295 BIBLIOGRAPHY Agnelli, S. (1986). Street children: A growing urban tragedy. London: Weidenfield & Nicolson. Agrawal, R. (1999).

Street children: a socio-psychological study. Delhi: Shipra Publications.

Apteker, L. (1988). Street children of Columbia. Journal of Early Adolescence, 8, pp. 225241. Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, African American students. School Psychology Quarterly, 13, pp. 25-44. Barker, D. (1980). TA and training: The theory and use of Transactional Analysis in organizations. England: Gower Press. Barnes, D & Todd, F. (1977). Communication and Learning in small groups. London: Routledge & Kegan Paul Ltd. Battistich, V.; Scaps, E.; Watson, M. & Solomon, D. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24 (6), pp. 719-748. Bigge, M. L. & Shermis, S. S. (1992). Learning theories for teachers. (5th ed.). New York: Harper Collins. Birch, S. H.; & Ladd, G. W. (1997). The teacher-child relationship and childrens early school adjustment. Journal of School Psychology, 35, pp 61 - 79. Bao, W.; Whitbeck, L. B. & Hoyt, D. R. (2000). Abuse, support and depression among homeless and runaway adolescents. Journal of Health and Social Behaviour, 41, pp 408 - 420.

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge Mass: Harvard University Press.
Brophy, J (1981). Teacher praise: A functional analysis. Review of educational Research, 51, pp. 5-32. Buford, R. (1994). Half Time: Changing your game plan from success to significance. Grand Rapids: Zondervan Publishing House. Burgess, R. G. (Ed.) (1985). Issues in educational research. London: The Falmer Press.

296

Burnett, P. C. (2002). Teacher Praise and Feedback and Students perceptions of the Classroom Environment. Educational Psychology, 22, pp. 5-15. Burton, F. R. (1986). Research currents: A teachers conception of the action research process. Language art, 63 (7), pp. 718-723. Carr, W & Kemmis, S., (1986). Becoming critical: Education, knowledge and action research. London: The Falmer Press.

Centre for Cognitive Development (CCD) (1992). Empowering learners through cognition. Pretoria: CCD.
Centre for Cognitive Development (CCD) (1995). Cognitive Teaching Style: Presenters manual. Pretoria: CCD. Centre for Cognitive Development (CCD) (1995). S*T*A*R*T: Strategies for Academic Reading and Thinking, Teachers Manual. Pietermaritzburg: Shuter & Shuter.

Centre for Cognitive Development (CCD) (1996). Empowering learners through 10 years on. Pretoria: CCD.

cognition:

Clarke-Stewart, A. & Friedman, S. (1987). Child development through adolescence. New York: John Wiley & Sons. Cohen, L. & Manion, L. (1989). Research methods in education. (3rd ed.). New York: Routledge. Connolly, M. (1990). Adrift in the city: A comparative study of street children in Bogota, Columbia and Guatemala City. In: Homeless children: The watchers and the waiters. Binghampton: Haworth Press. Costa, A. (1991). The school as home for the mind. Illinois: Skylight Publishing. Creswell, J. W. (1998). Qualitative inquiry and research design. London: Sage Publications Ltd. Davis, A. (1964). Social class influences upon learning, Cambridge (AL): Harvard University Press. De Bono, E. (1970). Lateral Thinking: A textbook of creativity. England: Penguin. Dellape, F. (1987). You are a thief! An experience with street children. Nairobi: Undugu Society of Kenya.

