Search Results

Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model
The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
A Critical Analysis of Spelling Achievement in the Ft. Worth, Texas, Elementary Schools
This study presents an efficacy evaluation of language arts instruction in the Fort Worth, Texas elementary schools.
Factors Associated with Leadership Ability of the Elementary School Child
This thesis is the result of an examination conducted on the leadership abilities of elementary school children and whether or not an improvement can be made through teaching.
Discovering the Extent to which Feelings of Insecurity can be Eliminated in Children of the Third Grade
This thesis presents student case studies from a third grade class at an Albany, Texas elementary school. Students with insecurity issues are described and remedial treatments are suggested.
The Immediate Effect of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitudes of Elementary White Students
The primary purpose of this study was to investigate the differences and changes in integrated and segregated white students' self-concepts, racial attitudes, and academic achievements.
The Relationship between the Level of Dogmatism of Supervising Teachers and Student Teachers and the Amount of Change in Attitude of the Student Teachers
This research sought to determine if a significant relationship existed between various levels of dogmatism of supervising teachers and student teachers and the degree of change in attitude of the student teachers during student teaching.
The Most Important Educational Problems Affecting the Growth of Elementary Schools of Texas, 1972
The problem with which this investigation is concerned is the identification of conditions, situations, and events that are important problems faced in the public elementary schools of Texas. Problems are categorized into sixteen areas: finance, desegregation and busing, school organization, school personnel, preschool and kindergarten, instructional improvement, reporting systems, pupil behavior, curriculum, in-service staff training, humanizing the schools, public relations, minority groups, migrant children, special education, and recent trends. The purpose of the study is to determine perceived importance of problems and to establish priorities of current issues from information obtained from education leaders of elementary schools.
The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students
This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were made: 1. Research should be done to write standardized mathematics tests that would be accurate and fair for Spanish-speaking LEP students. 2. Further research should be done into teaching strategies and classroom management particularly suited to Spanish-speaking LEP students. 3. Attitude measures should be used as pretest and posttest to study the effect of sheltered mathematics classes on LEP students in relation to attitudes toward mathematics and motivation to continue schooling. 4. Recruit and train qualified mathematics teachers to teach English as a second language (ESL) mathematics.
A Comparison of the Leisure Reading Habits of Female Teachers and Non-Teachers
The purpose of this study was to determine, whether there was a significant difference in the leisure reading habits of two groups of women who were college graduates; one group of elementary classroom teachers, grades one through six, and another group of women who were not teachers.
Teachers' Perceptions of Computer Use in Elementary and Secondary Classrooms in Thailand
The purpose of this study was to create a base of descriptive information about computer applications in the elementary and secondary classrooms of Thailand. To accomplish this task, two forms of questionnaires were developed and administered to a randomly selected sample of 527 school teachers and 94 college instructors throughout the Northeastern area of Thailand. Data were analyzed using a chi-square test, a £-test, and a one-way analysis of variance procedure.
The Relationship of Fifth-Grade Students' Self-Concepts and Attitudes toward Mathematics to Academic Achievement in Arithmetical Computation, Concepts, and Application
The purpose of this study was to determine the interrelationship of self-concept and attitude toward mathematics to academic achievement in the areas of arithmetical computation, concepts, and application.
Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study
This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom
The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time. It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.
The Effects of Illustrations on a Context Method of Learning Reading Vocabulary for Fourth-Grade Students
The purpose of this study was to compare the effectiveness of a context approach to learning reading vocabulary with the effectiveness of the context approach accompanied by illustrations. Subjects were 152 fourth graders from 19 reading classes in 8 elementary schools. Materials included illustrated and nonillustrated vocabulary cards, a researcher-made multiple-choice instrument, and a widely used achievement test, which was used to identify the subjects as good or poor readers. The researcher made instrument was administered as a pretest during the first week of the study. Forty-eight vocabulary words were taught during the second through fifth weeks. The instrument was given again as a posttest during week six and as a delayed posttest during week twelve. Results were analyzed with the analysis of covariance procedure.
