The present study was an attempt to look at the empirical classification of children's learning disabilities based on neuropsychological variables at differing IQ levels. Subjects were divided into four groups based upon Full Scale IQ (i.e., 70-79, 8089, 90-99, 100-110). Subsequent clustering of the test data within each group suggested that while the students in the 70-79 IQ range were represented by a single impaired cluster, each of the other IQ groups had both a moderately impaired cluster and a non-impaired cluster. The study attempted to respond to criticisms of previous research by using a large sample of subjects (N = 928), utilizing a broad range of subjects with a representative sample of abilities, and applying an interpretable structure to the cluster analysis (i.e., neuropsychological variables within IQ levels). The present research further offered a perspective on programming by way of neuropsychological functioning. As such, the results argued for placement procedures for learning disabled children that are apart from those formulas relative to achievement and intelligence. / Department of Educational Psychology

Thesis (Ph. D.)--University of Florida, 1985. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 85-90).

The purpose of this study was to examine the effects of transition room placement by comparing the academic achievement and readiness for middle school of two groups of fifth grade students. The Readiness Group had received an extra year of school between kindergarten and first grade which gave them a year's age advantage over the Non-readiness Group.First, second, third, and fourth grade standardized test scores were collected from students' permanent record cards and used for comparisons of academic achievement. Social, emotional, and academic readiness for middle school were judged by fifth grade teachers using an instrument developed by the researcher.An analysis of variance (ANOVA) with repeated measures was used to test five null hypotheses. A simple effects test was conducted on each hypothesis to further interpret the results. The .05 level of significance was postulated for the rejection of the five null hypotheses.The results of the study were as follows:1. At the end of first grade, the Readiness Group had a slight but not significant academic advantage. The Non-readiness Group scored significantly higher on measures of reading, mathematics and composite standardized achievement test scores at second, third, and fourth grades.2. Fifth grade teachers judged the Non-readiness Group significantly higher on behavioral characteristics that reflect social, emotional and academic readiness for middle school.The most significant educational implication is that school systems need to examine their criteria for readiness placements and evaluate the long-term benefits of this extra year of school.

Thesis (Ed.D.)--University of Tulsa, 1988. / Bibliography: leaves 114-123.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Keith E. Stearns, Kenneth H. Strand, Jeanne A. Howard. Includes bibliographical references (leaves 140-165) and abstract. Also available in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 79-83). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 79-83). Also available on the Internet.

In an attempt to alleviate subjectivity in special education placement decisions, Congress mandated that such decisions be made by a multidisciplinary team (P.L. 94-142). Minority students are consistently overrepresented in special education classes (Mercer, 1973; Tucker, 1980; Keyes, 1981). The research problem that was the concern of this study was: do race of the child, socioeconomic status of the child, and racial composition of the school district affect special education placement decisions? It was hypothesized that: there would be no difference in-the special education placement decisions made for white pupils and those made for black pupils; decisions made for low SES children and those made for high SES children; decisions made by special educators from school districts with a high percentage of black pupil enrollment and those made by special educators from school districts with a low percentage of black enrollment; there would be no relationship between the identification of a handicapping classification and the recommendation of time to be spent in a special class; and, that there would be no significant first or second order interactions. Crosstabulation, 2x2x2 analysis of variance, point biserial correlation coefficient, and multiple regression analysis were used to test the hypotheses. Data were obtained from 81 school district directors of special education programs in Maryland and Virginia. These respondents made special education recommendations for a hypothetical child. Findings observed included: no correlation between amount of time recommended and the identification of a handicapping classification; SES, race and district proportion explained a significant amount of variance in EMR classification; SES alone accounted for significant variance in EMR and LD classifications; and SES and race combined significantly affected the recommendation of EMR classification, SES and district racial proportion combined significantly affected the recommendation of the other than EMR or LD category. / Ed. D.

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Thesis (MEd)--Stellenbosch University, 2013. / Includes glossary of terms / ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development. / AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.