297

De Oliveira, W; Baizerman, M. & Pellet, L. (1992). Street children in Brazil and their helpers: Comparative views and aspirations and the future. International Social Work. 35, pp 163 -176. Denzin, N.K. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw-Hill. Department of Social Services and Population Development. Annual Statistical Report on Social Welfare Services in Gauteng for 1 April 1999 to 31 March 2000. Deutsch, M. (1963). The Disadvantaged Child and the Learning Process. In A. Harry Passow, (Ed.), Education in Depressed Areas. (pp 277-296). New York: Teachers College Press, Columbia University. Dewey, J. (1956). The child and the curriculum: The school and society. Chicago: University of Chicago Press. Diaute, C.; Hartup, W.; Sholl, W. & Zajac, R. (1993). Peer collaboration and written language development: A study of friends and acquaintances. Paper presented at the Biennial meeting of the Society for Research in Child Development, New Orleans, LO. Donald, D.; Wallis, J; & Cockburn, A. (1997). An exploration of meanings. Tendencies towards developmental risk and resilience in a group of South African ex-street children. School psychology International, 18 (2), pp 137 - 154 Elliott, J (1981). Action Research: A framework for self-evaluation in schools. TIQL working paper No 1 Mimeo, Cambridge Institute of Education. Ely, M. (1991). Doing qualitative research: Circles within circles. London: Falmer Press. Ennew, J. (1994). Street and working children. A guide to planning. London: Published by Sav e the chil dre n. Ennew, J. (1996). Difficult circumstances: some reflections on street children in Africa. Africa Insight, 26 (3), p. 202. Feuerstein, R. (1972). Interventional strategies for the significant modification of cognitive

298 functioning. Journal of the American Academy of Child Psychology, 2(3), pp 572 - 582.

Feuerstein, R. & Krasilowsky, D. (1972). Interventional strategies for the significant modification of cognitively functioning in the disadvantaged adolescent. Journal of the American Academy of Child Psychiatry. 11 (3), pp 572 - 582. Feurstein, R. (1976). The effects of group care on the psychosocial habilitation of immigrant adolescents in Israel, with special reference to high-risk children. International Review of Applied Psychology, 25 (3), pp 189 - 201. Feuerstein, R.; Hoffmann, M. B.; Rand, Y. & Miller, R. (1980). Instrumental Enrichment: An intervention programme for cognitive modifiability. Baltimore: University Park Press.
Foley, M. (1983). Coping strategies of street children. A guide to planning. International Journal of Offender Therapy and Comparative Criminology, 27(1), pp. 5 - 20. Fine, M. (1986). Why urban adolescents drop into and out of public school. Teachers College Report, 87, pp. 393-447. Fraser, B. J. (1991). Two decades of classroom research. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation antecedents, and consequences, (pp. 3-27), Oxford; New York: Pergamon Press 1st edition. Freedman, J. & Combs, G. (1996). Narrative therapy. USA: Haddon Craftsman, Inc.

Garmezy, N. (1983). Stressors of childhood. In M. Rutter & N. Garmezy (Eds.), Stress, coping and development in children. New York: McGraw-Hill. Garratt, D.; Roche, D & Tucker, S. (Ed). (1997). Changing experiences of youth. London: Sage Publications. Ginsburg, H & Opper, S. (1979). Piagets theory of intellectual development. Englewood Cliffs, New Jersey: Prentice Hall. Glauser, B. (1990). Street children: deconstructing a construct. In James, A. (Ed.), Constructing and deconstructing childhood. Contemporary Issues in the Sociological study of childhood, (pp. 138 - 156) London: The Farmer Press. Goodenow, C. & Grady, K. E. (1992). The relationship of school belonging and friends values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, pp. 60-70. Grant, J. P. (1991). The state of the worlds children. Oxford: Blackwell.

299 Gross, S. J. (1985). Personal power and empowerment. Contemporary Education, 56 (30), pp 137 - 143. Grossman, R. (1986). Finger on Mathematics. Johannesburg: R. L. Esson & Co.

Grossman, R. (1994). Development of a cognitive teaching style. Unpublished paper presented at a workshop at the Centre for Cognitive development. Centurion. Grundy, S. (1987). Curriculum: Product or Praxis? London: Falmer Press.

Habermas, J. (1972). Knowledge and human interests. London: Heineman.

