Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 88-104).

Thesis (M. Phil.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 102-119).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Anthropology, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 88-104). Also available in print.

The aim of this study was to investigate guidelines for the educational psychologist in the assessment of foundation phase mathematics. The investigation takes place in the light of Outcomes-based education, which is a new practice of education in South Africa, within the paradigm of post-modernism. Outcomes-based education framed within the National Curriculum Statement, has necessitated far-reaching changes in education and assessment alike. Educational psychology has not been untouched and the field has had to re-look its approach to assessment. Therefore, it has been necessary for educational psychologists in South Africa to develop an approach to the assessment of foundation phase mathematics that will yield credible information in order to support the learner in the best way possible. Educational psychologists have tended to use standardised mathematics tests and IQ tests exclusively when assessing foundation phase learners in mathematics. But, the emphasis of an educational psychological assessment is moving from, not only discovering the learner’s IQ score and the grade or age level that they function at mathematically but also, to question ‘why’ the specific learner is not making progress, ‘what’ the learner can or can’t do, and from the teacher’s point of view, ‘how’ the child can best be helped. This can be achieved by making use of the curriculum as the starting point for the assessment and then assessing each task using an approach which encompasses a dynamic and assetbased approach, where the assessor seeks to understand the learner's areas of personal strength and assets in mathematics. A qualitative interpretivistic design was used in this study. The research methods employed were a literature search of existing literature including mathematics documents, a focus-group interview with foundation teachers from a local primary school, an interview with a lecturer of educational psychological assessment and an incomplete-sentences questionnaire completed by second year masters’ degree students in the educational psychology programme─ both at the University of Johannesburg. A content analysis of two documents─ the National Curriculum Statement (NCS) (2002) and the Principles and Standards for School Mathematics (2000), an American mathematics curriculum─ revealed that the NCS (2002) seems to be based, because of the similarities and at times the exactness of content, on the Principles and Standards for School Mathematics (2000) The value of the process undertaken was that both the documents provide insight into how curriculum-based assessment could be carried out. The constant comparative method of analysis was used to analyse the focus group interview, the individual interview and the incomplete questionnaires. The findings confirm that the changes in education have impacted on educational psychologists’ ‘medical model’ approach to assessment and on the way in which they have been used to working. Educational psychologists’ when carrying out an assessment should aim to ascertain how much an individual has learnt and whether support for learning is required. They should use a variety of assessment tools which should result in a comprehensive understanding of the learner resulting in feedback and a report that is meaningful to teachers and parents. / Dr. Elzette Fritz Mrs. Raine Pettipher

The Department of Basic Education classifies the NSNP as one of the critical omponents of the government's Programme of Action, which was specifically assigned the responsibility of addressing learners' ability to learn by providing them with nutritious meals. The success of the programme may therefore contribute towards the country's realisation of the Millennium Development Goals which include the reduction of mortality and the eradication of extreme hunger and poverty by 2015 as well as achieving universal primary education. The aim of the National School Nutrition Programme seeks to promote sustainable food production initiatives in all School Nutrition Schools in order to develop skills. It also aims to enhance learning capacity of a learner through feeding and to promote nutrition education in order to improve healthy eating and lifestyles amongst communities. This study seeks to assess the current status in administering the NSNP in selected schools in Peddie, Eastern Cape. Due to the extensive nature of the geographical area of Peddie, this study focused exclusively on 25 schools. For the purpose of this study, a quantitative approach was employed through a questionnaire constructed to obtain the perceptions of the sample group. The responses from the statements in the questionnaire were analysed by a Nelson Mandela Metropolitan University registered statistician. In the last chapter a number of recommendations are stated to aid in improving the current administering status of the National School Nutrition Programme.

No description available.

This study is a comparative study of the transportation set-ups in the schools of District 5, Texas and attempted to determine the relationships various factors to pupil transportation cost. In light of the findings of the study, the writer made recommendations that would serve District 5 (i.e. Cooke, Grayson, Wise, Denton, and Collin counties).

The purpose of this study is two-fold: 1. to determine whether or not certain poster presentations affect the food acceptance of elementary school children, and 2. to determine which method of presenting a poster had the most affect upon the child's food acceptance.