Thesis (M.Ed.)--University of Hong Kong, 1995. / Questionnaires in English and Chinese. Includes bibliographical references (leaf 135-141). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 162-169). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 104-107). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 108-114). Also available in print.

"Perhaps few would question Olsen's premise that amiable public relations are essential to the successful building of bridges between school and community life. This study deals with a recent experiment in school-community bridge building- namely, a cooperative curriculum survey that was made in South Broward High School, Broward County, Florida"--Introduction. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 61-62).

There is no abstract available for this thesis.

High prevalence rates and negative outcomes of peer-based aggression and victimization during early adolescence underscore the need to identify causes and consequences of these outcomes. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. Few studies have addressed relations between school climate and specific subtypes of physical and relational aggression and victimization. Although school climate has been assessed via interpersonal subsystems (i.e., student-student and student-teacher relationships), little research has incorporated the role of student awareness and reporting of violence and safety concerns. Further, studies are needed that consider the bi-directional relations between school climate and peer aggression and victimization over time. To address these limitations, the current longitudinal study examined associations between school climate (i.e., student-student and student-teacher relationships and awareness/reporting) and peer aggression and victimization over six months among a sample of 265 middle school students.

The problem with which this investigation was concerned was that of surveying the attitudes of parents, teachers, and principals toward parental involvement in school activities. The study had a threefold purpose. The first was to determine the attitudes of parents toward involvement in school activities. The second was to determine the attitudes of teachers and principals toward parental involvement in schools. The third was to identify attitudes of parents, teachers, and principals toward various methods of involvement.

M.Ed. (Inclusive Education) / This study explored the nature of support for Reception Year teachers of learners with severe intellectual impairment at Lerato Special School (pseudonym) which is in the southern suburbs of Johannesburg in South Africa. As a past Reception Year teacher at this school, I experienced numerous challenges in teaching these learners, which prompted me to research more in this area. I experienced challenges such as overprotection of the learners by their parents, language barriers, lack of parental support, high learner-teacher ratio and health problems. From the focus group interview conducted, these were the same challenges experienced by the Reception Year teachers of Lerato Special School. As a result, I embarked on this study to find out from these teachers the extent of support that they are receiving and still require for them to be able to execute their duties to the expected standard in terms of teaching these young and inexperienced learners to their maximum potential development. The Education White Paper 6 (DoE, 2001) outlines four levels of support for both teachers and learners. At the national level, policy is formulated, and it is implemented at the provincial level (Landsberg, 2011). The district level provides co-ordinated professional services in supporting teachers, drawing on expertise in specialised schools through the district based support teams (DBST). Lastly, at the institution level the school based support teams (SBST) support teachers and learners directly. Teacher support teams are a way of supporting individual teachers who request support over a teaching concern relating to special educational needs (Cresse, Norwich & Daniels, 2000). The focus of district and institutional level support should be on differentiated teaching strategies, overcoming barriers, curricular adaptation, flexible teaching methods, individualised learning support material and assessment concessions. Since teachers are the primary agents for achieving such specialised education for intellectually impaired learners, the teachers should be fully supported in their endeavours. Yet, it is my experience in this special school that teachers are not being fully supported, particularly, teachers who are teaching severely intellectually impaired children between five and ten years old ...

Typescript (photocopy). / Digitized by Kansas Correctional Industries