Harper, M. L. (1994). The applicability of a cognitive teaching style in the teaching of Physical Science themes to standard five farm school children. Masters Thesis, Vista University, Pretoria. Harper, M. M. (2003). Transactional Analysis and the adjustment of street children in a school context: an ethnographic account. Unpublished Doctoral Thesis. UNISA, Pretoria. Hopkins, D. (1985). A teachers guide to classroom research. Milton Keynes: Open University Press. Interim Report to WMC. Transforming Tswane Welfare Domain. (16 November 2001). Johnson, R. T. & Johnson, D. W. (1986). Action Research: Cooperative learning in the Science classroom. Science and children, 24 (2), pp. 31-32. Kaplan, L. (1959). Mental Health and Human Relations in Education. New York: Harper & Roe. Karatzias, A.; Power, K. G.; Flemming, J.; Lennan, F & Swanson, V. (2002). The Role of Demographics, Personality variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings. Education Psychology, 22 (1), pp. 33-49. Kemmis, S. & McTaggart, R. (Eds), (1988). The Action Research planner (3rd ed.). Geelong: Deakin University Press Kerlinger, F. N. (1986). Foundations of Behavioural Research. New York: Holt, Rinehart and Watson.

300 Keys, W. & Fernandes, C. (1993). What do students think about school? A report for the National Commission on Education. Berkshire, UK: National Foundation for Educational Research. King, A. (1997). ASK to THINK TEL-WHY: A Model of transactive peer tutoring for scaffolding higher level complex learning. Educational Psychologist, 32, pp. 221 - 235.

Kinneavy. J. L. & Rutherford, W. L. (1970). Implications for teachers: Junior High School

Lev el: Gra des 79, pp. 19 9210 . In Tho mas D. Hor n (Ed. ), Rea din g for the Dis adv ant age d. Ne w Yor k: Har cour

301 t, Bra ce & Wo rld, Inc. Kirk, T. (1997). The effectiveness of cooperative learning with particular reference to academic achievement, self-esteem, academic self-image, social interaction and student attitudes in primary Mathematics and English spelling classes in Ireland. Unpublished doctoral dissertation, Dublin, Ireland: Trinity College. Kvale, S. (1996). Interviews: An introduction to quantitative research interviewing. California: Sage Publishers. Le Roux, J.; Smith, C. S. (1998 [a]). Is the street child phenomenon synonymous with deviant behaviour? Adolescence, 33 (132), pp 916 - 925. Le Roux, J.; Smith, C. S. (1998 [b]). Psychological characteristics of South African street children. Adolescence, 33 (132), pp 891 - 899. Lewin, K. (1948). Resolving social conflicts. New York: Harper. Levitas, B. (1983). Ethnology: An introduction to the peoples of Southern Africa. Cape Town: Oxford University press. Libertoff, K. (1980). The runaway child in America: A social history. Journal of Family issues, 1, pp. 151 - 164. Luther, M. & Wylie, W. (1990). Feuersteins thinking skills programme with children, adolescents, and adults in special needs schools. International Journal of Dynamic Assessment and Instruction, 1 (2), pp 49 - 70. McLachlan, F. (1986). Street children in prison. In N. J. Pines (Ed.), Street children. The Institute for the Study of Man in Africa (ISMA Paper No. 40). Johannesburg: University of the Witwatersrand. Mason, J. (1996). Qualitative researching. London: Sage Publications. Macdonald, C. & Burroughs, E (1991). Talk, learn and think. Cape Town: Maskew Miller. Marzano, R. (1992). A different kind of classroom. Teaching with dimensions of learning. Alexandria VA: ASCD.

302 Mathews, L. & Ilon, L. (1980). Becoming a chronic runaway: The effects of race and family in Hawaii. Family Relations, 29, pp. 404 -409. Meador, B. D. (1984). Person-centred therapy. In Corsini, R. J. Current Psychotherapies. Itasca: F. E. Peacock Publishers, Inc. Miles, M. B. & Huberman, A. M. (1984). Qualitative data analysis: A source book for new methods. London: Sage Publishers.

Mishler, E. G. (1999). Storylines. Craftartists narrative identity. London: Harvard University Press. Moll, L. C. (1993). Vygotsky and education. Cambridge: Cambridge University Press. Moonsammy, G., Van der Westhuizen, G. J. & Abrahams, M. (1994). Key Indicator Study: Eva luat ion rep ort of the CC D INS ET pro gra mm e. Unp ublis hed rese arch rep ort. Pret oria: CC D. Muthukrishna, N. (1993). Socio-constructivism. Paper presented at the Centre for Cognitive Development, Pretoria.

