Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The present study examines the issue of minority participation in a multi-faceted prevention program for youth with problem behavior. Historically, participation in such research programs has been low (Myers, Alvy, Richardson, Arrington, Marigna, Huff, Main, & Newcomb, 1990; Coie, 1996; Spoth & Redmond, 2001). Targeted prevention programs, which design their interventions for populations that are susceptible to negative outcomes, face more obstacles to participation than most participants of universal prevention programs. Targeted populations, specifically families with children with problem behavior, are usually under great duress, suffer multiple hardships, and have high adversity characteristics, (e.g., low socioeconomic status, insularity, single-parent families, and low levels of education). As has long been documented, minority status is usually associated with this heightened risk status (Prinz & Miller, 1991). A common suggestion in the prevention and therapeutic treatment literature is the use of minority staff members to increase the likelihood of participation of minority parents (Prinz, Smith, Dumas, Laughlin, White & Barron, 2001). This argument is most prevalent in the literature regarding Latino clients (Sue, Fujino, Hu, Takeuchi, & Zane, 1991). This study attempts to predict minority parents' participation quality (PQ) from demographic variables (e.g., level of adversity, ethnicity), participation rate (PR) (e.g., amount of participation measured by minutes and contacts), and ethnic matching. This study also offers insight on how PQ and PR relate to one another. The results of this study imply that PQ and PR relate differently for Latino parents than they do for parents from other ethnicities. The relationship of these variables has implications for frequency of dosages in an intervention, especially for interventions that attempt to reach distinct populations.

Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper reviewed extant literature related to current definitions and models of treatment acceptability and treatment integrity and presented a comprehensive integrated model of these constructs that addressed the aforementioned gaps in the intervention literature. A mixed methods study exploring student, facilitator, and observer perceptions of treatment acceptability and treatment integrity of an eight-week bullying prevention intervention was conducted. The study investigated the role of cultural modifications (i.e., context-based procedural or curriculum changes employed to enhance the treatment acceptability or integrity of the intervention). Qualitative data were analyzed with an inductive-deductive approach (Nastasi et al., 2004). Deductive coding was used to illustrate components of treatment acceptability, treatment integrity, and cultural modifications salient to this research and an inductive approach was used to identify emerging themes. Consensus coding was conducted with greater than 90% interrater agreement. Quantitative data were analyzed using descriptive statistics. Qualitative and quantitative analyses revealed positive findings with respect to treatment acceptability and treatment integrity. Facilitator competence, behavior management, student engagement, and time management emerged as qualitative themes related to treatment integrity. Qualitative data suggested a positive relationship between student and facilitator perceptions of treatment acceptability. Qualitative findings revealed modifications to the curriculum content and delivery based on cultural factors (e.g., gender and age) to enhance treatment acceptability. Implications for school-based bullying research and applied practice were described. The results suggested that the use of mixed methods enhanced the comprehensiveness, depth, and quality of data regarding stakeholder perceptions of treatment integrity and treatment acceptability.

The purpose of this study is to explore the development of the school-based curriculum in junior high schools in Tainan City. The strategy adopted for analysing this study is to consider literature review, document analysis, and interviews. Besides, analyize the curriculum contents in junior high schools in Tainan City in the 93 academic year.In addition,four academic directors at junior high schools in Tainan were selected to do the interview. They were required to verbalize their thoughts and feelings in the task. Their interviews were then transcribed, and the data were further identified, categorized, and defined.The findings were categorized into three major categorizes,SWOT analysis,curriculum development organization,and curriculum contents. The above study allows us to reach the following conclusions¡G 1¡B The committees of the school-based curriculum development in junior high schools in Tainan City have been founded by the regulations. 2¡B The school-based curriculums in junior high schools in Tainan City have been arranged by the regulations. And everything goes according to plan.However, most schools have similar plans,so it¡¦s hard to show the individuality of each school. 3¡B All of the junior high schools in Tainan City have analyzed SWOT, and have established a school vision based on the analysis. 4¡B Most members in junior high schools in Tainan City are vague about the school-based curriculum development. 5¡B The curriculum evaluation in junior high schools in Tainan City needs improving. 6¡B The integrative curriculum is widely accepped by the school-based curriculum in junior high schools in Tainan City. 7¡B Parents in urban areas actively participate in school activities; parents in country areas passively participate in school activities. Community resources are well integrated with the school-based curriculums. 8¡B In spite of the entrance examination,the school-based curriculums have no big differences between junior high schools in Tainan City. The class schedule has much difference between public and private schools. Based on the conclusions,the difficulities our schools have encountered are how to integrate School-Based Curriculum Development with the Basic Achievement Test. The findings obtained from this study attempted to provide concrete suggestions for junior high schools and educational administration agenies, and invite further research in the future.