The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic
The present research was an investigation of the effects of computer assisted instruction as a supplement to classroom instruction in reading and arithmetic. The purposes of this study were to determine the effectiveness of microcomputer usage in supplemental reading comprehension and math instruction. Utilizing an elaboration of the pre-test, posttest control group design, 66 fifth graders completed the 4-month study. One-way analysis of covariance was used to analyze the data.
Effects of Computer-Assisted Instruction on Attitudes and Achievement of Fourth Grade Students in Reading and Mathematics
The purpose of this study was to determine the effects of participation in a Computer-Assisted instructional program (CAI) on fourth grade student attitudes and achievement in reading and mathematics. This study, based on Campbell and Stanley's quasiexperimental design 10, utilized Diascriptive Reading software for the CAI mathematics group and Milliken Math Sequences software for the CAI mathematics group and was completed by 242 students. The time span between pretests and posttests was seven months. Iowa Tests of Basic Skills, Level 10, Form 7/8 was used for achievement testing and Estes Attitude Scale was used for attitude testing. Analysis of covariance was used to determine significance at the .05 level. The findings for this study were: 1. Reading Comprehension posttest scores were significantly higher for the control group than for the reading experimental group; 2. Reading Comprehension posttest scores were not significantly higher for boys than for girls within the reading experimental group; 3. Total math posttest scores were significantly higher for the mathematics experimental group than for the control group; 4. Concepts and Computation math subsets posttest scores were significantly higher for the mathematics experimental group than for the control group. There were no significant differences between the posttest scores of the two groups for the Math Problem Solving subset; 5. Total Math posttest scores were not significantly different for boys than for girls within the mathematics experimental group; 6. Attitude toward reading posttest scores were significantly higher for the reading experimental group than for the control group; 7. Attitude toward reading posttest scores were not significantly different for the boys than for girls within the reading experimental group; 8. Attitude toward mathematics posttest scores were significantly higher for the mathematics experimental group than for the control group; 9. Attitude toward mathematics posttest scores were significantly higher for girls than …
A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program
The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.
A Study of the Relationship of Selected Variables to Reading Achievement in a Computer-Assisted Instructional Setting
The focus of this study was to determine the unique contribution of I.Q., gender, instructional organization, time on the computer, classroom instructional time, ethnicity and total instructional time to the predictability of achievement gain in a computer-assisted instructional setting in reading. The sample consisted of 2,000 students in grades three and five from a large suburban school district in the Dallas - Fort Worth area. The students were given the Iowa Test of Basic Skills to determine reading achievement gains and the Cognitive Abilities Test to determine I.Q. levels. The study was conducted over a five month period during the 1984 - 1985 school year. Using multiple regression, the data were analyzed.
The Relationship of Sex and Age at Entrance to School to Second Grade Achievement
This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered …
The Impact of Role Playing on Selected Values Claims Held by Third- and Fifth-Grade Students
The problem with which this investigation was concerned was that of determining whether role playing could be used successfully to help elementary school children clarify selected values claims. The changes in children's values claims were measured by using the Semantic Differential developed by Osgood and others. This study had a threefold purpose. The first was to determine if children's values claims in the third grade could be changed by a concentrated program of role playing. The second was to determine whether children's values claims in the fifth grade could be changed by a concentrated program of role playing. The third was to determine if there was a difference in the amount of change in third- and fifth-grade children's values claims after both grades had experienced a concentrated program of role playing. The following conclusions were reached: (1) Role playing experiences can be used successfully to change third-grade children's values claims in respect to the concepts of honesty and consideration of others. (2) Whether role playing can be used successfully with third-grade children to change their values claims in regard to respect for property is open to question. (3) Whether role playing can be used successfully with fifth-grade children to change their values claims in regard to honesty, consideration of others, and respect for property is open to question. The study implied that (1) role playing may be more effective with children in the third grade than with children in the fifth grade, (2) role playing may be more effective with some values claims than with others, (3) though the changes made by the fifth grade after role-playing experiences were not significant, they were in the positive direction. Consequently it is entirely possible that role playing could have been more effective with the fifth grade under differing circumstances, (4) significant changes …
The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study
This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between …
Affecting Children's Value Claims by Using High-Level Questioning Focused on Selected Poetry
This study was to determine the extent to which the use of high-level questioning, through eliciting responses to selected poems, affects children's value claims. Twenty-seven seventh-grade boys comprised the control group, and twenty-seven eighth-grade boys comprised the experimental group. The experimental group took part in values-clarification experiences for sixteen weeks. The control group received no value instruction. The Values Inventory was administered to both groups at the beginning and at the end of the sixteen weeks. Testing of the hypotheses resulted in eight of the hypotheses being significant at the .01 level, indicating that values-clarification experiences using high-level questioning and selected poems did affect children's value claims.
