This thesis has explored the process whereby "delinquents” become perceptually differentiated from "typical adolescents" through a descriptive analysis of the differentiators and non-differentiators among a group of suburban Junior high school teachers.The instrument used to gather the data was a semi-structured questionnaire, consisting of three sections. The first two sections gathered personal and occupational information about the teachers. The third section attempted to elicit the evaluative direction of the teachers' perceptions of "typical adolescents" and "delinquents".The results of the analysis of the responses of the 66 teachers were presented. On the basis of the fourteen pro-selected social characteristics of the respondents, descriptions of the “differentiators” and “non-differentiators", as well as of the general population, were provided.

The purpose of this study was to investigate the relationship between the expressed attitudes of surrogate parents toward family life and child-rearing practices and the dominative and socially integrative behaviors of the surrogate parents as they interacted with preschool children.The population of this study consisted of fifteen (15) randomly selected undergraduate students enrolled in the class, "Methods and Materials in the Kindergarten," EDEL 440g, spring quarter, 1975. The population hereafter is identified as the "participants." The Elementary Education Department of Teachers College, Ball State University, Muncie, Indiana, for several years has maintained a classroom for three-, four-, and five-year old children as a laboratory for child study, The participants, in conjunction with the kindergarten education class, interacted with preschool aged children on a regular basis in the classroom maintained for that purpose, ''The Living Learning Laboratory for Young Children," and hereafter identified as the LLL. All students enrolled in the kindergarten education class (50) were administered the Parent Attitude Research Instrument (PARI), and 15 were randomly selected to be members of the data p.opulation.The PARI consisted of 23 attitudinal scales and was selected to measure the expressed attitudes of the participants in three major areas: Authoritarian-Control; Hostility-Rejection; and Democratic Practices. Participants recorded their responses to 115 items on a Likert type instrument with each item having four categories of agreement-disagreement. Separate answer sheets were computer scored by assigning scores fourthrough-one. This process yielded a numerical score for each participant in three attitudinal areas.The Behavior Observation Blank, developed and utilized by H. H. Anderson in a series of longitudinal studies, was selected to measure the participants' dominative and socially integrative behaviors. Trained observers functioning in excess of a 70% level of agreement and working in pairs analyzed and recorded the dominative and integrative behavior of each of the 15 participants. Participants were observed in 20-minute nonconsecutive periods. The first 100 recorded behaviors of each participant were placed in dominative and integrative behavior categories, each behavior totaled separately, and then the integrative subtotal was divided by the dominative subtotal. The subsequent answer was identified as the I/D ratio.The Pearson product moment coefficient of correlation was computed to test the relationship between each of the three attitudes and the I/D ratio. The relationship between each attitude and the I/D ratio was riot statistically significant at the .05 level off confidence and the null hypotheses were accepted.It would appear from the results of this study that the expressed attitudes of the data population toward family life and child-rearing practices did not correlate at a level of statistical significance with the observed dominative and socially integrative behaviors. Therefore, on the basis of the findings of this study, it would not be possible to predict the behavior of the data population on the basis of PARI scores.In this study all I/D ratios in all cases exceeded 1.0 with a mean I/D ratio of 2.47. The latter figure can be translated into behavioral terms: for each dominative behavior there were approximately two-and-a-half integrative behaviors. The figure, 2.47, stands in contrast to previous studies in which the dominative behaviors exceeded integrative behaviors. To summarize, the PARI was not effective in this study in predicting the dominative and integrative behavior, and the null hypotheses were accepted.Previous attempts to develop an attitude measure that will predict the classroom behavior of teachers have been unsuccessful. Perhaps the time has arrived for educators to rethink the problem and develop pre-service teacher preparation programs that combine participatory and theoretical experiences with children accompanied by supervisory comments at a level relevant to the recipient.

The purpose of the study was to identify factors which caused teacher job stress as perceived by junior high/ middle school teachers. An additional purpose of the study was to determine what strategies junior high/middle school principals used to alleviate or manage teacher job stress.A teacher questionnaire was developed for use in the study involving teachers. Three-hundred and eight teachers responded to a fifty-four item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups, i.e., tenure, non-tenure, male, female.An open-ended questionnaire was developed for use in the study involving junior high/middle school principals. Sixty-four principals responded to the questionnaire. The questionnaire consisted of a ranked list of forty-seven job stressors. The principals were asked to review the list of job stressors and to indicate ways they alleviated or managed teacher job stress.The two most stressful teacher job stressors, with a rank of ore and two of forty-seven job stressors, were caused by students. The remaining eight of the ten top causal factors of teacher job stress were: (1) uncooperative parents, (2) maintaining self-control when angry, (3) too much paperwork, (4) lack of public faith and support, (5) misunderstanding or misinterpretation resulting from ineffective communication, (6) verbal abuse by students, (7) too much time required on activities unrelated to actual teaching, and (8) conflict of concurrent demands of home and job responsibilities.Of the job stressors ranked eleven to twenty of the forty-seven job stressors, four were caused by management, three job stressors were caused by students, two job stressors were caused by colleagues, and one was caused by job task requirements.Specific activities, procedures, or policies frequently reported by principals respondents for alleviating or managing teacher job stress were reported. In general, the activities were: (1) staff cooperation, (2) inservice on stress and time management, (3) good student discipline, (4) good administrative organization and planning, (5) principal visibility, interaction, and accessibility, (6) elimination of some tasks at school, (7) good principal and staff communication, (8) principal and staff team effort, (9) parent support, and (19) an identification and understanding of causal factors of teacher job stress.The review of related literature placed more emphasis than did principals on the need of each individual teacher to develop a personalized approach in acquiring stress coping skills. Some examples of individual coping skills included: C1) good health and exercise, (2) regularity in life, (3) good attitude, (4) changing life style if current life style was not conducive to stress, (5) gain experience and work towards mastery of tasks, (6) good person qualities, (7) assign priorities and establish goals, (8) being cooperative with others, (9) establishing good social interactions, and (10) develop stress buffers and stress relievers.

No description available.

No description available.

Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte

Thesis (PhD)--University of South Australia, 2000

Thesis (MEd (Human Resource Studies))--University of South Australia, 1996

Thesis (Ed.D.)--University of Tulsa, 1986. / Bibliography: leaves 116-135.

Thesis (M.A.) -- University of Adelaide, Centre for European Studies and General Linguistics, 2000? / Errata pasted on back end-papers. Bibliography: leaves 255-260.