The purpose of this research is to investigate strategies and outcomes of school-based curriculum management in elementary schools of Kaohsiung City. This research is designed with different personal background and school circumstance variables. It also provides suggestions for Education Bureau, Kaohsiung Government while managing local school curriculum. Moreover, the researcher discussed the behavior and meaning of school-based curriculum management and its specific effects and strategies to build an efficacious interactive model for curriculum. Method for collecting data in this research is mainly through questionnaires. Questionnaires were sent to 8 people per elementary school in Kaohsiung, including Principlals, Directors of Academic Studies, Managers of Teaching Branch or Research and Development Branch, and 5 members from Curriculum Development Committee. Questions about strategies of curriculum management (curriculum leading, member communication, learning group organization, potential encouragement, and facilities support) and outcomes of curriculum management (curriculum organization, curriculum design, curriculum evaluation, curriculum knowledge and curriculum resources combination) are both involved in the questionnaire. 456 questionnaires were sent and 432 valid questionnaires are collected. Data are analyzed quantitatively by mean, standard deviation, T-test, one-way ANOVA and Pearson Product-moment Correlation etc. Based on the statistics and analyses, conclusions are as followed: 1. Different personal background variables lead significant diversity on strategies of curriculum management. 2. Different school circumstance variables lead unsignificant diversity on strategies of curriculum management. 3. Different personal background variables lead significant diversity on outcomes of curriculum management. 4. Different school circumstance variables lead unsignificant diversity on outcomes of curriculum management. 5. Strategies of curriculum management is significant diversity to outcomes of curriculum management. 6. Strategies of curriculum management is significant correlateion to outcomes of curriculum management. According to the conclusions, the researcher also addressed advice for local educational institution, school administrators and further research.

Abstract The purposes of this research were¡G(1) to uncover the implementation of school-based curriculum evaluation and the current state of teacher¡¦s self-understanding on professional curriculum knowledge and skills of public elementary schools of Kaohsiung City; (2) to analyze the differences of dimensions of school-based curriculum evaluation on different background variables; (3) to realize the differences on professional curriculum knowledge and skills of teachers on different background variables; (4) to explore the relationship between the current outcomes of school-based curriculum evaluation and professional curriculum knowledge and skills of teachers; (5) to offer feasible suggestions according to the results for schools which can implement school-based curriculum evaluation and teachers who might improve their curriculum knowledge and skills. This research adopted questionnaire method to collect information about the current state of the implementation of school-based curriculum and self-understanding of professional knowledge and skills of teachers in public elementary schools of Kaohsiung City. Questionnaires were given to 552 teachers of 45 classes and 438 of which were valid. Two major instruments, i.e. The outcomes of School-Based Curriculum Questionnaire and Teacher¡¦s Self-understanding of Professional Curriculum Knowledge and Skills Questionnaire, were designed to collect data, which were later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, and so on. The major results were summarized as follows¡G 1. Most teachers affirm the fine achievements of the current state of school-based curriculum evaluation in public elementary schools of Kaohsiung City. There are high performances in self-understanding of professional curriculum knowledge and skills of teachers in public elementary schools of Kaohsiung City. Therefore, Schools in Kaohsiung have put into effects of the implementation of school-based curriculum evaluation. 2. Age, educational background and teaching seniority of teachers have no influence on school-based curriculum evaluation; teachers who hold executive positions ranked high on ¡§evaluation use¡¨ by levels, and approve the implementation of it. High school-based curriculum evaluation participation ranked high in ¡§evaluation plan¡¨ by levels, and approve the measures of it. There were significant differences on school scales, history of school-based curriculum evaluation by levels. 3. There were significant differences on teacher curriculum professional knowledge and skills based on diverse educational background, position and the participation. Teachers who have a graduate school diploma, hold the executive positions or have high degree of participation in school-based curriculum evaluation show better curriculum professional knowledge and skills¡FThere is no influence on age and seniority of teachers. School scales and history show significant differences on teacher curriculum professional knowledge and skills, and medium schools or schools which have the history more than 61 years ranked high on teacher curriculum professional knowledge and skills. 4. Separating high from low performance on school-based curriculum evaluation has significant differences on self-understanding of teacher curriculum professional knowledge and skills. Teachers who have high performance are equipped with better professional knowledge and skills, vice versa. In accordance with the results of this research, suggestions concerning aspects of the authorities, schools, educational executive units were put forward. Further studies were also proposed. Key words: the implementation of school-based curriculum evaluation, professional curriculum knowledge and skills

Abstract The purpose of this study is to examine the relationship of junior high school educators¡¦ attitudes in Tainan county toward the school-based finance management¡Bthe equality of educational opportunity and school efficiency. With the result¡Awe may analyse the expectation on the equality of educational opportunity and school efficiency. This study was conducted by the questionnaires survey. The valid samples are 271. The data was collected by self-designed questionnaire, and analyzed by statistic methods of mean, standard deviation, independent samples t-test, one way ANOVA , Pearson's product-moment correlation and stepwise multiple regression. The following conclusions are derived¡G First, generally speaking, the junior high school faculties in Tainan county hold the positive attitudes toward school-based finance management. Second, there would be different attitudes toward school-based finance management with different school occupations. Third, there would be different attitudes toward the equality of educational opportunity with different school occupations. Fourth, entirely speaking¡Athe attitudes of junior high school faculties in Tainan county toward the expectation of school efficiency with school-based finance management are positive. Finally, support for school-based finance management would explain 36.2¢H of the equality of educational opportunity and 40.3¢H of school efficiency by total variance explained. Keywords¡Gschool-based finance management¡Bthe equality of educational opportunity¡Bschool efficiency

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 114-118).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 195-205). Available also in a digital version from Dissertation Abstracts.

Many articles have addressed effective school-based dysphagia management practices. There is not a defined best practice plan available for speech-language pathologists, as the information is spread among various published articles. Four optimal outcomes and the most relevant management suggestions to help guarantee achievement of these outcomes are described. Sufficient information found from published articles describes the areas of referral, team responsibilities, assessment, Individualized Education Plan formulation, and treatment in school-based dysphagia management. This information, along with additional suggestions not frequently mentioned in the articles was added to a proposed school-based dysphagia management model. This model is intended for use as a guide for speech-language pathologists in the schools who do not have a management plan available for use. / text