Norma and Mel Gabler: The Development and Causes of Their Involvement Concerning the Curricular Appropriateness of School Textbook Content
The problem of this study was to trace through available sources the history of Norma and Mel Gablers' work concerning the curricular appropriateness of textbooks and interpret in terms of motivation, scope, and effectiveness the identified impact of their work. The purpose of this study was to present a comprehensive report documenting specifically that which the Gablers have done, said, and represent. A chronology of events of the Gablers' textbook involvement from 1961 through 1981 has been recorded. Material written and/or distributed by the Gablers through their organization, Educational Research Analysts, has been reviewed and summarized with extensive documentation to convey the philosophy and intentions of the Gablers since their work in this area began. Specific passages of textbook content petitioned against by Norma Gabler before the Texas State Textbook Adoption Committee have been presented as organized around the Gabler outline, "Textbook Reviewing by Categories." Media presentations featuring the Gablers have been reviewed for the purpose of informing others about what types of information have been presented to the American public about this issue and to offer a glimpse into the human nature characteristics of the Gablers as personalities. Professional educator reaction into this probe of textbook content is offered to relate the numerous concerns expressed about the monitoring of educational materials. Finally, an analysis of the Gablers' efforts and identified observations as to their effectiveness and influence have been recorded conveying the extent and success of the Gabler involvement as it pertains to textbook content.
The Influence of Rhyming Verses on Young Children's Ability to Repeat Rhythmic Phrases
The purpose of this study was to determine if the teaching of rhyming verses containing rhythmic phrases facilitates young children's learning of the rhythmic phrases. The study utilized a pre-test/post-test/control group design. The students were randomly selected and assigned to either experimental group A, experimental group B, or a control group. Students in experimental group A were taught the rhyming verses and given practice repeating the rhythmic phrases contained in the rhyming verses. Students in experimental group B were only given practice repeating the rhythmic phrases. The control group was taught seasonal songs and activities. No rhythmic instruction was given to the control group.
The Understanding and Attitudes of Elementary Teachers Toward Economic Education
The purposes of this study are to determine the understanding of economic concepts and attitudes toward economic education of selected elementary teachers, to determine which variables relate to the understanding of economic concepts and attitudes toward economic education, to determine the interaction of selected variables, and to determine if there is a positive correlation between the understanding of economic concepts and attitudes toward economic education. The analysis of data reveals the following: 1. Completion of a recent college level social studies methods course does not appear to have a significant relation to the teachers' understanding of economic concepts. The methods course does appear to have some positive significant relation to teachers' attitudes toward economic education, although not significant at the .05 level. 2. Completion of two or more college level courses in economics does not appear to have a significant relation to the teachers' understanding of economic concepts or their attitudes toward economic education. 3. Participation in a Developmental Economic Education Program (DEEP) workshop appears to have a significant relation to the teachers' understanding of economic concepts, but does not appear to have a significant relation to their attitudes toward economic education. 4. Teaching assignment (classroom organization) does not appear to have a significant relation to the teachers' understanding of economic concepts, but does appear to have a significant relation to their attitudes toward economic education with teachers in a self-contained classroom having a less favorable attitude toward economic education than do teachers in team-teaching or departmentalized classrooms. 5. The interaction of the variables grade level taught and adopted textbook series used appears to have a significant relation to the teachers' understanding of economic concepts and their attitudes toward economic education. Sixth grade teachers using textbooks with high-economic content score higher in cognition and fourth-grade teachers using textbooks with low-economic …
The Effects of Specialized Skill Instruction on the Ability of Six-Grade Students to Solve Mathematical Word Problems
The purpose of this study was to evaluate the effects of specialized skill instruction on the ability of sixth-grade students to solve mathematics word problems. Subjects were 578 sixth graders from eight elementary schools. Researcher-developed materials were used based on seven identified content strands. Specific sections of a widely used achievement test were used to identify ability groups in both reading and mathematics and served as the pretest and posttest measures.
