The purpose of this study was to capture, describe and interpret an adult education experience that moves learners in an emotional, soulful and spiritual way. Profound and deep learning was revealed through comments such as: This has been one of the most profound experiences of my life; and, Those five days were pure magic. These comments are the result of experiences at Northern Exposure to Leadership (NEL), which is a continuing, adult learning experience for professional librarians. The Institute uses senior librarians to serve as mentors and facilitators, and is a five-day, residential Institute held every eighteen months at Emerald Lake Lodge, near Field, British Columbia, Canada. This research is explored within an adult education framework, which is steeped in a rich tradition of creating caring learning communities that honour the histories of learners, listen to their individual voices, and allow for alternative ways of learning and knowing. This analysis and interpretation is set within a broader social context of individual, global and cosmic alienation, and the demise and loss of soul evident in a manufactured, technical and commodified world. The research indicates that soul in education is nurtured through: relationships with mentors, peers and self; the creation of a professional, caring community; ceremony, symbol and the sacred; risk; struggle and disclosure; ethics; creativity and imagination; physical environment; residential factors of seclusion and shared accommodations; and the use of a variety of teaching methods with a concentration on experiential learning. The confluence of these factors affects careers and lives of learners on a long-term basis. Ultimately, it is asserted that attention to soul in education elicits an emotional, spiritual and physical response that is affirming for all involved. Soulful approaches breathe life into education and infuse learners with energy, vitality and enthusiasm, and, in the case of NEL, is creating a collegial community with librarianship.

Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2009. / Committee Chair: Roberts, James; Committee Member: Embretson, Susan; Committee Member: James, Larry

This study examines the "TBWY" reform program, its design and efficacy. The program was carried out in an Israeli high school with the aim of improving equality of opportunity, narrowing educational achievement gaps (Friedlander & Leon-Elmakias, 2006), improving the climate for study and increasing the number of those eligible for the matriculation (Bagrut) examinations which, since 2006, had been decreasing. The reform program covered two types of class groups: "homogeneous learning groups” and “guided groups”. The homogeneous learning groups were based on the students' proven learning skills, thereby reducing the differences in the students' achievements. In this way, it was possible to focus on teaching methods suitable for the learning group in a uniform and focused way. The second group is a "guided group" made up of between 15 and 17 students. The "guided group" placed students with different peers to their ‘”learning group” according to matters of common interest among the students, their hobbies, common areas of study, youth movements, extramural activities, groups and students' requests to be together. Each group has a teacher/guide who has undergone extensive training as a group coordinator. The "guided group" involves a twice-weekly round-table meeting. In addition to these meetings, the group coordinator met with each student to build an annual program of work and a process for monitoring the student's achievements in all of the areas mentioned. This study included quantitative and qualitative constructivist methods focused on comparative research with students and teachers during two periods – before the reform program in 2006 and after it, in October 2009. Several criteria were examined: teachers’ perceptions of instruction strategies in homogeneous learning groups and resulting changes – gaps (Nahum, 2009) in educational achievements among the students, changes in the percentages of eligibility for matriculation certificates, school climate, a change in the students' feelings and the extent of teachers' feelings of responsibility for the failure and success of the students. Findings indicated a relationship between teachers' acceptance of responsibility for the students' success or failure and positive changes in teachers’ perceptions of student’s abilities, the feelings of students, a reduction in achievement gaps, and improved climate of the school. Furthermore, there was an increase in the number of students eligible for matriculation with an increase, in their grades from before the implementation of the program, until the present academic year, 2015. This research contributes to a deeper understanding of the factors that enable greater scholastic achievement, together with an improved climate in an educational institution within the Israeli context. The research contributes to the understanding of the relationship between philosophical and psychological theories and their application in practice within the education system. The results of the research illustrate that a correct implementation of theories can create a change by reducing gaps in students' attainment by improving the school climate, by increasing the extent of the teachers' responsibility vis-à-vis students' success and increasing the number of students who are eligible for a matriculation certificate.

M.Ed. (Educational Psychology) / Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.

M.Ed. (Multiculturalism and Education) / When this special school opened its doors to all races in 1995, it was the first time this exclusively white school was confronted with racial conflict. Both teachers and pupils found themselves in a situation totally new to them. This led the researcher to question whether exposure of groups would, over a period oftime, reduce prejudice and stereotyping. The literature pertains that social contact between members of different racial and ethnic groups as a method of reducing tension is beset with a great many problems. Under certain conditions social contact can increase tension rather than reduce it. According to some studies done in South Africa contact between whites and blacks have had no effect on reducing negative stereotypes and prejudice and in many cases contact between these groups has increased stereotyping and . prejudice. The findings of this study indicate that at this school exposure between children of different racial groups led to an improvement in tolerance and acceptance of one another. The findings also indicate that inter group relations did not improve. The children formed homogeneous groups and kept their social distance. A recommendation for further research is that research should be focused on the problems of inter group relations between pupils at schools.

