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Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong KongHeung, Vivian Woon King 08 1900 (has links)
This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.
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At-risk students: an exploratory survey of secondary school responsesHo, Kit-wah, Kitty., 何潔華. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of values and value teaching in personal and social education among boys' social development schoolsLee, Kam-ming., 李錦明. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and supportScott, Mornay 28 February 2005 (has links)
Educational Studies / (M.Tech. (Inclusive Education))
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Responding to problem behaviors at school: A psychosocial approachWyatt, Christopher Don 01 January 1999 (has links)
No description available.
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The relationship between the development of motor skills on the self-concept of at-risk childrenHugo, Karin 12 1900 (has links)
Thesis (MScSportSc)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The purpose of this study was to investigate the influence of participation in a sport
development programme on the sport skills and self-concept of28 at-risk primary school
children from a disadvantaged community. All 28 participants were pre-tested, then received a
six-week (12 lesson) intervention programme, after which all children were post-tested. Data
collection for the dependent variables was completed using the Latchaw Motor Achievement
Test and the Catty Self-Concept Scale.
Results of this study revealed that at-risk children realised the following outcomes of
participation in a sport skill development programme:
• Four of six components of motor achievement improved significantly.
• The self-concept of the children did not show a significant improvement.
• Three of six components of motor achievement showed a significant correlation with
self-concept.
Based on the results, it was concluded that participation in a sport skill development
programme could not make a significant contribution to the motor development of at-risk
primary school children. However more research is needed in this specific area in order to
determine how skill development can be implemented to enhance the self-concept of at-risk
children. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die invloed van deelname aan 'n sport
ontwikkelings program op die sportvaardighede en self-konsep van 28 hoë-risiko laerskool
kinders vanuit 'n minderbevoorregte gemeenskap te ondersoek. Al 28 deelnemers was gepretoets
en daarna 'n intervensie program van ses weke (12 lesse) gevolg, waarna die kinders
weer almal gepost-toets is. Dataversameling vir al die afhanklike veranderlikes is voltooi deur
die gebruik van die Latchaw Motoriese toets vir die toetsing van motoriese vaardighdede en
die Cratty Selfkonsep toets.
Resultate van hierdie studie het aangetoon dat die hoê-risiko kinders die volgende
uitkomste met betrekking tot deelname aán die sport ontwikkelings program, behaal het:
• Vier van die ses motoriese prestasie komponente het beduidend verbeter
• Die selfkonsep van die kinders het nie 'n betekenisvolle verbetering getoon nie.
• Drie van die ses motoriese prestasie komponente het 'n betekenisvolle korrelasie
getoon met selfkonsep.
Gebaseer op hierdie resultate, is daar tot die gevolgtrekking gekom dat deelname aan 'n
sport vaardigheid ontwikkelings program geen defnitiewe bydrae gelewer het tot die motoriese
ontwikkeling van hoë-risiko laerskool kinders nie. Verdere navorsing word benodig in hierdie
spesifieke area om vas te stel hoe 'n vaardigheids ontwikkeling program geimplimenteer kan
word om selfkonsep van hoë-risiko kinders te verbeter.
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Die ondersteuning van leerders uit hoe risiko-gemeenskappe in primere skoleDe Jager, Leon 04 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk
situations. These high-risk situations impact on the family-, scholastic and
community contexts and also the relationship variables existing between these systems.
The risk situations in which these learners live, cause and/or on occasion lead to early
school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on
the streets, youth misbehaviour and gangsterism. It is therefore important to determine
and recognize the environmental contexts in which these learners find themselves to on
the one hand reach a better understanding of this phenomenon, and on the other hand to
organise effective aid and assistance initiatives.
The following can be reported in this regard:
Inconclusive evidence exists with respect to the exact nature of the problems, which
confront primary school learners from high-risk situations.
A shortage of effective strategies exists to support primary school learners from
high-risk situations.
This research is undertaken from a social constructionist, contextual ecosystemic
perspective. The research is founded on a combination of both qualitative and
quantitative methodological approaches and is undertaken within the interpretive research
paradigm.
