From longitudinal data from 223 children with disabilities in Utah, variables collected at entry into Part C early intervention and Part B early childhood special education services were used to differentiate between children and to predict placement outcomes in elementary school. Scores on the Battelle Developmental Inventory, Vineland Adaptive Behavior Scale, Parenting Stress Index, Social Skills Rating System, number of hours mothers worked outside the home, and fathers ' education in years were differentiated between children who exited from and children who remained in special education. These same scores were also used to predict whether children would remain in or exit from special education services using discriminant analysis statistical procedures. The use of scores helped differentiate and predict placement for children who entered the original study in Part B preschool special education services.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1979.

The overall aim of this study was to investigate students, supervisors and university teacher’s attitude´s towards a) communication, b) goal fulfillment and c) legal security in assessment. Since the study object applies to an internship course (during school placement), this creates a constructed research object called Prerequisites for Learning during School Placement. The main issue was to examine how respondents perceived that a targeted effort consisting of a digital assessment form and more school visits affected communication, goal fulfilment and legal security in assessment. An extended variant of the didactic triangle constitutes the theoretical framework and the study's explanatory model. To some extent the design of the study was experimental (a mix of case study and cross-sectional study) and the empirical data was collected with the help of a questionnaire and free text response. Students, supervisors and university teachers linked to a specific school placement course during their second year of teacher training education were asked to participate as respondents. Data was analyzed with dichotomized correlation tables as well as illustrative free text responses. In summary, the overall analysis shows the result that students as well as supervisors and university teachers perceived that more school visits made by university teacher’s increased legal security in assessment. Respondents also perceived that the digital assessment form increased legal security in assessment, but not as much as for the school visits. In terms of communication, half of the students and visiting teachers showed positive attitudes and half negative attitudes to how the digital assessment form affected communication, while the supervisors were somewhat more positive. In terms of how the digital assessment form affected goal fulfilments, the students and supervisors showed positive attitudes to how the digital assessment form affected goal achievement. The results from the register data show high goal fulfillment (100% approved students) during the targeted effort. Based on these results, previous research and analysis via the didactic triangle, the most important conclusion is that the respondents perceived that legal security in assessment (based on the study's definition of legal security, which imply that visiting university teachers clearly communicate what is to be assessed and then assess against the course objectives) was achieved by visiting university teachers doing more school-visits.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1981.

Thesis (M. Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 73-75).

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaves 73-75). Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1981. / Also available in print.

abstract: This study examines the contemporary school placement decisions of Navajo parents in the reservation community of Piñon, Arizona. School placement decisions are defined as the school where the parent chooses to enroll his/her child for schooling. Twelve Navajo parents participated in this qualitative study, which explored their past educational experiences in order to garner insight into the current school placement choices they have made for their children. Navajo parents who live within the community of Piñon, AZ who currently have school-aged children living in their household were recruited to participate in this study. Participants took part in 60- to 90-minute interviews that included questions related to their prior educational experiences and current school placement choices for their children. Parents were given an opportunity to reflect about the school placement decisions they have made for their children. The variety of schools Navajo parents are able to choose from were illuminated. These findings have implications for education decision makers by providing insight into which schools parents are choosing and why. The study will assist Navajo Nation policy makers in future educational planning, and may have more general implications for American Indian/Alaskan Native education. This may assist Navajo Education policy makers in making future decisions regarding the newly developed Navajo Department of Education and its education planning. Participants will also benefit from the study by being able to understand how the past has impacted the school placement choices they have made. In doing so parents may be better able to articulate the impetus behind the choices they make for their children, thereby becoming better advocates for themselves and their children. The results of this study impacts scholarly literature as a new viewpoint in the area of school choice. Navajo parents represent a distinct group who make educational choices within a specific context. This study is unique as the impact of historical Indian education policies is considered. Future studies can further expand on the topic creating a unique area of research in the field of Indian education. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

published_or_final_version / Public Administration / Master / Master of Social Sciences

Thesis (MAud (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)--Stellenbosch University, 2008. / Over the past decade an increasing number of learners with cochlear implants have been placed in mainstream settings in South Africa (Müller & Wagenfeld, 2003). The aim of the present study was to describe possible factors that influence the initial grade 1 school placement as well as subsequent changes in placement of learners with cochlear implants. Data collection consisted of a retrospective record review of the children implanted at the Tygerberg Hospital-University of Stellenbosch Cochlear Implant Unit and a questionnaire aimed at assessing parental perceptions regarding the basis of grade 1 school placement for their children. The record review incorporated children implanted in 1988, the year of inception of the unit and included the most recently implanted children who have already started grade 1. Results of the 47 participants indicated that multiple factors influenced the selection of grade 1 school placement. Recommendations by professionals and parental preference were the most important determinants in the selection process. The mainstreamed learners were implanted at a much younger age than the learners placed in special school settings and therefore had a longer duration of implant use at the start of grade 1. Subsequent to grade 1 placement, the number of learners in mainstream placement, increased from 55% to 70%. The aspects identified in the study could be utilised when counselling parents during the school placement decision making process. Long term monitoring of the academic achievement of these learners needs to be an aim of future research.