A Qualitative Analysis of the Computer Programming Abilities and Thought Processes of Five-Year-Old Children
The problem of this study was to describe and analyze the computer programming abilities and thought processes of five-year-old children using a conventional microcomputer and the Apple LOGO language. This dissertation reports on the behavior of five kindergarten children and the counts they made as they learned to program in LOGO on an Apple XI Plus microcomputer. The five participants were randomly selected from a group of ten five-year-olds who passed a screening test of numeral and capital letter recognition. The sample included three girls and two boys, all of whom were white. The students met individually with the researcher and the computer for about twenty minutes every day during a ten-week period.
The Status of Transitional First Grade Programs in Regions 10 and 11 in North Central Texas
The purposes of this study were to identify public school districts that currently offer, or are planning to offer, transitional first-grade programs, to describe existing transitional programs, to describe the genesis of transitional first-grade classes in the North Texas area, and to assist in the establishment of a networking system for schools in the North Central Texas area that currently have, or are planning to have, transitional first-grade classes. The 158 school districts in Regions 10 and 11 were surveyed. The findings of the study indicate that about one-third of the districts offered transitional first-grade programs during the 1988-89 school year, and two-thirds of the districts saw a need for transitional first-grade classes. These transitional programs were implemented to meet the needs of children who had completed kindergarten but were not ready for regular first grade. Transitional first-grade programs focus primarily on language arts and math skills for kindergarten and early first grade. While curriculum materials vary from district to district, language arts is likely to be based on a whole-language approach, and math is likely to focus on manipulatives.. Kindergarten teacher observation is used in the screening procedures in the majority of the districts. A number of instruments are used in the transitional screening process. The Gesell School Readiness Inventory, used in 24% of the districts, is most popular. About one-half of the districts use an informal method of evaluating the transitional program. A pretest-posttest method is used in 32% of the districts, and a longitudinal student tracking method is used in 20% of the districts. Of the 158 districts surveyed, 122, or 77%, of the districts are interested in being included in a networking system to exchange information about transitional first-grade programs.
The Role of a Developmental Screening in Kindergarten - First Grade Placement
The purposes of this study were to determine if a kindergartener's developmental stage correlates with subsequent scholastic achievement, to determine whether developmentally younger children who repeat kindergarten attain higher academic achievement than developmental 1y younger children who do not repeat kindergarten, and to investigate the relationship between head circumference, developmental age, and achievement. Ninety-seven kindergartners of various ethnicity and socio-economic status were administered the Gesell School Readiness Screening Test to determine developmental age and were followed academically for three years. Head circumference was noted periodically to measure brain growth. The hypotheses predicted significant positive correlations between developmental age in kindergarten and scores on later achievement tests. Further, it was predicted that children below 5.3 years in developmental age who delayed entrance to first grade would score significantly higher on first grade achievement tests than match-paired promoted students. It was hypothesized that there would be significant correlations between head circumference growth and (a) gains in achievement test scores and (b) developmental age at kindergarten. The first hypothesis, tested by Pearson Product Moment Correlations, established the existence of significant correlations between developmental ages of test subjects and their scores on four academic achievement tests. The results indicated that developmental age was a better predictor of achievement test scores than chronological age. Since only five children in this study were retained in kindergarten, hypothesis 2 was analyzed descriptively. Mean scores on first grade achievement tests were higher for the retainees than for the "at risk" non-retainees. Hypothesis 3 was tested by stepwise multiple regression. At the first step, the linear trend between the independent variable, CTBS score, and the dependent variable, I TBS score, was calculated and found to be significant at the .001 level. The addition of head circumference growth to the equation did not add significantly to the prediction of I …
An Analysis of Factors Affecting the Creation, Implementation, and Retention or Rejection of Curriculum Change: Three Objective-Based Skills Systems in Reading
The problem with which this study dealt was an identification of the positive or negative factors affecting the creation, implementation, and retention or rejection of curriculum change efforts. As examples, the Fountain Valley, PEGASUS-PACE, and Wisconsin Design skills management systems (SMS) for reading were studied as each was an example of successful curriculum change efforts, in two different settings,
The Effects of Learning to Program a Computer in BASIC or LOGO on the Problem-Solving Abilities of Fifth Grade Students
The purposes of this study were (1) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (2) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC for improving problem-solving skills in fifth grade students. Subjects were 132 fifth graders from two suburban elementary schools. The materials used in the study were the Computer Challenge Guide for the BASIC group and Logo in the Classroom for the Logo group. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure.
