Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The influence of books on human behavior has been attested since ancient times. Today books have been advocated as a solution to the difficult problem of combating racial prejudice. Many educators and librarians have recommended the inclusion of children's books with black characters in the school curriculum. It is thought that empathy with a black character in a story may cause a change in attitude toward Blacks. Festinger's research on attitude change through the creation of dissonance lends support to the theory of empathy. Festinger found that involving an individual in an action which disagreed with his attitude was likely to effect a change in attitude. Although much has been written on the influence of books, few experimental studies have been reported. Shirley (1969) documented the kinds of influence from books which high school students report. Litcher and Johnson (1969) found a significant attitude change from the use of multi-ethnic readers. Jackson (1944) concluded that books could be effective in changing racial attitudes, but Carlsen (1948) disagreed. To investigate the effect of reading books with black characters on the racial preferences of white children, a picture test was constructed based on the work of Horowitz (1938). The Race/Activity Decision Criteria Picture Test is designed to measure the degree to which race is used as a criteria for decision-making. Fifty-six children's books with black characters were rated by librarians and teachers on literary quality and ability to foster good race relations. These books were read during class time by 125 fifth grade students in an all white suburban school. All reading was voluntary and was not associated with regular assignments. A posttest was administered and the data was analyzed by a multiple regression analysis system using a computer program which allowed either specified or unspecified ordering of variables. Due to non-linearity of the test scale, the population was divided on the basis of posttest scores into two groups: (a) those who displayed no racial preferences or a bias toward Blacks, and (b) those whose scores indicated a prejudice against Blacks. Results of the analysis indicated that the effect of books on racial preference is not a simple one-to-one relationship. In the Bias/No Preference Group, the greater the number of books read, the less often race was used as a decision-making criteria. For the Prejudiced Group, however, the greater number of books read was associated with higher prejudice scores. Results were significant at .05 level for both groups. The quality of books read as defined in this study was not significantly associated with posttest scores. Specific content of books was significant only for the Bias/No Preference Group. In this group, reading about black characters with socio-economic status was significantly associated at the .01 level with greater bias toward Blacks. Although these findings generally support the theory that books are effective in influencing human behavior and indicate that this effect is cumulative, the implication is clear that, as yet, we do not have sufficient knowledge to make reliable predictions of the effect of particular books on individuals. The relationship is complex and requires further study. It would appear that most schools would be justified in including books with black characters in their curriculum. However, books should not be relied upon to provide the exclusive thrust of a program to alleviate prejudice, especially in communities where extreme prejudice is the norm. / 2031-01-01

"The purpose of this paper is to give a sketch of the life of Mr. Lawson; to summarize the appraisal of his work by critics in the field of children's literature as to his ability as an author and an illustrator; to give the reaction of a group of children to a selected number of books by Lawson; and to give a complete bibliography of books written and/or illustrated by him"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes Gregory, Professor Directing Paper. / Includes bibliographical references (leaves 47-51).

This thesis examines Flora Krauch’s use of Progressive Era social reform methods to develop and expand infants’ and children’s merchandise departments in American department stores and specialty shops. Krauch used the pages of the industry’s first trade journal, The Infants’ Department, to wage her battle against the commercialization of these departments, and to urge the use of mother education and child welfare as their foundation. At the turn of the twentieth century, retailers began to demonstrate their civic leadership in socially responsible ways. By 1916 independently owned department stores faced new forms of competition which led them to build alliances with individuals who highlighted the significance of scientific management methods and commercialization. The Retail Research Association and Harvard Business School spearheaded these merchandising shifts. The effects of these trends are apparent in children’s departments. To explore how Krauch rejected commercialization, this thesis analyzes all available newspaper and journal articles Krauch wrote from 1909 to 1940, as well as primary sources from the U.S. Children’s Bureau and Harvard Business School. Krauch was a leading force in the effort to challenge commercializing forces through the professionalization of women in retail buying and sales, and through the education of mothers about the health and safety of infants’ and children’s merchandise.

