http://hdl.handle.net/10125/2161 Sat, 25 May 2013 17:52:54 GMT 2013-05-25T17:52:54Z http://hdl.handle.net/10125/20383 Thesis (M.Ed.)--University of Hawaii at Manoa, 2006. Tue, 01 Aug 2006 00:00:00 GMT http://hdl.handle.net/10125/20383 2006-08-01T00:00:00Z Huang, Ying-Ting http://hdl.handle.net/10125/20382 Thesis (M.Ed.)--University of Hawaii at Manoa, 2006. Tue, 01 Aug 2006 00:00:00 GMT http://hdl.handle.net/10125/20382 2006-08-01T00:00:00Z Hsu, Tsu-Hsuan http://hdl.handle.net/10125/10547 Sat, 01 May 2004 00:00:00 GMT http://hdl.handle.net/10125/10547 2004-05-01T00:00:00Z Stewart, Corissa http://hdl.handle.net/10125/6927 Culturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions. vii, 67 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/6927 2003-05-01T00:00:00Z Picklesimer, Tammie L http://hdl.handle.net/10125/6925 This study examined the effects of a social story and apron storytelling intervention on the self-managed coping strategies of a child who experienced chronic school difficulties. Treatment was implemented five times per week and consisted of 10 minutes of systematic instruction, which included reading a social story and using the apron storytelling technique to dramatically enhance the story's oration. Results revealed a decrease in the frequency, duration and intensity of frustration behaviors exhibited by the child after instruction of the intervention. These findings support recommendations for using social stories and apron storytelling to guide the development of self-managed coping strategies for children who experience chronic school difficulties. viii, 76 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/6925 2003-05-01T00:00:00Z Haggerty, Natalie K