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A survey of the treatment of maladjusted children within the educational system in EnglandWeaver, Anthony January 1968 (has links)
No description available.
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Selected factors in assessment of a group designated as school malperformersBullock, Janet E., Marshall, Ronald M., Oliver, E. Frank, Sakai, Shizuko H. 01 June 1968 (has links)
This project was an exploratory study of malperformance among 60 children of the seventh grade of Creston Elementary School, Portland, Oregon. This class was described as an unusually disruptive group of students and was considered by the school as one of the most troublesome in the school's history. The study focused on the concept of malperformance itself and the reliability of its assessment. The major hypotheses were these: A. Teachers are consistent among themselves in how they define malperformance and in whom they designate as malperformers. B. Teachers' and students' estimation of the students' level of performance in the dimensions studied are positively related. C. A student's self- estimate in the dimensions studied is related to his estimation of the teachers' reactions to himself and other classmates. D. The label of malperformer is associated with lower ratings of personal behavior and school subject grades. E. Factors of sex, age, and I.Q. are related to malperformance. Each teacher was asked to define malperformance and to identify malperforming students in his class. Each student was asked if he felt the teachers liked him and if they were fair. The Pupil Behavior Inventory, a standardized rating scale dealing with five areas of student behavior, was administered to the teachers. A modified form of the Pupil Behavior Inventory was administered to each student to determine his assessment of his own behavior. Data was analyzed with the help of statistical tests of significance to evaluate the differences obtained. Study findings did not support the hypothesis that teachers are consistent among themselves in how they defined malperformance and which students they designated as malperformers. Each teacher defined malperformance differently. Some definitions were difficult to interpret in terms of specific behavior traits. There was only 53% marginal probability that another teacher would agree when a particular teacher designated a student as a malperformer. However, there was no significant difference in the number of students designated as malperformers by each teacher. Findings yielded evidence to support the hypothesis that there is a positive relationship between the teachers' estimation of the level of the students' performance and the students' own assessment of his performance. Students designated as normals rated their own behavior very close to teacher ratings. In contrast, malperformers tended to rate their behavior much higher than did the teachers; however, malperformer self-ratings were lower than self-ratings of the other students. Malperformers had lower personal behavior and school subject grades than normals. No significant differences were found in the I. Q. range for normals and malperformers. This study indicated the need for more clarity and consistency in evaluating student behavior within the school system. Further research is needed in developing methods of identifying problem students and how to best help them.
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A study of the effects of busing emotionally handicapped students / Busing emotionally handicapped studentsMcClintock, Leslie H. 03 June 2011 (has links)
The purpose of the study was to determine if special education children classified as emotionally handicapped riding school buses for longer time periods exhibit more behavior disorder characteristics than children classified as emotionally handicapped exhibit riding buses for shorter time periods. The study was restricted to one midwestern metropolitan school district's seventy-five elementary and middle school children classified as emotionally handicapped under Indiana Rule S-1 definition.Data was collected from school bus drivers, school aides, and school administrators. The data was recorded and analyzed for thirteen separate behavioral characteristics.Findings1. A total of 79 percent of the disobedient and disruptive behavior on school buses occurred when emotionally handicapped students were scheduled to ride buses for longer than thirty-one minutes.2. Boys had 85 percent of the total recorded problem behaviors on school buses.3. Girls were responsible for 15 percent of the total problem behavior reports on school buses.4. Eighty-one percent of all problem behaviors on school buses for emotionally handicapped boys and girls occurred for students scheduled to ride school buses longer than thirty-one minutes.Conclusions1. The length of time an emotionally handicapped student was transported needed to be shortened to less than thirty minutes travel time.2. Classroom placement or location needed to be centralized to reduce the length of time for school bus trips transporting emotionally handicapped students.3. Training programs for school bus drivers in. student management, behavior modification, assertive discipline and psychology of the emotionally handicapped child has major implications for changes in student behavior.
