Search Results

A Study of the Practices of Social Studies Teachers in Selected Texas Elementary Schools

Description: The problem of this study was to determine the relationship between practices reported by elementary school teachers of social studies in selected Texas counties and practices recommended by national social studies education specialists, and college professors of elementary education in selected texas colleges and universities.
Date: August 1969
Creator: Blesh, Robert Heltman
Partner: UNT Libraries

A Comparative Study of Personalities of Elementary and Secondary Education Majors

Description: The problem in this investigation has a three-fold purpose; namely, (1) to reveal, by means of comparison, the likenesses and differences in the personalities of elementary and secondary education majors of N. T. S. T. C.; (2) to determine to what extent the individual is adjusting himself to the problems and conditions confronting him, and how these problems are affecting the development of a normal, happy, and socially effective personality; (3) to interpret the data collected correctly, in order that better adjusted personalities may be developed.
Date: 1941
Creator: Walker, Elsie Meine
Partner: UNT Libraries

[Man on the Education Faculty]

Description: Photograph of a man leaning against a desk in an office filled with books. He is a member of the Elementary Education Faculty of Fall 1959.
Date: 1959
Item Type: Photograph
Partner: UNT Libraries Special Collections

Perceptions of preparedness and practices: A survey of teachers of English language learners.

Description: Mainstream teachers who obtained their English as a second language (ESL) certification by exam only are faced with increasing numbers of English language learners (ELLs) in their classrooms. Decreasing standards for teacher ESL certification and increasing accountability for ELLs has made teachers' role in effectively increasing the language and academic skills of ELLs an area of major concern. This study used a survey and focus group interviews to obtain information regarding ESL-certified fourth- and fifth-grade teachers' perceived preparedness, practices and resources needs related to meeting the academic and language needs of ELLs in general education classrooms. The results indicated that teachers reported differences in their perceived preparedness based on years teaching experience, years of ESL certification, professional development hours, and university ESL courses, but not on certification route. The results also showed that teachers reported differences in their sheltered instruction practices based on the percentage of ELLs, but not on grade, instructional design, or preparedness. The correlation analysis revealed there is a positive correlation between preparedness and sheltered practices. The study revealed that while teachers are using strategies that make content lessons accessible and comprehensible to ELLs, they are often not specifically addressing the academic language development of their students. It is recommended that districts provide teachers with professional development opportunities that specifically address second language acquisition and practical ways to develop academic language across the content areas.
Date: December 2007
Creator: Matson, Jill Lynn
Partner: UNT Libraries

The Effects of a Career Education Program on the Career Choices of Fifth-grade Students.

Description: The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
Date: December 2005
Creator: Barton-Cox, Florence Faye
Partner: UNT Libraries

A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings

Description: Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.
Date: December 1996
Creator: Lechtenberger, DeAnn
Partner: UNT Libraries

A Descriptive Analysis of the Critical Thinking Model in Texas Elementary Education

Description: Contributions from elementary education to the practice and reality of critical thinking are rare, largely because attempts in basic education to elucidate a concept of critical thinking have a hard time breaking through the elusiveness and indeterminacy that characterize the history and reality of the concept. This situation is due to, and a consequence of, the difficulty of delimiting critical thinking from related fields, such as metacognition, higher-order-thinking, problem solving, informal logic, reasoning skills, and decision making, to name a few. Texas school authorities designed and put into practice a battery of tools to evaluate critical thinking through the assessment programs TAKS and STAAR, without taking a position regarding the indeterminacy problems of the content of critical thinking. The purpose of this study was to reconstruct the pieces of the critical thinking model imparted to Texas elementary school children since 1999 and continues today. The findings indicate that the critical thinking model implemented in Texas elementary schools is a particular version of a skills-only approach of critical thinking that follows the classical logical paradigm, consisting of two sets of complementary skills. This model acquaints students with the components and structure of five types of arguments while it fails to substantiate the logic of argument support that demonstrates how reasons support claims and the strength of support. The application of an adequacy conditions rubric showed the strengths of the model at the argumentation analysis level, yet it showed clear signs of incompleteness and inconsistencies at the argument structure level that distort its purpose and function.
Date: December 2013
Creator: Quijano, Oswaldo Jorge
Partner: UNT Libraries

Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study

Description: This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These variables included retention in teaching, and perception of supports and obstacles at the university. The sample consisted of 143 respondents: 73 native and 70 transfer students. Data were collected through submission of online surveys and through postal mail. Quantitative and qualitative analyses were used to answer the research questions. Astin’s input-environment-outcome model provided the conceptual and theoretical framework for this study. Native and transfer students considered student teaching to be the “most helpful” course or service during their time at the university, yet both felt they lacked elements of preparation for teaching in the real world. Transfer students reported the following as supports during their transition from community college to university: academic advising, finances, support network, and the university. They reported these obstacles: university bureaucracy, credit transfer, expenses, and adapting to campus. There was no significant difference between the two groups’ intentions to remain in teaching (p = .249), and a statistically non-significant higher percentage of transfer students than native students reported to be teaching at the time of survey completion (p = .614). The findings support further inquiry into support systems for transfer students, as well as further examination of teacher preparation curricula.
Date: August 2012
Creator: Tucker, Tami L.
Partner: UNT Libraries

A Course of Study in Music Education for the Elementary Education Major

Description: Since the music requirement does rest with the teacher training institutions, the elementary education major is required, in most colleges and universities, to take six hours of music education. My problem is to develop an adequate course of study in music education to fit the musical needs of the elementary education major which will prepare her as well as possible in the allotted six hours to teach music in a classroom aided or unaided by supervision
Date: August 1948
Creator: Mewborn, Mary Beth
Partner: UNT Libraries

A Study to Determine the Social Attitudes and Behavior Problems in a Given Elementary School

Description: The purpose of this investigation is to study a given school situation with which the writer is familiar to determine as objectively as possible the various social attitudes present and their resultant behavior. To what extent these attitudes depend upon the home environment of the child is to be studied. The influence of the age-grade range in the development of various attitudes is to be considered, and the influence of the school environment as a factor in the process of attitude formation and social adjustment is to be determined.
Date: August 1944
Creator: Scott, Gladys M.
Partner: UNT Libraries

The Effect of Art 135-136, Foundations of Art, on Design Judgment of Elementary Education Majors at North Texas State University

Description: This paper is a report of research at North Texas State University concerning the effect of Art 135-136 on the design judgment of elementary education majors. It describes the measurement of the level of design judgments of elementary education majors who have completed the course and those who have not.
Date: January 1966
Creator: Smith, Dana F. R.
Partner: UNT Libraries