Thesis--University of Michigan. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 134-137.

Thesis--University of Michigan. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 134-137.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Abstract of thesis (PH. D.)--Purdue University, 1942. / Cover title. Vita: p. [3] of cover. Description based on print version record. Bibliography: p. 65.

Thesis (M.P.H.M. (Primary Health Care Management)) --Mahidol University, 2006.

<p>Dilemmat var om begåvade barn får de stöd de behöver. Syftet med denna studie var att undersöka pedagogers och rektorers uppfattning om begåvning och begåvade barn. Studien gav en översikt av tidigare forskning kring begåvning och begåvade barn samt deras sociala situation i hemmet och skolan. Metoden vi använde oss av för att uppnå syftet var en empirisk studie. Den empiriska studien bestod av en strukturerad intervju med sex informanter. Resultatet påvisade att flertalet informanter var överens om att begåvning var svårt att definiera samt att begåvade barn ofta förbises och försummas. Elever som har svårt att nå målen går i första hand. Samtliga informanter var överens om att alla elever skall få sitt lärande individanpassat. De sade att om ett begåvat barn inte får den hjälp och det stöd denne behöver, kan de bli uttråkade och utåtagerande i brist på annat. Visionen för samtliga informanter i studien var att alla barn skall ges utmaningar och stimulerande uppgifter med rimliga krav för att kunna utvecklas på sin nivå.</p>

Dilemmat var om begåvade barn får de stöd de behöver. Syftet med denna studie var att undersöka pedagogers och rektorers uppfattning om begåvning och begåvade barn. Studien gav en översikt av tidigare forskning kring begåvning och begåvade barn samt deras sociala situation i hemmet och skolan. Metoden vi använde oss av för att uppnå syftet var en empirisk studie. Den empiriska studien bestod av en strukturerad intervju med sex informanter. Resultatet påvisade att flertalet informanter var överens om att begåvning var svårt att definiera samt att begåvade barn ofta förbises och försummas. Elever som har svårt att nå målen går i första hand. Samtliga informanter var överens om att alla elever skall få sitt lärande individanpassat. De sade att om ett begåvat barn inte får den hjälp och det stöd denne behöver, kan de bli uttråkade och utåtagerande i brist på annat. Visionen för samtliga informanter i studien var att alla barn skall ges utmaningar och stimulerande uppgifter med rimliga krav för att kunna utvecklas på sin nivå.

Magistro darbo tikslas - analizuoti mokytojų ir socialinių pedagogų požiūrį į socialinio pedagogo funkcijas ir atlikti šių požiūrių lyginamąją analizę. Tyrime dalyvavo 198 respondentai: 59 socialiniai pedagogai ir 139 mokytojai. Tyrimas buvo atliktas Telšių apskrityje. Anketinės apklausos metodu (anketa sudaryta Andriuškevičienės (2005)) tirta mokytojų ir socialinių pedagogų požiūris į socialinio pedagogo funkcijas. Tyrimo hipotezė: tikėtina, jog mokytojai socialinio pedagogo funkcijas vertina mažiau palankiai nei patys socialiniai pedagogai. Atlikus tyrimą nustatyta, jog mokytojai socialinio pedagogo funkcijas vertina teigiamai, tačiau 40,83 proc. socialinio pedagogo funkcijų vertinamos kaip nelabai svarbios ar nesvarbios. Pastebėta, jog socialiniai pedagogai savo atliekamas funkcijas vertina teigiamai, tačiau nemažą dalį sudaro neutralus ir neigiamas vertinimai. Išanalizavus duomenis pagal pasirinktą kintamąjį – darbas ugdymo klasėse – nustatyta, jog mokytojai teigiamai vertina socialinio pedagogo funkciją – individualų darbą su mokiniu, o bendradarbiavimą su institucijomis bei darbą su pedagogais, mokyklos administracija vertina nepalankiai. Nustatyta, jog nepriklausomai nuo darbo stažo, tiek mokytojai, tiek socialiniai pedagogai neigiamai vertina darbo su pedagogais, mokyklos administracija bei bendradarbiavimo su institucijomis funkcijas. Taip pat atskleista, jog mokytojai darbo su pedagogais ir mokyklos administracija funkciją laiko svarbesne (10 proc. daugiau), nei... [toliau žr. visą tekstą] / Aim – to analyze the approach to the functions of teachers and social pedagogues and to carry out the comparative analysis. The study included 198 respondents: 59 social pedagogues and 139 teachers. The study was carried out in Telsiai district. The approach of teachers and social pedagogues to the functions of social pedagogue was investigated by questionnaires (questionnaires made by Andriuskeviciene (2005)). Hypothesis: it is likely that teachers are less favourable of the social pedagogues functions than social pedagogues themselves. The study found that teachers assess the functions of social pedagogue positively, however, 40,83 percent of social pedagogue‘s functions were assessed as not very essential or insignificant. It was noted that social pedagogues assess their own functions positively, but there was a fair part of neutral and negative evaluations. After the analysis of selected variable – work in training classes – it was found that teachers are positive with the function of social pedagogue – individual work with a student, and the collaboration with institutions and work with teachers, school administration evaluate adversely. It was found that, regardless of seniority, teachers and social pedagogues assess working functions with teachers, school administration and co-operation with institutions. It also revealed that teachers work with teachers and school administration is more important (10 percent more) that the co-operation with the authorities... [to full text]

