Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.

Language development of pre-school children was studied as it is related to a musical tutoring experience. Nine musical tutoring sessions, in addition to those of the regular curriculum, were given to the experimental group while the control group received no such tutoring experiences. The experimental group, at the conclusion of the musical tutoring sessions, scored significantly higher than the control group when tested on the specific language concepts stressed in the tutoring sessions. Because the findings were significant the hypothesis stated as, " ... there will be a significant difference between the experimental group, which will have the supplemental music tutoring experience, and the control group which will not have that experience," was held tenable.

The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups / Doctor of Philosophy (PhD)

The provision of school based psychological services in Victorian primary and secondary schools dates back to well before the Second World War. Since then, however, the activities that make up the role of school psychologists have changed substantially. School psychologists' roles have become more varied than the original psychometric focus and reflect a more systemic approach to the conceptualization of student problems. Within Australia, school psychologists can be found servicing single or multiple schools in the government, independent and Catholic school sectors, fulfilling a range of functions and dealing with a diversity of student issues. However, Australian academic research into the professional practice issues associated with the provision of school-based psychological services is rare. Therefore, this thesis sought to investigate a range of professional issues associated with the provision of school-based psychological services for Victorian school psychologists working in single and multiple schools in the government and non-government primary and secondary school sectors. In addition to surveying Victorian school psychologists, principals and teachers were also surveyed in order to ascertain their attitudes towards school-based psychological services. The sample consisted of 81 school psychologists, 21 principals and 86 teachers. The results revealed that school psychologists participate in a variety of activities, including a number of activities that reflect a systemic model of service delivery. They also deal with a broad range of student issues, some of which are quite serious in nature. However, the study also revealed a number of professional issues that were in need of improvement. Some of these included a lack of participation in regular supervision for school psychologists, school psychologists' dissatisfaction with some industrial and professional conditions associated with their role and differences in attitudes between psychologists, principals and teachers regarding the activities and responsibilities of school psychologists. Results from the study provide plausible evidence for the need to support school psychologists in the valuable work that they do within schools through improved industrial conditions, appropriate professional development, and regular supervision. Furthermore the results also reveal a need to educate and participate in dialogue with the educational community in order to increase understanding of school psychologists' roles and professional responsibilities.

Previous studies of the ontogeny of the mucosal immune system have shown a significant increase in salivary Immunoglobulin A levels occurring at about five years of age. This study has monitored a group of 3 and 4 year old children during one year of attendance at Pre-School to examine whether such an increase could be linked to increased antigenic exposure associated with moving into a school like environment. Saliva samples were collected at regular intervals and analysed for immunoglobulin and total protein levels. Daily health records were maintained for each child, and a detailed social and medical history was collected for each child at the beginning of the study. The elevated mucosal immune response observed in previous studies involving children in day care centres and attending school was not seen in this study. No significant difference was observed between children who had previously attended Pre-School or child care centres and those who were attending for the first time. However, a marked seasonal increase in mean salivary IgA during the winter months was observed and this increase correlated with an increase in respiratory infections. Hence, in studies of developmental aspects of mucosal immune response it is essential that modifiers such as season and infection be recorded.

Using a reversal design with two primary school aged children, the effectiveness in producing on-task behaviour was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task behaviour at school which could be exchanged for rewards chosen by the pupil and parents at home. The cognitive program was conducted on an individual withdrawal basis during which time the child was taught to "stop, look, listen and think." With one child the token system preceded the cognitive and with the other child the order of the conditions was reversed. In both studies the token programs proved to be more effective than the cognitive programs in bringing about rapid and dramatic increase in on-task behaviour. When introduced first, the cognitive program appeared to produce better maintenance than when it followed the token program. Additionally, the programs helped to shift two of the teachers' attitudes towards the students from being fairly negative to more positive, as recorded on a Teachers Checklist.

When children arc emotionally distressed, their capacity for learning is diminished and their self esteem is lowered. Not only is their behaviour often disruptive, reflecting their inner feelings and frustrations, but their health and wellbeing, physical, psychological, and spiritual is affected. Art is a natural medium of expression for children and provides an emotionally distressed child with a means of self expression, enabling an emotional release, an opportunity for self-exploration, and a means of communication which may not be possible through the normal channel of language. An art intervention program was implemented with a small group of emotionally distressed or withdrawn children at an A.C.T. primary school which holds a humanistic/holistic attitude to health and education. The study was undertaken between May and November 1992 in a first grade integrated classroom, where mainstream children are together with special needs children. The object of the study was to examine if art activities in small groups can provide a combination of personal and group experiences that result in a therapeutic change to the emotional health and wellbeing of the participating children.

Thesis (Ed. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose is for Tongan children to gain the benefits of good education that New Zealand has to offer. However, there is a growing concern for Tongan parents and New Zealand teachers and schools about the quality and impact of education Tongan children receive. The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan Primary School children in New Zealand” centres on Tongan parents who are recent migrants from Tonga and have primary school children. The research focuses on alternative approach in teaching and learning pedagogies of Tongan children in New Zealand. The research approach is drawn from Tongan language and cultural practices called talanoa, a communal act of social, political and critical dialogue for a purpose. The methodology is qualitative in design, drawing extensively from Tongan language and culture to research the koloa (values) of talanoa that Tongan parents practise at home. The method of data collection employed is talanoa (critical dialogue) conducted in groups with Tongan parents to capture their perceptions, views and experiences of talanoa in their various homes. In examining this unique context, data is analysed using the Tongan concept koloa. The values of talanoa when explored from the participant’s perspective are more clearly understood. The findings of the study indicate that Tongan migrants’ home practice of talanoa offers a teaching and learning pedagogy which is valued as a best approach in teaching their children. The findings further indicate that talanoa can be extended beyond the homes and into many classroom environments.