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The Relationship Between Demographic And Attitudinal Characteristics Of Primary-School Teachers And Implementation Of The Continuous Assessment Program In Swaziland, Hibajene Monga Shandomo

Dissertations

Problem. The purposes of this study were to determine the extent to which primary school teachers were implementing the Continuous Assessment Program (CAP) and to examine personal and institutional factors that may be related to the implementation of the program.

Method. A questionnaire designed to measure degree of implementation and attitude toward the Continuous Assessment Program was administered to a stratified random sample of 600 Grade 1 to Grade 7 teachers from 54 schools. Personnel from the National Curriculum Center (NCC) delivered and collected the questionnaires from each school. Completed questionnaires were then forwarded to the researcher. Data were coded …

The Psychosocial Determinants Of Middle- And High-School Violence: An Investigation Of The Perceptions Of Parents Of Children Suspended For Committing Violent Acts At School, Beverly Cameron

Dissertations

Problem. This study investigated parents' perceptions of the psychosocial determinants of middle- and high-school violence.

Method. Phase Four of the Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE) model, developed by Lawrence Green, was utilized to examine the perceptions of parents regarding the psychosocial determinants of middle- and high-school violence. Respondents were 191 parents whose children were suspended for school violence. One-way ANOVAs were used to analyze the influence ofgender, age, education, family structure, and income on school violence.

Results. Parents believed their children would solve problems using nonviolent means but they responded in a violent manner …

A Case Analysis Of Three Middle-School Boys Who Have Down Syndrome And Have Been In Regular Education Classes Since Preschool, Eileen Frances Luddy

Dissertations

This study investigated the experiences of three middle-school boys who have Down syndrome and have always attended regular education classes.

Despite the existence of policies and initiatives in support of inclusive education, research on the implementation of inclusive practices in middle schools is sparse.

This study is organized in nine chapters. A review of literature revealed that significant research conducted during the past decade supports the practice of including students with disabilities in regular education and the benefits of inclusion outweigh the benefits of separate instruction.

A case study approach investigated the phenomenon covering contextual conditions surrounding the experiences of …