The purpose of this thesis is to seek to understand how parents of preschoolers having difficulty complying to social-conventional rules perceive their role in helping develop self-regulation. My work as a graduate research assistant with Dr. Boyer enabled me access to a large grounded theory study entitled, Foundational Measures of Early Childhood Self-Regulation from which the parents were chosen. Since I endeavoured to capture the parent's perspective, as they reflect on the development of self-regulation, this study is designed within a qualitative paradigm particularly, a multiple case study design. In keeping with the qualitative case study tradition this study employed a demographic sheet and interview questions which were used in the larger study. Themes which surfaced include: parental frustration, feelings of ineffectiveness or success, concern for their child's future, birth of siblings and their child's ongoing development. In addition, parent's perceptions of strategies they used included reasoning, staying firm, staying calm, warnings, in advance, empathy negation and removal.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 141-158). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 141-158). Also available on the Internet.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Mary Dozier, Dept. of Psychology. Includes bibliographical references.

To be accepted into social groups, individuals must internalise and reproduce appropriate group conventions, such as rituals. The high fidelity copying of such rigid and socially stipulated behavioural sequences places heavy demands on executive function abilities. Given previous research showing that challenging executive functioning also improves it, it was hypothesised that prolonged engagement in ritualistic behaviours would improve executive functioning in children, in turn improving their ability to delay gratification. A three month circle-time-games intervention with primary school children in two contrasting cultural environments (Slovakia and Vanuatu) was conducted. In both environments we found the intervention improved children's executive function and in turn their ability to delay gratification. Moreover, these effects were amplified when the intervention task was imbued with ritual, rather than instrumental, cues. The findings presented in this thesis have potentially far-reaching implications for child-rearing and educational practices, suggesting ritual participation may be necessary for the cultivation of future mindedness.

The aim of the study was to investigate whether self-regulated learners are developed in Grade 8 mathematics classrooms. The research was conducted at Khula High School, which is situated at Magabheni, near Umkomaas in Kwa-Zulu Natal. Qualitative research approach was adopted for the study. Data was collected through the observation of one Grade 8 mathematics class. A total of eight mathematics lessons were observed and a semi-structured interview was conducted with the mathematics teacher. The findings of the study reveal that the educator did try to develop self-regulated learners through the use of teaching strategies that match the requirements of Outcomes Based Education. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves [116]-120).

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.

Is there a difference between how a group of second grade students who have experienced periodic, planned role playing/ discussion activities and a comparable group of second grade students who have not experienced periodic, planned role playing/ discussion activities will display anger when presented with problem situations?

School readiness incorporates children's academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children's development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. The current study explores the role of sleep quantity and quality in young children's development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children's development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.