Background: Inclusive education can be of great benefit to the development of children and students with special education needs. Nonetheless, regular in-service teachers across several grade levels express their concerns over managing and educating students in need of special supports who are included in classrooms along with their peers. Inclusion-focused training has been suggested as a way to promote teachers’ positive attitudes towards the education of students with different abilities. Thus, this systematic literature review attempted to investigate the effect of in-service training on in-service teachers’ attitudes towards inclusion. Method: The search was carried out through electronic databases including ERIC, PsycINFO, Web of Science, and Google Scholar limited to studies published between 1990 and 2020. The quality assessment process was conducted utilizing CASP checklist for randomized control trials. Results: In total, 12 studies were found eligible to include in data synthesis. The quality assessment showed that most studies were of moderate quality concerning study design and generalizability of results. Nine studies reported that in-service training programs had an effect on teachers’ attitudes towards inclusion. Conclusion: This study provides an overview of the effect of in-service training on regular classroom teachers’ attitudes across grade-levels. Although the teachers’ attitudes towards inclusion appear to be changed during the intervention process, long-term effects also need to be assessed. The study indicates that system-level supports and resources in the form of in-service training are beneficial for promoting inclusive attitudes among regular classroom teachers.

The aim of this study is to understand the present situation of science domain teachers¡¦ attitude about integrating information technology, instruction beliefs, stages of concern, and levels of technology implementation about integrating information technology. This study was based on Hall¡¦s concern based adoption model(CABM) and Moersch¡¦s levels of technology implementation(LoTI). The questionnaire entitled ¡§Survey of the integrating information technology into instruction in elementary school science domain teachers in Kaohsiung City¡¨. Taking examples 267 science domain teachers of the elementary school of Kaohsiung City. The major findings of this study are following: 1. The science domain teachers¡¦ situation of school, attitude about integrating information technology and instruction beliefs trend to advocate. 2. The informational is the strongest stage of concern when teacher face to the integrating information technology into instruction. Personal and consequence are the second strongest stages of concern. Refocusing stage of concern is the third and the last is awareness stage. 3. The integration-routine level of technology implementation is the strongest level of technology implementation. Refinement level of technology implementation is the second strongest level of technology implementation and infusion level of technology implementation is the third. The last is Non-use level of technology implementation. 4. The various situation of school, attitude about integrating information technology and instruction beliefs factors cause the influencing factors of the stages of concern and levels of technology implementation. 5. The stages of concern and attitude about integrating information technology have greatest direct effect on levels of technology implementation. 6. The situation of school and attitude about integrating information technology are positive correlated with the stages of concern and levels of technology implementation. According to the conclusions of the study, some recommendations were presented to the educational administration agencies, elementary schools, teachers and suggestions to further researches.