The Impact of Transitional First Grade on Students' Readiness and School Attitude
The purpose of this study was to determine the effectiveness of a transitional first grade program on the attitude and readiness scores of a group of regular first grade students who qualified for the transitional program but attended regular first grade (control group) and a group of transitional first grade students (experimental group). The study utilized a pretest/posttest design. The regular first grade students received formal instruction in all academic areas. The experimental group received no formal instruction.
The Cognitive Development Sequence of Music Skills in Elementary School Aged Children
The problem of this study was to determine the cognitive development sequence of music skills. This sequence was determined by finding the music skills level, the Piagetian developmental level, and the developmental art level for twelve students differing in reading ability and in the first through fourth grades.The students were individually tested, using Piaget's semi-clinical interview technique. The students were tested on seven Piagetian tasks, ten music tasks, and one art task. The validity was determined through the interview process. The examiner redirected questions until he was certain the subjects were responding from conviction. The reliability of the study was achieved through a test-retest procedure and impartial expert evaluation of the test sessions.
First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study
This qualitative case study examined the use of manipulatives in mathematics instruction by six first-year intermediate teachers in a north Texas school district. Their preparation for, access to, and perceptions about manipulatives were examined. Specific content associated with manipulative usage was identified.
Effectiveness of a Transitional First Grade Program
The purpose of this study was to determine the effectiveness of a transitional first grade program. A comparison of reading and math achievement and school attitude was the focus of the study. The study utilized a pretest/posttest design. The group of regular first grade students who qualified for the transitional program but attended regular first grade was the control group. The group of transitional first grade students was the experimental group. The regular first grade students received formal instruction in all academic areas. The experimental group received no formal instruction. All students were pretested and posttested using the Iowa Test of Basic Skills and the Minnesota School Attitude Survey. Testing was administered to small groups of five or less by the researcher. Scoring was done also by the researcher. An analysis of covariance was used to determine if a significant difference existed between the groups. The analysis of covariance did not produce a significant F at the .05 level when applied to the Iowa Test of Basic Skills except for reading for boys in both groups. The numbers in each cell were low and no further comparisons were made. Due to a testing date that was approved late in the year, the Minnesota School Attitude Survey was determined to be invalid. Scores are reported for the reader's perusal only.
Brain Growth Spurts and Plateau Periods in Normal Elementary School Pupils
The purposes of this study were to determine whether brain growth spurts occur in normal pupils and to determine whether there was a uniform difference in head circumference between boys and girls. Subjects were 3,062 normal elementary pupils, grades one through six, from one suburban school district. Fiberglass measuring tapes were used to measure pupils' head circumference. The hypotheses of the study predicted that the relationship between head circumference and age would be linear. Further, it was predicted that the differences in head circumference between boys and girls would be uniform over seven specified ages. The first hypothesis was tested using a test for linear trend and deviation from linear trend using the General Linear Models procedure. The results indicated that there was a significant linear trend between head circumference and age. The test for deviation from the linear trend was not significant. This would suggest that any deviation from a straight line observed in the data can be attributed to chance. It was concluded that since there was no significant deviation from linear trend, it would suggest a continuous growth of the brain for the ages included in this study. A two-way analysis of variance was used to test the second hypothesis. The results indicated that the male mean head circumference was significantly larger than that of the female in all age groups. As the interaction of sex and age groups was tested, there was no interaction between sex and age groups. It was concluded that since the interaction between sex and age groups was not significant, there is no indication of differences in the rates of brain growth between boys and girls.
