The thesis examines the way in which the classroom practices of teachers use gender as a means of categorisation, organisation and control and help to create and/or perpetuate particular perceptions and expectations of gender behaviour and relations in children.Within this context. the thesis will explore the extent to which classroom practices reflect (or differ from) the more general attitudes that teachers hold about gender relations and about the appropriate education of girls and boys.It will also investigate the constraints upon teachers' practices which stem from the school situation; the social background. training and attitudes of the teachers; the structure of the lives of married women (as wives/mothers/teachers); the children themselves, who come into school with certain attitudes already formed, and who continue to participate in a culture wider than the school.It will study the effect of different catchment areas upon the practices of teachers and upon the interaction between teachers and pupils. This aspect of the thesis is based upon the assumptions that:i] children's experiences in family and community will vary between catchment areas.ii] teachers will view each catchment area differently and that their aims. ambitions and educational practices will be influenced by the nature of the catchment area and by their view of it.iii] the outlook of the headteachers is a crucial variable since they are key figures in defining the policies of the school and the nature of the relationship of the school to its catchment area.Through the comparison of catchment areas the thesis will incorporate the variable of class, and study the interaction of class and gender in specific settings. As a subsidiary theme, the urban-rural variable will also be considered.While the main emphasis will be on the routine practices of teachers, some attention will be paid to less common forms of interaction such as the treatment of children who 'deviate' from expected forms of gender behaviour.As well as the interaction between teachers and pupils, the thesis will examine the nature of interaction between children themselves as this relates to gender relations.

This study is based on a multifaceted model of self-concept and aimed to explore the intricacies of the multidimensional nature of self-concept and its relationship to students' academic achievement, socioeconomic status and their intelligence. Sex differences in various facets were also investigated as a major concern of this study. The subjects of this study were 157 boys and 177 girls, drawn from 12th Grade students from five educational zones in the United Arab Emirates. Three instruments were used to assess students' self-concept. The Self-Description Questonnaire (SDQ) was utilised to assess students' self-concept of Arabic language, chemistry, mathematics, peer relations, parent relations, physical ability and physical appearance. The Brokeover Self-Concept of Academic Ability Scale (SCAA) was administered to assess students' self-concept of general academic ability. Students' general self-concept was measured by the Coopersmith Self-Esteem Inventory. The Raven Progressive Matrix Test assessed students' general IQ and Socioeconomic Status (SES), measured by the sum of four demographic variables related to parents' education, occupation, housing and income. Students' achievement level was assessed by the mid-term examination grades in Arabic language, mathematics and chemistry. The major statistical tools used were independent t-test, simple correlation, partial regression, stepwise regression and canonical correlation analysis. The findings of this study reveal that girls had higher self-concept of mathematics, chemistry, general academic ability and physical appearance and boys had higher self-concept of physical ability. No sex differences, however, were recorded in the areas of Arabic language, parent relations, peer relations and general self-concept. Furthermore, a significant low correlation was observed between IQ and some dimensions of selfconcept (mathematics, general and general academic ability). A weak association was found between students' socioeconomic status and their general and academic selfconcepts. The relationships between self-concept dimensions and each of IQ and SES were different for boys and girls. Students' achievement scores in mathematics and chemistry were strongly correlated with their self-concept in corresponding areas, but showed almost no correlatation with their non-academic self-concepts. A few recommendations are forwarded for further study and some implications are outlined at the end of this thesis.

The main purposes of this study were to examine the effect of children's self-esteem on their classroom interactions with teachers, to study the effect of teachers' evaluation of students’ self-esteem upon their contacts with students, and to find out whether or not children's self-esteem or teachers' evaluation of students' self -esteem may change over a period of time.The study was mainly conducted in two stages. In the pilot study, instruments which could be utilized in the main study were tried out to check their suitability for applying to the mentally-handicapped children. Also, an observational system was developed for recording teacher-pupil interactions in special classrooms. In the main study, the revised self-esteem inventory, the anxiety scale and the group reading test were administered to two hundred and fifty ten- to twelve-year-old ESN(M) children In six special schools within a county. Simultaneously, teachers of these children were asked to assess their students' self-esteem with the same self-esteem inventory and to complete a behaviour questionnaire for each child. Then, twenty-nine children and four teachers were selected from four classrooms in two special schools as the sample f or more detailed observations from October 1981 to April 1982. Both re-measuring and re-assessing of these children's self-esteem were carried out in the middle and at the end of the study.Six null hypotheses and seven research questions were formulated to investigate the self-esteem of mentally-handicapped children and teacher-pupil interactions in special classrooms. Both parametric and nonparametric statistics were used for data analysis.The results indicated that children with different levels of self-esteem did not differ significantly in the types and frequencies of their interactions with teachers. Similarly, teachers showed no difference in their total initiated contacts with different teacher-evaluated groups except they gave more positive responses to the low teacher-evaluated group. Analysis of children's self-rating self-esteem scores and teacher-evaluated self-esteem scores in three testing sessions illustrated a significant negative change in children's self-esteem scores but failed to show a significant change in teacher-evaluated self-esteem scores. Further analysis revealed that no significant relationships existed between the frequencies of teachers' interactions and children's final self-rating self-esteem scores, between the frequencies of children's interactions and the final teacher-evaluated self-esteem scores, and between children's initial self-rating self-esteem scores and the frequencies of their classroom behaviour. The initial teacher-evaluated self-esteem scores, however, were positively related to their instructional contacts with students but negatively related to the frequencies of their positive responses to students' contacts.In summary, this study failed to support the theoretical assumption that an individual's behaviour was directed by one's self-esteem. To a certain extent, it illustrated that teachers' evaluations of students' self-esteem did affect their interactions with students. It also confirmed the belief that once a student had been identified in a certain way teachers seldom changed their perception of a student. Finally, this study showed a negative change of children's self-esteem in special classrooms.

No description available.

In chapter 1, the discussion is focussed on the underlying reason for the introduction of the education programme for the gifted in Malaysia and the need to undertake this study. The review of literature on the concept of giftedness, procedures and the measures used to identify intellectually gifted is presented in chapter 2.Almost all measures used to identify intellectually gifted have been developed in the USA and the UK, so,they have had to be translated to Malay and pretested. Thus, in chapter 3, the stability and to some extend the validity of the Malay version of these measures are presented. The Malay version measures are found to have similar ability as the original version. Since the criterion of intellectual giftedness is high IQ, an individual intelligence test has to be administered and this will limit the number and the representativeness of the sample. The possibility of screening the respondents and the procedure used to collect the data is detailed in chapter 4. The descriptive statistics that served as a basis for further analyses are presented in chapter 5.The effectiveness of the current or conventional procedure of using a grade from a public achievement test and categorization of test score is evaluated in chapter 6. Having found that the conventional procedure is not effective, multiple regression and discriminant function analyses are conducted to find the predictor(s) of giftedness and its the effectiveness especially in term of reducing false positives and false negatives. On the basis of these findings, presented in Chapter 7, a multi-stage procedure of identifying intellectually gifted Malay children can be developed by education authorities in Malaysia. In chapter 8, the main findings of the study is summarized and the establishment of longitudinal validation study is proposed.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 208-212.

Thesis (M.A.) -- Reformed Theological Seminary, Virtual Campus, 2007. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.