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Transactional Analysis in the Elementary Classroom: PAC for Children

Description: The focus of this study is on the development of an original script designed to introduce concepts of structural and transactional analysis to elementary school children. Included in Chapter One are reviews of Transactional Analysis and the PAC communication model. Classroom application of Transactional Analysis principles is examined in Chapter Two. Chapter Three examines needs and characteristics of young children. Qualities of good children's literature are discussed in relationship to the selection and explication of script material. The manuscript appears in Appendix B. This report accepts evidence that Transactional Analysis training can be an additive part of the elementary school curriculum. It further proposes that story material conscientiously designed for young children could prove effective and entertaining training vehicles for Transactional Analysis concepts.
Date: May 1974
Creator: McClung, Jadie-Anne
Partner: UNT Libraries

To Determine Whether Changes Are Needed in the Recreation Program of Secondary Schools of Hill County Texas

Description: "It is the purpose of this study to attack one phase of the leisure-time problem: that phase which deals with the recreation program of secondary schools. As effort will be made to determine whether changes are needed in the recreation program of the secondary schools of Hill County Texas in order that they may meet the demands of the new leisure in the light of young people's activities and interests and accepted standards of the present day."--leaf 1.
Date: August 1937
Creator: Savage, Flora Strickland
Partner: UNT Libraries

The Relationship between Social Maturity and Personality of Primary Pupils in Eight Elementary Schools of Wichita Falls, Texas

Description: This investigation concerned two major interests of many classroom teachers today: the pupils' social maturity and their personality. The problem was to determine the apparent relationship between these two factors in pupils of the first, second, and third grades of eight elementary schools in Wichita Falls, Texas.
Date: 1942
Creator: Berry, Esther M.
Partner: UNT Libraries

The Relationship of Selected Variables, Including a Course of Study, to Attitude Change of School Bus Drivers

Description: The effect of selected driver and instructional variables on attitude change of school bus drivers was examined. A total of 113 male and 69 female in-service Texas school bus drivers participated. The course of instruction, totaling 20 classroom hours, consisted of 11 units related to driving efficiency. Driver attitude was measured by a multiple-choice check list, administered prior to and following the course of instruction. A significant positive change occurred in those variables related to driver age, educational attainment, and number of classroom participants. Those variables involving course participation status and sex difference resulted in no significant positive attitude change. These findings may prove helpful in designing training programs for school bus drivers.
Date: December 1974
Creator: Crews, James T.
Partner: UNT Libraries

Fifth Grade Students as Emotional Helpers with Kindergarten Children, Using Play Therapy Procedures and Skills

Description: This research study investigated the effectiveness of a filial therapy training model as a method to train fifth grade students in child-centered play therapy skills and procedures. Filial therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The fifth grade students were trained to be a therapeutic change agent for kindergarten children identified as having adjustment difficulties, by utilizing basic child-centered play therapy skills in weekly play sessions with the kindergarten children. Specifically, this research determined the effectiveness of filial therapy in increasing the fifth grade students': 1) empathic responses with kindergarten children; 2) communication of acceptance with kindergarten children; 3) allowance of self-direction with kindergarten children, and 4) involvement in play activities of kindergarten children. The experimental group of fifth grade students (N=12) received thirty-five minutes of training twice a week for 5 weeks and then once a week for the duration of the 10 weeks of play sessions. The control group (N=11) received no training during the 15 weeks of the project. Fifth grade student participants were videotaped playing with a kindergarten child identified as having adjustment difficulties in 20-minute play sessions before and after the training to measure empathic behavior in adult-child interactions. Analysis of Covariance on adjusted post test means revealed that fifth grade children in the experimental group demonstrated statistically significant increases in empathic responses, acceptance, and behavioral willingness to follow the kindergarten children's lead, and involvement. A measure of communication of acceptance of kindergarten children's feelings and behaviors although not statistically significant indicated a positive trend. This study supports the use of filial therapy as an effective training model for increasing fifth grade students' empathic behavior with kindergarten children experiencing adjustment difficulties. Filial therapy offers significant possibilities for training fifth grade students in a developmentally appropriate model for working with kindergarten ...
Date: December 2001
Creator: Robinson, Julianna M. Ziegler
Partner: UNT Libraries

Effect of Technology Integration Education on the Attitudes of Teachers and their Students

Description: This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and post-test scores were used to determine changes that occurred during the course of the study.
Date: December 1997
Creator: Christensen, Rhonda
Partner: UNT Libraries

A Quasi-Experimental Study of 5th-Graders' Use of Selected Self-Directing Perceptions and Learning Strategies