The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six
The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms. In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided practice procedures taught the experimental groups in each grade, using, extensive guided practice. Two other teachers taught the control groups in each grade without the use of guided practice. Students in both groups were administered a pretest before beginning each of two chapters in each textbook, while a posttest was administered after the study of each chapter. The analysis and interpretation of data yielded the conclusions that the use of guided practice in classes can be expected to result in higher student achievement than in classes using little or no guided practice in the following areas: science classes, social studies classes, sixth grade classes in general, fifth grade classes in general, fifth grade science classes, and fifth grade social studies classes. The use of guided practice did not result in significant gains in student achievement in sixth grade science classes and sixth grade social studies classes when compared with classes which used little or no guided practice.
Texas Elementary Educators' Professional Reading Practices
The purposes of this study were (1) to survey the amount of time spent by elementary educators in reading professional literature; (2) to survey elementary educators' purposes for reading professional literature; (3) to survey the availability of professional literature to elementary educators; (4) to survey the circumstances which encourage or discourage the reading of professional literature by elementary educators; (5) to survey the types of sources of professional literature used by elementary educators; (6) to compare the amount of time spent by elementary teachers, elementary administrators, and elementary teach educators in reading professional literature; (7) to compare elementary teachers', elementary administrators', and elementary teach educators' purposes for reading professional literature; (8) to compare the availability of professional literature to elementary teachers, elementary administrators, and elementary teacher educators; (9) to compare the circumstances which encourage or discourage professional reading among elementary teachers, elementary administrators, and elementary teacher educators; and (10) to compare the types of sources of professional literature used by elementary teachers, elementary administrators, and elementary teacher educators.
A History of State Level Curriculum Legislation Affecting Texas Public Elementary Schools, 1950-1983
The problem with which this study is concerned is that of tracing the history of state level laws and resolutions which affected the elementary school curriculum in Texas' public schools during the years 1950-1983. The roles of the legislature, the State Board of Education, and the State Department of Education in relation to the curriculum are presented. The purposes of the study are to review state level legislation since 1950 that affected the curriculum, to update the work of earlier historical accounts of public education in Texas, and to provide a basis for understanding the current state of curriculum by focusing on its evolution. Inspection of the data reveals that numerous topics were added to the elementary curriculum during the years under study, resulting in a fragmented and complex curriculum. Many of these topics were repealed in 1981. The study concludes that the State Board of Education and the State Department of Education, as well as the legislature exert considerable influence over the curriculum, and that this influence seems likely to increase as the result of reform legislation enacted in 1981. Further study relating to the implementation effects of the new curriculum is recommended.
A Study of School Attenders and Non-Attenders in the Ninth Grade in an Urban Inner-City School in North Central Texas
The problem of this study was to determine the effect of academic self-concept, student aspiration, intellectual achievement responsibility, and certain other personal factors on the attendance patterns of selected ninth grade students, and to develop from data on all factors a typical profile of conditions likely to result in high absenteeism and make recommendations for initial steps in remediation. As a result of the statistical analysis and subsequent retention or rejection of the null hypotheses, the significant findings of this study may be summarized as follows. (1) Ninth grade attenders are significantly younger than non-attenders. (2) Attenders had more siblings than non-attenders. (3) Attenders are significantly more involved in school organizations than non-attenders. (4) There is a higher frequency in suspensions among non-attenders. Based on analysis of the findings of this study and within the limitations of the population described in the procedure section, the following conclusions were formulated. (1) Students who have been retained, started school later, or for some reason are older than their classmates, are more likely to attend school irregularly.(2) Educators cannot expect to find the major causes of student absenteeism to be academic self-concept, intellectual achievement responsibility, or student aspiration. (3) Family size may be an important consideration for educators to investigate when working with school non-attenders. (4) School attenders can be expected to be actively involved in the co-curricular elements of the school program. (5) Higher rates of student suspensions are more likely to increase attendance problems rather than reduce them. (6) How students use their time outside the school day is not likely to be the crucial factor in school attendance. (7) While students often complain about schedules, teacher selection, and proximity of friends, it is not likely that changes in these factors would influence student attendance.
