Thesis (M. Ed.)--University of Hong Kong, 1996. / Fig. in transparencies. Includes bibliographical references (leaf 121-128).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 121-128). Also available in print.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p.88-93).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Experimental teaching techniques and classroom facilities have recently been brought into use at The Woodlands School, to train the category of children resident in The School who can be described as moderately retarded. An exploratory study has been conducted and the main features of this programme set out, to ascertain whether the progress of the children is significant and whether this has had any influence on their family acceptability. With the cooperation of The Woodlands School Staff, and from the parents, a sample group of boys, aged eight to seventeen, was chosen for study. The boys are resident at the institution and attend the special training classes; their parents reside within a thirty-five mile distance from Vancouver. A Social Competency Rating Scale was adapted from one utilized in a San Francisco study and applied to two specific times, (a) before the child received training in the special training classes and, (b) after at least one year's training. This scale permits an assessment of the degree of each child's progress in social competency. A second rating scale, designed to assess the degree to which parental acceptability of the child was influenced by the training and its results, was applied by utilizing a projective interviewing technique. It was found that the social competency of the sample group of boys has improved considerably; coincident with this, there has also been an opening up of areas of knowledge and experience which are stimulating the children to more constructive use of their time, and giving them reward through greater enjoyment of living. Parental acceptance of the children has noticeably increased. The review suggests that more inclusive services, including medical diagnostic and social work counselling, should be made available to parents of retarded children. Residential training facilities should also be extended to non-metropolitan areas of the province. / Arts, Faculty of / Social Work, School of / Graduate

Typescript, etc. / Digitized by Kansas Correctional Industries

No description available.

The two purposes of this study were to examine the relationship between the field-independent/field-dependent cognitive style, self-esteem, and attitude toward school in slow-learning third grade children and to determine if teacher knowledge of the personality characteristics and educational implications of this cognitive style would influence the self-esteem and attitude toward school of these children. The study was conducted within schools receiving supplemental instructional resources under Title I of Public Law 89-10 (Special Educational Needs of Educationally Deprived Children).Twelve teachers and those of their students whose scores on the Otis-Lennon Mental Abilities Test were between 70 and 90 were included in the study. The teachers' level of field-independence/field-dependence was determined by the use of the Embedded Figures Test and the Block Design Subtest of the Wechsler Adult Intelligence Scale. The children's level of field-independence/field-dependence was determined by the use of the Children's Embedded Figures Test and the Block Design Subtest of the Wechsler Intelligence Scale for Children - Revised (WISC-R). The Self-Appraisal Inventory (Primary Level) and the School Sentiment Index(Primary Level) were used to determine the children's self-esteem and attitude toward school. These two instruments were given before and after a 12-week treatment program.The relationship between field-independence/field-dependence and self-esteem was investigated by computing the children's average Z score for the Children's Embedded Figures Test and the WISC-R Block Design Subtest and then correlating these average scores with the scores obtained on the Self-Appraisal Inventory (Primary Level). The relationship between field-independence/field-dependence and attitude toward school was also investigated by correlating the children's average Z scores for the measures of field-independence/field-dependence with the scores they obtained on the School Sentiment Index (Primary Level).The influence of teacher knowledge of the personality characteristics and educational implications of field-independence/field-dependence on self-esteem and attitude school was investigated with a research design which controlled for experimental arrangements and positive teacher expectancy. Four intact groups (three classrooms per group) were used. To control for experimental arrangements, teachers in two of the groups received information concerning the field-independent/field-dependent cognitive style and were given the cognitive style of the slowlearning children in their classes who were participating in the study. Teachers in the other two groups were used as controls and received irrelevant information about the neurological impress method of remedial reading instruction. All of the teachers were asked to apply the information they had received in their teaching. To control for the effects of positive teacher expectancy, the information provided to teachers in one of the two relevant treatment groups was presented in a way designed to create a positive expectancy. The information provided to the teachers in the remaining relevant and irrelevant groups was present in a way designed to create a neutral expectancy. Data was analyzed using a three-factor analysis of variance with repeated measures on one factor. The two non-repeated factors were teacher knowledge and teacher expectancy. The pre and post treatment scores obtained on the Self-Appraisal Inventory (Primary Level) and the School Sentiment Index (Primary Level) served as the repeated measures.This study did not detect any correlation between the level of field-independence/field-dependence and self-esteem or between the level of field-independence/field-dependence and attitude toward school in slow-learning 3rd grade children. Nor did it demonstrate that teacher knowledge of the personality characteristics and educational implications of field-independence/field-dependence have any influence on the self-esteem and attitude toward school of these children.

Thesis (Ph.D.) - University of Glasgow, 1987. / Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.

Thesis (B.Sc.)--University of Hong Kong, 2003. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.