Description: A major change being advocated in education is that of making students more self-directing; that is, helping them become more responsible for their own learning. The focus of this investigation was on fifth grade students' use of self-directed learning strategies and self-directed perceptual skills. An experimental study was conducted using the nested design for analyzing data obtained from the Guglielmino Self-Directed Learning Readiness Scale, the Zimmerman and Martinez-Pons1 Self-Regulated Learning Interview Schedule, and the Bradley-Lane Self-Directing Perceptual Scale. One hundred fifty-two fifth graders were involved in the eight week study along with their six teachers. Both students and teachers were immersed in a module of training that included emphasis upon self-directing behaviors and learning strategies. Two striking findings emerged; namely, (a) in comparing the average number of learning strategies acquired after treatment, the experimental group (low, middle, and high IQ levels) scored 40%, 50% and 29% higher respectively, than did the control group; (b) in comparing the fifth grade students use of learning strategies it was found that most students nearly doubled the number of learning strategies they had previously acquired. Thus, it was concluded that children who do not have actual teaching of information or data concerning learning strategies will likely never acquire the same repertoire of skills that students acquire when exposed to this critical information in some specific, systematic fashion. A primary product developed for the purposes of this investigation was the Bradley-Lane Self-Directing Perceptual Scale—a 132-item Likert Scale designed to identify the self-perceptions of elementary and middle school students. After field-testing, a chi-square treatment was applied to each item of the Perceptual Scale resulting in a reliability of p<.01 for the majority (79%) of the test items, while an additional twelve items (9%) were found to be reliable at the .02 level of significance.
Date: December 1992
Creator: Lane, Pam S.
Partner: UNT Libraries

Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills

Description: The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.
Date: May 1998
Creator: Hopson, Michael H. (Michael Hugh)
Partner: UNT Libraries

Risks to Students in School

Description: This report takes one critical step—identifying and commenting on the available data—that may help in developing priorities for the use of limited resources to protect children from health and safety hazards in schools.
Date: September 1995
Creator: United States. Congress. Office of Technology Assessment.
Partner: UNT Libraries Government Documents Department

Effects of Time Spent on Computer-Assisted Instruction on Attitudes of Sixth Grade Students Toward Computers

Description: The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.
Date: December 1987
Creator: Campbell, Penny Renae
Partner: UNT Libraries

Relationship of Achievement and Personality in the Fourth, Fifth, and Sixth Grades of the Northwest Elementary School, Justin, Texas

Description: The purpose of the study is to make a comparison of the achievement and personality traits of a selected group of pupils to determine differences and relationships existing between these important factors, and to study their significance for the classroom teacher.
Date: 1950
Creator: Curry, Edna Mae
Partner: UNT Libraries

Progress Made by Two Age Groups of First-Grade Children

Description: The three-fold purpose of this study is: 1. To contrast the physical, mental, and emotional development of children who were six to six and one-half years old with those who were older than six and one-half at the beginning of the school year. 2. To contrast the amount of progress made in subject-matter achievement and in emotional development. 3. To determine, by comparison of the two groups, which group had the advantage as far as subject-matter achievement, adjustment, and behavior were concerned.
Date: 1951
Creator: Marlin, Oleta Nedra
Partner: UNT Libraries

A Study of Anglo-American Pupils in Predominately Latin-American Groups and Anglo-American Pupils in a Non Latin-American Group.

Description: It is the purpose of this study to consider the Anglo-American child--to examine his achievement in a situation where much consideration will of necessity be given to the instructional needs peculiar to the predominating group.
Date: 1951
Creator: Renfroe, Mary Virginia Murphy
Partner: UNT Libraries

A Study of Failure in First and Second Grade and Intervention Through Group Counseling

Description: This investigation of failure in the first two grades and the effectiveness of group counseling upon the failing children seeks first to determine whether students who have failed hold a different self-concept or attitude toward school from those of students who have not. The second aim is to determine the effect of group counseling on self-concept and attitude toward school of failing students. The third purpose is to analyze the implications of these findings for elementary school counselors and teachers. The investigation's two phases include a survey study and an experimental study. The ninety-six subjects for the survey phase were selected by identifying forty-eight first and second grade students who failed their grade level in the 1972-1973 school year, and by randomly selecting a control group of forty-eight second and third grade students who had not failed a grade. For the experimental phase of the study, the forty-eight failing students were divided into an experimental group and a control group. Twenty-four were randomly placed in the counseling groups, with the remaining twenty-four as a control group.
Date: August 1974
Creator: Millaway, Jack Harmon
Partner: UNT Libraries

A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models

Description: This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of ...
Date: May 2005
Creator: Hinojosa, Marco A.
Partner: UNT Libraries

The Effects of Parental Substance Abuse on the Behavior of School Children

Description: The purpose of the present archival study was to investigate the relationship between parental substance abuse and the risk for maladjustment and psychopathology in children in a clinic sample. Children of alcoholic parents and children of drug-dependent parents were compared to children of non-substance abusing parents. The subjects were 83 boys age 6 to 12. Children of substance abuse parents had lower levels of adaptive functioning and higher levels of school behavioral problems. Although previous studies have reported a strong association between an adverse family environment and the risk of child maladjustment, the present study did not find that the addition of an adverse family environment increased the risk for maladjustment or school behavioral problems in children of substance abusers.
Date: May 1993
Creator: Prelow, Hazel (Hazel M.)
Partner: UNT Libraries