The Effectiveness of Computer-Assisted Instruction and its Relationship to Selected Learning Style Elements
The problem was to assess the effectiveness of computer-assisted instruction (CAI) in reading and math and to determine the relationship between achievement using CAI and selected learning style elements. Learning style elements were limited to motivation, learning alone or with peers, auditory, visual, tactual, and kinesthetic perceptions. The Learning Style Inventory provided learning style data and The Iowa Tests of Basic Skills measured achievement. Both tests were administered in the classroom. Three hundred (300) fourth-grade students in six suburban schools were divided into experimental and control groups. The treatment was CAI in reading or mathematics for fifteen minutes per day and regular instruction. The nonequivalent control group design allowed for testing and treatment conditions for intact groups. Pre- and post-test achievement measures were administered to all subjects. An analysis of covariance was computed for the achievement measures. A correlation coefficient was calculated to determine the relationship between achievement and each learning style element. The Manova multiple regression procedure was used to determine which combination of selected learning style elements could predict achievement. The pre-test and time on task were used as covariates to control for initial differences between groups. The findings were: (1) the experimental groups gained significantly higher scores (.05 level) than the control groups in math achievement; (2) the control groups made significantly more reading gain (.05 level) than the experimental groups; (3) there was no significant relationship between achievement and selected learning style elements; (4) there was no significant relationship between any combination of selected learning style elements and achievement.
The Effects of Learning Computer Programming on the General Problem-Solving Abilities of Fifth Grade Students
The problem of this study was to determine the effects of computer programming instruction on fifth graders, as measured by gains, if any, on tests of logic and problem solving.
The Relationship of Selected Variables to Math Achievement in a Computer-Assisted Instructional Setting
The purpose of this study was to explore the variables of I.Q., sex, instructional organization, classroom instructional time, and time in computer-assisted instruction (CAI) in the third and fifth grades in order to determine which of these variables or combinations of variables were the best predictors of mathematics computation and concepts achievement. The study used a one-group pretest-posttest design.
Determining the Predictive Value of Selected Measures for First Grade Reading Success
This study was undertaken to investigate the predictive value of certain tests in relationship to first grade reading success. The following predictor tests were administered to seventy first grade students during the first two weeks of school: Metropolitan Readiness Test, Naming Letters Test, Light Response Test and Matching Symbol Test. The Teacher's Reading Readiness Rating Scale was filled out by each of the seven teachers at the end of the sixth week. The Wechsler Intelignce Scale for Children was administered to each child during the fall. The seventh predictor test was computed by finding the difference in individual scores of the Light Response Test and the Matching Symbol Test.
Effects of Practicing Self-Selected Teaching Skills on Measures of Personality and Teaching Behavior of Elementary Education Majors
The problem of this study was to determine the effects which the practicing of self-selected teaching skills by elementary education majors had on measures of personality and of teaching behavior. Personality measures were limited to self-confidence; attitudes toward self, children, and others; identification with the teaching role; and identification with the teaching profession. The teaching behavior measures were coded interaction episodes between a teacher trainee and four pupils in a microteaching setting. It was concluded that training experiences of short duration (e.g., eight weeks or less) (1) can be expected to positively affect specific, narrowly defined personality traits such as identification with the teaching role and identification with the teaching profession, (2) cannot be expected to affect broadly defined, global personality traits such as self-confidence or attitudes toward self, children, and others, and (3) cannot be expected to affect the classroom interaction of teachers and pupils.