An encompassing literature review was undertaken during which the following aspects
were described and determined, namely:
The problems encountered by learners from high risk situations.
Recommendations from South African state departments regarding the assistance
and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for
learners from high-risk situations.
The empirical investigation is aimed at identifying the nature and extent of the prominent
problems being experienced by learners from high-risk situations. Guidelines were
developed by which learners from high-risk situations can be assisted and supported.
These guidelines were developed on the basis of the research results yielded by the
empirical investigation and a synthesis derived from literature exploration and the
integration of empirical findings.
The research focuses on Grade Seven learners from ten selected primary schools in the
Boland region. The investigative instruments used during this research were the
questionnaire, photo analysis and the focus interview. The research findings have shown
that learners are more inclined to leave the school prematurely because of insufficient
relationships that exists between the family, the community and the school. An integrated
approach between these contexts is therefore essential to develop strategies in order to
prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede
woon en leef Hierdie risiko-omstandighede het 'n impak op hulle
gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat
daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders
leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating,
tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat,
jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van
hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die
fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel.
Die volgende kan in hierdie verband gemeld word:
daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar;
daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede
aan primêre skole te ondersteun.
Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese
perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe
en kwalitatiewe metodologiese benaderings en word onderneem vanuit die
interpreterende navorsingsparadigma.
'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen
beredeneer is:
die probleme wat leerders uit hoë risiko-omstandighede ervaar.
aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van
leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede.
Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te
identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel.
Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese
ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die
empiriese bevindings.
Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die
Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik,
naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het
getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van
gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde
benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat
sal verhoed dat leerders die skool voortydig verlaat.
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Perception of stress, and coping strategies among parents having children with emotional and behavioral problemsLam, York-suen, Eunis., 林若璇. January 1998 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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A behavioural approach to classroom management at secondary levelChow, Yuen-chu, Marie., 周婉珠. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in ChildrenRitzi, Rochelle M. 08 1900 (has links)
Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children with play therapy (Bratton, Ray, Rhine, & Jones, 2005), and child-centered play therapy (CCPT) has proven to be an effective treatment for children with externalizing behaviors such as aggression and other disruptive behavior (Bratton & Ray, 2000; Bratton et al., 2005). Some studies have demonstrated the effectiveness of brief and short-term CCPT, such as twice weekly within two to three months (Blanco & Ray, 2011; Shen, 2002) and when delivered in an intensive format, conducting 12 sessions within three weeks (Jones & Landreth, 2002). In this current study, I sought to determine the effectiveness of intensive CCPT with children identified as having externalizing problem behaviors. Participants were recruited from public schools in the urban area of Darwin, Northern Territory, Australia area. A total of 24 participants completed the study: 18 boys and 6 girls aged 6 to 9 years old (M = 7); 17 Australian Caucasians, 1 English (UK) Caucasian, 1 Asian, 3 Hispanic/Latino, and 2 Biracial. Participants were randomly assigned: 12 to the experimental group and 12 to the wait-list control group. Children in the experimental group received 20 intensive CCPT sessions: twice daily for 10 days. For each child participant, a parent completed the Child Behavior Checklist (CBCL) and a teacher completed the CBCL Teacher’s Report Form (TRF) three times: at pretest, posttest, and one-week follow-up. Mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significant and η2 calculation to assess practical significance. Follow-up results indicated a statistically significant interaction effect on CBCL Externalizing score, F (2, 44) = 14.747, p < .001, with a large effect size of η2 = .277. Results also indicated a statistically significant interaction effect on the TRF Externalizing score, F (2, 44) = 4.042, p = .024, with a large effect size of η2 = .135. Therefore, both parents and teachers indicated that children with externalizing behaviors who received intensive CCPT showed a significant decrease in those behaviors. The results of this study indicate that when time and financial resources call for short-term, intensive CCPT for children with problematic externalizing behaviors, practitioners may use it with confidence that its effectiveness has been demonstrated through this research.
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