Social and Behavioral Sciences Commons^™

Swinging Bridge - December 13, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - November 22, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - November 15, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - November 8, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - November 2, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - October 25, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - October 18, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - October 4, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - September 27, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - September 20, 2002, Steve Damerell

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - May 3, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Brain Injury In Children: Assessment And School-Based Interventions, Deanne Smith

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

A traumatic brain injury is an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment that adversely affects a child's educational performance. It is considered the leading cause of mortality and disability among children with estimates of over one million occurrences each year. The 1990 revision of the Individuals with Disabilities Education Act included Traumatic Brain Injury as a special education diagnostic category. Although this allowed students greater access to appropriate services, it pointed out the need for additional knowledge and training for educators working with this population. …

Lincoln Elementary School Needs Assessment Follow-Up: Examining A Community-Based Intervention, Gregory J. Dunkley

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study explored and expanded a model of community intervention that proposes researcher, practitioner, and community member unification to produce communitywide programs used to improve society. The data were obtained from the community members of Hyrum, Utah, who participated in a needs assessment and then a follow-up survey, which began an examination and refinement process of the city's community programs. Research questions addressed the impact of the community programs in the areas of community safety, cultural relations, and family involvement.

The data suggested that after one year of program implementation, the follow-up study participants perceived a general trend of lowered …

Swinging Bridge - April 26, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - April 19, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - April 12, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Child To Child: What We Have Learned About Educating Children, Sarah Warren

The Journal of Conventional Weapons Destruction

Save the Children Federation (SCF/US) began its Landmine Education Project (LEP) in Kabul, Afghanistan in April 1996. It developed a participatory curriculum based on principles of non-formal education.

Swinging Bridge - March 8, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - March 1, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - February 22, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Swinging Bridge - February 15, 2002, Vic Sensenig

Student Newspapers & Magazines

No abstract provided.

Help-Seeking Patterns For Suicidal And Non-Suicidal Problems In Two High School Samples, Coralie J. Wilson, Joseph V. Ciarrochi, Debra Rickwood, Frank P. Deane

Faculty of Health and Behavioural Sciences - Papers (Archive)

Few distressed young people seek professional psychological help for either personal-emotional problems or suicidal ideation. This paper describes two studies that have examined help-seeking patterns in two contrasting high school populations. Two hundred and sixty four Il1awarra public high school students and 307 Queensland private high school students completed a questionnaire measuring intentions to seek help from a variety of fonnal and informal sources, in addition to no-one for personal-emotional and suicidal problems. Students in both samples indicated they would seek help from different sources of help for different problem types, but friends were rated as the most likely source …

Special Education Needs Across The Pre-School Period, Pam Sammons, Rebecca Smees, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliot

Faculty of Social Sciences - Papers (Archive)

The Early Years Transitions and Special Educational Needs (EYTSEN) project builds on the work of the Effective Provision of Pre-School Education (EPPE) project, a major longitudinal study of a national sample of young children’s progress and development through pre-school and into primary school until the end of Key Stage 1 (age 3+ to 7 years) (Sylva et al., 1999).1 Both the EPPE and EYTSEN research studies are funded by the DfES. The EYTSEN study explores evidence of possible special educational needs (SEN) amongst pre-school children. It uses a range of information to identify children who may be ‘at risk’ in …

Characteristics Of Pre-School Environments In Northern Ireland: An Analysis Of Observational Data, Edward Melhuish, Louise Quinn, Kathleen Mcsherry, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Sofia Guimares

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Centre Characteristics: An Analysis Of Centre Manager Interviews, Louise Quinn, Julie Colhoun, Brenda Taggart, Edward Melhuish, Iram Siraj-Blatchford, Kathy Sylva, Pam Sammons, Kathleen Mcsherry

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Experience And Cognitive Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Christopher Shields

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pressure Points: School Executive And Educational Change, Stephen Dinham, Catherine Scott

Faculty of Social Sciences - Papers (Archive)

Recent international research has demonstrated a relationship between physical health and occupational status/level of appointment: people who hold higher level positions enjoy better physical health on average than those in lower positions. Researchers have speculated that this may be in part due to the lower levels of control exercised over pace and timetabling of work by those occupying lower positions. Poorer physical health is thus mediated by lower levels of mental wellbeing.

Worldwide, many working in school education have experienced ‘control’ being taken away from them by rapid and constant educational change imposed from ‘the outside’. The pace and extent …

Pre-School Experience And Social/Behavioural Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Gail Currie

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Research Proposal: Effects Of Class Attendance On Overall Grades, Sarah Seay

Undergraduate Psychology Research Methods Journal

One research inquiry that comes to question is whether school attendance has an effect on overall grades made by each student. This question comes to mind for numerous reasons. If students do not miss school does this mean they get better grades because they are learning more or because of their dedication and motivation and low absence levels. Is it that students who miss numerous days of school do not care about their grades or that their grades are lower because they do poorly on tests and assignments?