Thesis (Specialist in School Psychology)--Eastern Illinois University, 2007. / Includes bibliographical references (leaves 27-30).

Thesis (Ed. D.)--Boise State University, 2005. / Includes abstract. Includes bibliographical references (leaves159-167). Also available online via the ProQuest Digital Dissertations database.

Thesis (MTech(Education))--Cape Technikon, 1998 / This study presents a model for the evaluation of educational innovation in a context of transformation. The model incorporates formative, summative and illuminative evaluation goals and emphasises the need to locate the innovation which is being evaluated within the context and policy framework of its operation. The evaluation framework provided by the model takes into account the full range of variables impacting on innovative educational practice and subjects the innovation, along with its transforming educational context, to the scrutiny of evaluation. The ten-stage generalised evaluation model is presented as a framework for the evaluation of any type of educational innovation. In this study the model is applied to the evaluation of an innovative intervention, LEAP (Learning in English for Academic Purposes), at a tertiary institution in South Africa. The LEAP course aims to develop English academic literacy skills in students, foster student-centred learning and teaching and promote the transfer of academic literacy skills across the curriculum. The background to, theoretical underpinnings and development of the course are expanded on in the study. In line with the model, the LEAP intervention is located within the context and policy framework of its academic context. The principal stakeholders in the LEAP intervention are identified. They are used as sources to identify the aspects of LEAP to be evaluated, as well as to identify the criteria for evaluation. An eclectic approach is adopted in the evaluation of the LEAP course. Both quantitative and qualitative data collection methods are employed, using a variety of instruments. A range of sources is consulted to cross-validate the analysis of the data, and recommendations are made on the basis of conclusions drawn from the interpretation of the data. The final section of the study reflects on the whole evaluation process and areas for further research are also discussed.

M.A. / none

No description available.

No description available.

No description available.

The investigator made a study to determine the validity of the Brace Basketball Achievement Tests as a measure of real basketball playing ability of individual players of District 35 B of the University of Texas Interscholastic League for the 1950 season.

published_or_final_version / Education / Master / Master of Education

Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.