulnerable group, learners with Fetal Alcohol Spectrum Disorder (FASD) within the Foundation Phase learner population, has often been neglected with regards to literacy development. These learners in many cases do not get optimal teaching and learning due to an inability of teachers to address the literacy needs adequately within the mainstream classroom context. The purpose of this study was to determine the emergent literacy profile of learners with FASD in a Grade One classroom in a selected rural farming community. This study aimed to understand the socio-economic elements that may contribute to barriers in the families of learners with FASD that contribute to the possible emergent literacy problems. As well as highlight the strengths present in the socio-economic context of these families that can be used to support learners with FASD. Bronfenbrenner’s and Morris (1977; 1992) ecological systems theory provided a framework for understanding the complexity of influences, interactions and interrelationships between an individual and various other systems that are linked to the individual. A mixed methods research design was used in order to collect both quantitative and qualitative data. Multi-method data collection strategies were employed in this study. The multi-method approach involved: baseline assessment, interviews and drawings. An interpretive data analysis style was employed for the qualitative data analyses and the quantitative data analysis was statistical. The results of the quantitative and qualitative data were interpreted together. The findings suggest that the participants showed significant challenges in the areas pertaining to phonemic awareness, print awareness, oral language and reading skills. And according to the mothers’ adverse socio-economic environmental conditions also daze the effects of FASD on the learners emergent literacy profile.

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.

Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009 / The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential

This study investigated the relationship between maladaptive behavior, defined as referral to counseling, and the Adlerian construct of birth order. The birth order variables examined were ordinal position, sex of subject, family density, family size, socio-economic status, intactness of family, age of mother, and sex of sibling. The subjects in this study were 217 school-aged children with academic and/or behavior problems who were referred to an interdisciplinary guidance center. The subjects were assigned to counseling or no-counseling groups on the basis of an interdisciplinary evaluation and staffing, which included an extensive battery of academic and psychological tests.