M.Ed. / This study has been devoted to an investigation into a phenomenon called "separation anxiety", which manifests in some children who enter into nursery school at a very young age. The principal aim of the said investigation has been to identify possible causes for this anxiety in a bid to formulate guidelines for the parents of children suffering from this form of anxiety. An unfortunate trend in the modern-day workplace is the expectation that mothers resume their duties all too soon after the birth of their babies. In order to provide in the subsequent clamant need for child care, nursery schools and day-care centres have been obliged progressively to provide such care for ever-younger children; in fact, from as young as three months. In doing so, both parents and teachers/facilitators are confronted with the oft-times Herculean task of having to deal with a toddler who experiences anxiety upon being separated from his/her mother/father. Parents (and teachers/facilitators alike) are often left feeling utterly helpless and frustrated at being unable to allay the child's fears and anxiety. An important first step, however, is to make parents and teachers/facilitators understand that the nursery school represents, in a very real sense, the baby or toddler's first separation from the safety and security of his/her family and home environment. In view of the above postulation of the research problem, this study has commenced with the establishment of a theoretical framework within which to explore the emotional, physical and intellectual development of the young child. The said theoretical framework has subsequently been further enhanced by a study of relevant anxieties that the young child may experience.. For this purpose, an in-depth discussion has been undertaken on relevant literature on separation anxiety. The results of the research have been as follows: Parents need more detailed information on the emotional, physical and intellectual development of their children. Mothers need to be supported in their dual role of working and of being the primary educator at home. Fathers are largely absent from the education of their children. A traumatic experience, such as hospitalisation, could serve as a contributing factor to the anxiety a young child exhibits when separated from its mother. The choice of nursery school and the resident teachers/facilitators could play a deciding part in the way in which toddlers perceive their separation from their parents.

The purpose of this study was to capture, describe and interpret an adult education experience that moves learners in an emotional, soulful and spiritual way. Profound and deep learning was revealed through comments such as: This has been one of the most profound experiences of my life; and, Those five days were pure magic. These comments are the result of experiences at Northern Exposure to Leadership (NEL), which is a continuing, adult learning experience for professional librarians. The Institute uses senior librarians to serve as mentors and facilitators, and is a five-day, residential Institute held every eighteen months at Emerald Lake Lodge, near Field, British Columbia, Canada. This research is explored within an adult education framework, which is steeped in a rich tradition of creating caring learning communities that honour the histories of learners, listen to their individual voices, and allow for alternative ways of learning and knowing. This analysis and interpretation is set within a broader social context of individual, global and cosmic alienation, and the demise and loss of soul evident in a manufactured, technical and commodified world. The research indicates that soul in education is nurtured through: relationships with mentors, peers and self; the creation of a professional, caring community; ceremony, symbol and the sacred; risk; struggle and disclosure; ethics; creativity and imagination; physical environment; residential factors of seclusion and shared accommodations; and the use of a variety of teaching methods with a concentration on experiential learning. The confluence of these factors affects careers and lives of learners on a long-term basis. Ultimately, it is asserted that attention to soul in education elicits an emotional, spiritual and physical response that is affirming for all involved. Soulful approaches breathe life into education and infuse learners with energy, vitality and enthusiasm, and, in the case of NEL, is creating a collegial community with librarianship. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Receipt of resource specialist services and possible resulting low self-esteem -- Gender, grade, age, placement criteria.

The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.

The problem of the study was the effect of fear-arousing communications upon junior high school students' cognitive, emotional, and behavioral responses within the context of a dental hygiene program. Analysis of the data revealed that the personal performance scores, were initially, significantly (p <= .05) different for the recommendations and low-fear groups. They had cleaner teeth. The recommendations elicited the most positive change, and this extended for a longer period of time. There were no significant differences in any of the other variables. The results were more questionable in cases where threat appeals were used for volunteer subjects. Fear messages elicited less positive change and were seen as being unnecessary in teaching dental hygiene. Behavior, cognition, and emotion, as components of an attitude, were explained as being idependent in threat-appeal research where behavior may change but not attitudes.