Traditionally the hero of any story in the Fantasy genre has been decidedly and overwhelmingly male, with female representation being limited to that of sidekicks and damsels in distress. With the rise of the Second Wave Feminist movement, the call for more active and diverse female representation increased as young women attempted to find ways to assert their autonomy and break free of the gender roles imposed on them by patriarchal society. This dissertation aims to investigate the ways in which the female heroines in selected novels by Tamora Pierce and Ursula K. Le Guin, both of whom were shaped by second-wave feminism, have contributed to changing these conventions. In examining the female protagonists from Tamora Pierce’s Song of the Lioness series as well as Ursula Le Guin’s Annals of the Western Shore and Earthsea series, this dissertation compares both authors’ brands of female heroism and considers the effect they may have had on the young women reading them. In its conclusion, the dissertation also suggests that the representation of the female hero in Young Adult Fantasy fiction has evolved over time with Pierce’s Alanna paving the way for others to extend the boundaries set by conventional gender roles in this genre. This dissertation thus compares the experiences of Alanna from Song of the Lioness and Memer from Voices to the traditional hero’s journey as established by Joseph Campbell. In so doing, the classic narrative of the male hero is seen to have been revised and adapted in recent Fantasy fiction in which women take on heroic roles. It is argued too that Pierce’s brand of heroism is more typically masculine, and closer to the mould of the “male hero’s journey” than Le Guin’s. Le Guin’s brand of heroism is seen to have expanded on the concept of what it means to be a female hero, and given voice instead to a potentially more inclusive female experience. Despite their differences, it is recognised that both authors have had an impact on contemporary works of Young Adult Fantasy by authors such as Holly Black and Naomi Novik, who have been able to construct strong female protagonists on the foundations laid by Pierce and Le Guin. The research is also significant in that it highlights the importance of representation for the identity formation of young adult readers. Using the work of Allison Waller, it is argued that it is through access to strong, authentic girl characters who wholeheartedly embrace their identities and confidently subvert the gender status quo, that these readers may be encouraged to make changes in their own lives and break free from restrictive cultural expectations. / Dissertation (MA (English))--University of Pretoria, 2020. / English / MA (English) / Unrestricted

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Yes / This chapter introduces four theoretical approaches to the challenge of multi-professional information sharing in public service delivery. Two of the four approaches are then described in more detail as lenses through which to explore what happens in the practice of integrated children’s services. The two approaches explored in detail are the systems approach and the approach that underpins much of this book: Etienne Wenger’s ‘communities of practice’. The focus of the chapter is on the professionals delivering the services and not primarily on the children, young people or their families who are in receipt of these services. This approach however is in no way antagonistic to the idea that it is the interests of the children and young people that must always come first when redesigning organizations, policies, procedures and guidance for practice in children’s services.

There are studies that found parental psychological control was related to children’s antisocial behavior (e.g., Kuppens, Grietens, Onghena, & Michiels, 2009; Soenes, Vansteenkiste, Goossens, Duriez, & Niemiec, 2008) and other psychological outcomes such as self-esteem and depressive symptoms (e.g., Costa, Soenens, Gugliandolo, Cuzzocrea, & Larcan, 2015; Inguglia et al., 2016; Kline, Killoren, & Alfaro, 2016); however, it is hard to find studies examining how all those variables are dynamically related. The current study aims to examine if parental psychological control during adolescence is related to children’ antisocial behaviors (e.g., social/relational aggression) during college as well as if this association is mediated by children’s social self-esteem and/or depressive symptoms. In addition to examining the dynamic among these variables, the current study is expected to contribute by examining the role of paternal psychological control as well as maternal psychological control. The majority of studies of parental psychological control and children’s outcomes only focus on maternal psychological control findings (e.g., Valdes, Laursen, guimond, Harti, & Denner, 2016). Also, the current study would fill the gap in the existing studies in the matter of ages of children. A number of studies of parental psychological control have mainly been conducted with relatively younger aged children; very few studies examine the development of college students related to parental psychological control (e.g., Kline, Killoren, & Alfaro, 2016). Methods & Results Four hundred two undergraduate college students in the south of the U.S. participated in the current study by completing a survey (female = 51% and male = 49%). They are mainly White (80.3%) and 91 percent were between 19 and 25 years of age (M = 22.01 years; SD = .2.65). Parental Psychological Control during Adolescence was created by calculating the mean of a total of 21 items (α = .95 for maternal/α = .91 for paternal). The example questions are “In general, my mother/father was less friendly with me, if I did not see things her way.” College Students’ Social Self-Esteem was measured with 8 items (α = .82). The example questions are: “I am easy to like.” College Students’ Depressive Symptoms were measured by calculating the mean of a total 20 items (α = .93). The example questions are: In the past week….“I could not shake off the blues.” Relationally/Socially Aggressive Behaviors were measured by 10 items (α = .79), such as “When I am frustrated with my partner/colleague/friend, I give that person the silent treatment.” Structural Equation Model was used to examine the mediation of social esteem and depressive symptoms between parental psychological control and children’s social/relational aggressive behaviors (see the Table 1 for descriptive statistics of the variables). As seen in Figure 1, there were indirect significant positive associations between maternal psychological control and antisocial behaviors via depressive symptoms; however, paternal psychological control was directly positively associated with antisocial behaviors as well as indirectly associated with antisocial behaviors via social esteem. More findings, interpretations, and limitations of the current study will be discussed at the conference.

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013