303 National Department of Education. (1997). Curriculum 2005. Published by The Media in Education Trust. National Department of Education. (2001). Revised National Curriculum Statement for grades R-9. Naude, G. N. & Bodibe, R.C. (1988). Manual for Guidance Teachers: A theoretical & Practical approach. Pretoria: Acacia Books. Nzimande, S. V. (1987). Family structure and support systems in black communities. In: Steyn, A. F.; Strijdom, H. G.; Viljoen, S. & Bosman, F.J. (Eds.). Marriage and family life in South Africa: Research priorities, Pretoria: HSRC. Okun, M. A.; Kardish, C. A. & Janiga, J. M. (1986). Age differences in college values and perceived quality of college life. Educational Gerontology, 12, pp. 409-416. Perkins, D. N. (1986). Knowledge as design. New Jersey: Lawrence Erlbaum. Phares, E. J. (1991). Clinical Psychology: Concepts, Methods, and Profession. Belmont: Brooks/Cole Publishing Company. Piaget, J. (1952). The origins of intelligence in children. New York: International University Pres s. Pianta, R.C., & Walsh, D. J. (1996). High risk children in schools: Constructing sustaining relationships. New York. NY: Routledge. Pringle, M. K. (1974). The needs of children. London: Hutchinson.

Richter, L. M. (1988 [a]). Street children: the nature and scope of the problem in South Africa. Address delivered at the National Association of Child Care Workers National Workshop on Street Children, Cape Town.

Richter, L. M. (1988 [b]). A psychological study of street children in Johannesburg. An investigation requested by Street Wise, Johannesburg. Pretoria: Unisa, Institute for Behavioural Science. Richter, L. M. (1989). Descriptions of self, family and society given by street children in Johannesburg. Paper presented at the 7th National Congress of the South African Association for Child &Adolescent Psychology and Allied Disciplines, Cape Town.

304 Richter, L. M. (1990). Wretched childhoods: The challenge to psychological theory and practice. Inaugural Lecture, Pretoria: Unisa. Richter, L. M. (1996). A psychological assessment of South African Street Children. Africa Insight, 26 (3), pp. 211 - 219. Rockwell, S. (1993). Tough to reach tough to teach: students with behaviour problems. Virginia: The Council for Exceptional Children. Rogers, C. R. (1951). Client-centred Therapy. London: Constable and Company Ltd. Rogers, C. R. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centred framework. In S. Koch (Ed.), Psychology: A study of a science, Vol.111. Formulations of the person in the social context. New York: McGraw-Hill pp. 184 -256. Rogers, C. (1969). Freedom to learn. New York: Macmillan College Publishing Company. Rogers, C. R. (1978). Carl Rogers on personal power: Inner strength and its revolutionary impact. London: Constable and Company Ltd.

Rogers, C. (1983). Freedom to learn for the 80's. Columbus, Ohio: Charles E. Merril.
Rogers, C & Freiberg, H. J. (1994) Freedom to learn (3rd ed.) New York: Macmillan College Publishing Company. Rodseth, V. (1995 [a]). Life after chalk and talk. Internal paper presented at the Centre for Cognitive Development, Pretoria. Rodseth, V. (1995 [b]). Vygotsky and education. Internal paper presented at the Centre for Cognitive Development , Pretoria.

Sears, S.; Carpenter, C. & Burstein, N. (1994). Meaningful reading instruction for learners with Special Needs. The Reading Teacher, 47 (8), pp. 632-638.

Schurink, W. [Ed] [1995]. Street children. An investigation into the causes and incidence of the problem of black street children in RSA with the aim to develop a model for treatment, rehabilitation and prevention programmes. Pretoria: HSRC. Skinner, W. F. (1987). Educational social climates and delinquency in Iceland: An integrated perspective. Acta Socialogica, 30, pp 67 - 86.

