The purpose of this study was to collect and tabulate material which would be embodied in a revised course of study for the playground activities for grades one, two, and three of the elementary schools of Dallas, Texas.

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.

No description available.

This study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment test and their Miscue Analysis sessions as measured by the In-Depth Procedure. Data was gathered using audio recordings, interviews and existing DIBELS Oral Reading Fluency subtest scores. Data was organized into five data sets and then analyzed using various groupings including the DIBELS labels <italic>Below/At/Above</italic> Benchmark and descriptors from Miscue Analysis--proficient, moderately proficient and non-proficient. Answers were sought to three research questions:1. What are the patterns of similarities and differences of miscues associated with second grade students' reading transactions with three different authentic texts of children`s literature?2. What relationship, if any, exists between second grade students' patterns of miscues and their DIBELS Oral Reading Fluency subtest scores?3. What are the patterns of retelling scores from Miscue Analysis by students designated at three different levels by the DIBELS Oral Reading Fluency subtest?The findings from this research study indicate that the texts used in assessments play an important role in children's reading transactions and ultimately influence the outcomes. Findings also indicate that the DIBELS Oral Reading Fluency subtest identifies the obvious; that non-proficient readers are not proficient at reading, and as a result the DIBELS provides little new and useful information for teachers and education specialists to use to help children grow as readers. A third and final finding indicates the need for a holistic retelling component within oral reading assessments as a measure of a reader's comprehension.

This paper is a comparative study of the effectiveness of two methods of teaching a structured introductory art appreciation course for ninth grade students.

The problem with which this investigation is concerned is that of determining whether previously untrained, non-professional personnel, in this case mothers, can be trained to undertake and cope with the responsibilities of a play therapy situation with their own children. The hypothesis of this study is that by placing mothers in such a situation, the mother's ability to communicate with her child will be modified as well as modifying the child's perception of her as a warm and accepting parent.

The purpose of the present study is to further investigate whether or not those children who are highly accepted by their peers differ in scholastic achievement from those who are not accepted by their peers.

The problem of this investigation is to determine the amount of agreement or disagreement in the philosophies of certain authors relative to reading readiness in the first grade. Comparative data are included on evidences of the need for reading-readiness program, major factors involved, and desirable types of activities. The purpose of the study is to determine the apparent agreement or disparity found in current educational literature.

The problem of this study was to determine the relationship between selected factors and the grade-level preference of elementary student teachers. The factors studied were self-concept, academic achievement, commitment to teaching, and personality traits.

The purpose of this study was to determine the relative effectiveness of the use of an individualized reading approach, a combination basal-SRA approach, and a basal reader approach, when taught to third grade Negro children.