The Effect of Busing on School Success of Minority Students in Urban Elementary Schools
The purposes of this study were (1) to determine whether the mean gains on achievement scores in reading and mathematics for bused students in grades four and five after one year in integrated schools is greater than the mean gain in reading and mathematics achievement scores for similar non-bused students in segregated schools; (2) to determine whether school attendance for bused students is greater than attendance for similar non-bused students; and (3) to determine if attitude toward school, academic self-concept, and general self-concept among groups of subjects are different. The analysis and interpretation of data yielded the following conclusions. 1. The elements associated with increased achievement in reading for fourth-grade minority students are not likely to be positively facilitated by increasing the majority-minority ratio by busing. 2. The elements associated with increased achievement in reading for minority fifth-grade students may be enhanced by busing for racial balance. 3. The elements associated with increased achievement in mathematics for minority fourth-grade students may be enhanced by busing for racial balance. 4. The elements associated with increased achievement in mathematics for minority students are not likely to be facilitated by increasing the majority-minority ratio. 5. The busing of minority students out of their neighborhood may be expected to result in a higher rate of absenteeism. 6. At the fourth-grade level, the change of setting in schools, busing, and a more varied student body would not seem to be deeply felt in any racial group's view toward school. 7. At the fifth-grade level the variances brought about by busing seem to be most profoundly felt by the Anglo population insofar as attitude is concerned. 8. At both grade levels the academic self-concept of Anglo students can be expected to be higher than that of minority students. 9. Among the ethnic groups no consistent trend …
An Experimental Study of the Effect of a Career Education Program on Academic Achievement and Attitudes of Fifth-Grade Students
This study was designed to determine the effects of the infusion of career-education concepts into the language arts and social studies curricula of fifth-grade students. Hypotheses related to differences in mean scores of students in the experimental group and the control group on the Reading Test, Language Test, Study Skills Test of the Comprehensive Tests of Basic Skills, as well as on the total battery scores. Additional hypotheses were formulated concerning the difference between proportional mean scores on the Career Education Questionnaire and three self-concept inventories designed by Instructional Objectives Exchange. The following conclusions are based on the findings of this study: (1) Infusion of career-education concepts into content areas of the curriculum can result in the increased academic achievement of-students. This conclusion is reinforced by the fact that, statistically, the arithmetic mean scores for the experimental and the control groups were not significantly different. Gains in language expression and mechanics, reading vocabulary, and references study skills can result when students relate academic knowledge to the world of work; (2) Students' attitudes toward career education can be altered through the provision of factual information and meaningful experiences; and (3) The self-concepts of students are relatively stable and not altered appreciably during a brief period of time.
The Effectiveness of a Structured Mathematics Program with Culturally Deprived Kindergarten Children
This study is limited to the mathematics performance of two intact groups of culturally deprived kindergarten students, mostly blacks, with a few whites and Mexican-Americans, who were enrolled at Robert E. Lee Elementary School (Denton, Texas) for the entire school year of 1970-1971. The purposes of the study are to compare the effectiveness of two methods of teaching mathematics to culturally disadvantaged children and to check for interaction of treatments when these children are classified by sex.
Corporal Punishment in American Education from a Historical, Legal, and Theoretical Perspective
This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.
The Learning-Center Concept in Open-Space Elementary Schools of Texas
The first purpose of this study is to determine whether significant differences exist among the perceptions of principals, librarians, and teachers with respect to the following categorical practices or conditions relative to the learning-center concept in open-space elementary schools: (1) teacher preparation for use of the learning center; (2) student preparation for use of the learning center; (3) learning center personnel and their role; (4) operation of the learning center; (5) facilities, materials, and equipment in the learning center; (6) use of the learning center for individualizing learning; and (7) use of the learning center for developing independent learning skills. The second purpose of this study is to determine whether a significant correlation exists among specific categories. The third purpose of this study is to establish the degree of emphasis placed upon various practices or conditions relative to the learning-center concept in open-space elementary schools of Texas.
Back to Top of Screen