305 Skuy, M.; Lomofsky, L.; Fridjohn, P. & Green, L. (1993). Effectiveness of Instrumental Enrichment for pre-service teachers in the disadvantaged South African community. International journal of cognitive education and mediated learning, 3 (2), pp. 92 - 10. Skuy, M.; Mentis, M.; Nkwe, I.; Arnott, A. & Hickson, J. (1990). Combining Instrumental Enrichment and creativity: Socio-emotional development for disadvantaged gifted adolescents in Soweto. International journal of cognitive education and mediated learning, 1 (1), 25 - 31. Slavin, R. (1996). Research on co-operative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, pp. 43-69. Swart, J. (1988). Street-Wise: Opening the way of self-actualization for the street child. Africa Insight, 18 (1), pp. 32 - 41. Swart, J. (1990 [a]). Malunde: The street children of Hillbrow. Johannesburg: Witwatersrand University Press. Swart, J. (1990 [b]). Of the streets: a study of Black street children in South Africa. In Hugo, P. (1990). Truth be in the Field: Social Research in Southern Africa. Pretoria: Sigma Press. Swart, J. (1990). Street children in Latin America, with special reference to Guatemala. Unisa Latin American Report, 6 (1), pp. 28 - 41. Swart, J. (1996). Street children are people too. Africa Insight, 26 (3), p 202. Swart-Kruger, J. (1996). An imperfect fit - street children and state intervention: the South African case. African Insight, 26, (3), pp 231 - 236. Szanton, B. C. (1994). Some comparative urban trends: Street, work, homelessness, schooling and family survival strategies. In Child in Distress. Italy: Unicef - Gordon & Breach. The Childrens Charter of South Africa (1992). htt:/www.anc.org.za/misc/childcht.html. Tacon, P. (1987). Executive Director, CHILDHOPE - The International Movement On Behalf Of Street Children, Annual Report, 1987. Tausch, R & Tausch, A-M. (1980). Verifying the Facilitative Dimensions in German schools Families and with German Clients. Unpublished manuscript. The Daily News. 17/06/1990. Trussel, R. P. (1999). The childrens streets: An ethnographic study of street children in Ciudad

306 Juarez, Mexico. International Social Work, 42(2), pp 189 - 199. Tyler, F. B.; Tyler, S. L.; Tomasello, A & Connoly, M. R. (1992). Huckleberry Finn and street children everywhere: an approach to primary prevention, in Albee, G. W.; Bond, L. A. & Cook Munsey, T.V., Improving childrens lives: Global perspectives on prevention: primary prevention of psychopathology, Vol. XLV, Sage Publications, pp. 200 - 212. UNICEF (1988). Background paper prepared by UNICEF, New Delhi, for National Workshop on Street Children held on August 29-30, 1988. UNISA (2002). Learner Assessment Report. Pretoria: Unisa.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass: Harvard University Press. Walker, M. (1990). Action research in South African schools: Gilding gutter education or transforming teaching? Perspectives in Education, 11 (2), pp. 57-64. Whimby, A. & Lockhead, J. (1985). Problem solving and comprehension. (3rd ed.). Hillsdale, New Jersey: Lawrence Erlbaum. White paper on Education and Training. (1995). Pretoria: Government Printer. [In the Gov ern men t Gaz ette Vol. 357 , No 163 312 (Ma rch 199 5)].

Williams, C. (1992) Curriculum relevance for street children. The curriculum Journal, 3, (3), pp 277 - 290.

Williams, C. (1993). Who are street children? A hierarchy of street use and appropriate responses. Child Abuse and Neglect, 17, pp 831 - 841.

307

Williams, C. (1996). Street children and the abuse of power. African Insight, 26(3), pp 221 - 229. Wood, D. (1988). How children learn and think. The social context of cognitive development. Oxford: Basil Blackwell.
Woods, P. (1986). Inside schools: Ethnology in educational research. London: Routledge & Kegan Paul. Wouters, A. R. (1993). Relevant psychological help in the South African context: A personal development model. Unpublished doctoral dissertation, Vista University. www.anc.org.za (1992).