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The relationship of achievement motivation and academic achievement with externalizing and internalizing emotionally and behaviorally handicapped childrenBiggs, Patrick F. January 1989 (has links)
The purpose of this study was to examine the relationship between achievement motivation and academic achievement with externalizing (i.e., aggressive, acting-out) and Internalizing (i.e., Immature withdrawal) emotionally and behaviorally handicapped children. Furthermore, the mean difference in academic achievement of externalizers and Internalizers was examined. Analysis of variance, regression analysis, and t-test procedures were employed to analyze the data.Eighty-two subjects, in grades two through six, currently enrolled In special education programs for emotionally and behaviorally handicapped children, participated in this study. The Child Behavior Checklist-Teacher's Report Form (TRF), and the resultant Child Behavior Profile (CBP) were used to differentiate between externalizing and internalizing emotionally and behaviorally handicapped children. Furthermore, the TRF yielded information on school performance and adaptive functioning. The Thematic Apperception Test of Need for Achievement (TAT), and the Wide Range Achievement Test-Revised (WRAT-R) were administered by the researcher to gather data on achievement motivation and academic achievement, respectively.In general, the children in this study showed little or no motivation for achievement. An analysis of variance, comparing externalizers and internalizers in achievement motivation was not significant. A regression analysis, controlling for Intelligence, showed no difference in achievement motivation between externalizers and internalizers. Knowledge of group membership (i.e., externalizing or internalizing) added little to the explained variance of academic achievement. After controlling for intelligence and achievement motivation, externalizers and internalizers showed no difference in mean academic achievement.On the basis of teacher ratings of adaptive functioning skills considered necessary for success In the classroom, more than 75% of emotionally and behaviorally handicapped children were rated in the clinical range. More than two-thirds of the children were rated below average in school performance. T-tests revealed no difference between externalizers and internalizers in adaptive functioning skills or school performance.ConclusionsBased on the results of this study, the following conclusions were drawn:Emotionally and behaviorally handicapped children are generally lacking in motivation for achievement.Externalizing emotionally and behaviorally handicapped children, and Internalizing emotionally and behaviorally handicapped children do not differ in motivation for achievement.Achievement motivation and academic achievement are not significantly related with emotionally and behaviorally handicapped children.Externalizing emotionally and behaviorally handicapped children, and internalizing emotionally and behaviorally handicapped children show no difference in mean academic achievement.5. Emotionally and behaviorally handicapped children are generally deficient in the adaptive functioning skills judged necessary for school success. / Department of Educational Psychology
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A critical analysis of the processes of referral to special school and integration to mainstream school for certain children perceived by their teachers to be maladjustedSunderland, Jacqueline Karen January 1992 (has links)
The recommendations of the Warnock Committee <1978) and the 1981 Education Act stated that the goals of education were the same for all pupils and they set the scene for all children, irrespective of handicap, to be educated in ordinary schools. The principle of equal opportunities for all pupils, whether or not they have statements of special educational needs, finally achieved statutory recognition in the 1988 Education Reform Act. All pupils now share the same right to a broad, balanced and differentiated curriculum relevant to their needs. However, in spite of the fact that numerous HMI reports state that special schools offer narrow and restricted curricula which may hinder the prospect of reintegration into mainstream schools for their pupils, there is evidence indicating that teachers continue to refer 'maladjusted' or 'difficult to teach' children for assessment with a view to special school placement. This study provides a critical analysis of the processes associated with referral and integration for two groups of children. When the research began, the referred children in mainstream school were likely to be transferred to special school, and the children in special school were already integrating into mainstream.
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Educational strategies for the constructive management of a culture of aggression in a secondary schoolNhlapo, Lovia Thandiwe 06 May 2013 (has links)
Ph.D. (Education) / The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.
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Teacher - pupil relationship of the hyperactive junior primary school childGovender, Gonasagri 04 1900 (has links)
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)
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A study of maladjustment among urban Indian primary school children : a psycho-educational approach.Ramphal, Anandpaul. January 1978 (has links)
This is a report of investigations carried out into three aspects of the problem of maladjustment among Indian primary school children. For the sake of convenience and clarity, the dissertation is divided into the following parts, each investigating a different aspect of the topic: (a) A study of the Incidence of Maladjustment among Indian Primary School Children. (b) A Study of the Attitudes of Indian Teachers to Behaviour Problems of Children. (c) An In-depth Comparative Study of Sub-samples of Well-adjusted and Maladjusted Indian Primary School Children in respect of Selected Aspects of their Home Environment. The research was carried out in the form of three projects corresponding to the title order given above
and referred to in this report as Projects One, Two, and Three, respectively. All three projects are
linked together by the common theme of "maladjustment". / Thesis (Ph.D.)-University of Durban-Westville, 1978.
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Teacher - pupil relationship of the hyperactive junior primary school childGovender, Gonasagri 04 1900 (has links)
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)
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School behavioral problems and family environmentChan, Lai-kwan., 陳麗君. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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