The purpose of this study was to determine the personal reading interests of students in the third, fourth, and fifth grades and to determine if advances in technology in the past twenty years have changed their reading interests.

The purpose of this investigation is to make an experimental study of the compiled data obtained from the results of three standardized tests that were administered to two groups of general mathematics students during one semester; and to determine, if possible, by the scores, whether the prescribed course in mathematics makes for any significant increases, or losses in student progress.

No description available.

No description available.

A multimethod approach was used to gain a better understanding of teachers' beliefs about retention in grades K-7. The participants in this study were the 135 classroom and specialty teachers in one school division (with six elementary schools, K-7). Two survey instruments were developed: (a) the Teacher Retention Belief Questionnaire designed to obtain teachers' explicit beliefs about retention, and (b) the Retention Decision Simulation designed to indicate the influence of academic performance, social maturity, ability, gender, size and age on the decision to retain students. Interviews were conducted with 36 classroom teachers representing a cross section of grade levels and retention practices to discover how teachers make retention decisions. Findings suggest that teachers at all grade levels believe retention is an acceptable school practice and one they reserve the right to use. They believe retention prevents students from facing failure in the next higher grade. Teachers at all grade levels share common beliefs about the benefits for students retained in grades K-3, but are less certain about the positive effects of retaining students in grades 4-7. Academic performance of the student is a key factor in determining whether a student will be promoted, but a number of other factors including maturity, ability, age, size, and effort, also influence teachers' decisions. Findings suggest that immaturity is a more important factor for K-3 teachers and low motivation and effort are more important for 4-7 teachers. Interview data reveal that while factors such as ability may be important in determining whether a child is retained, teachers interpret such factors differently. Essentially most teachers retain students because they believe they are doing what "is in the best interest of the child." For some teachers this means giving the child time to develop academically or socially. For other teachers this means teaching the child the work ethic, if the child does not put forth effort, the child is retained. / Ph. D.

This comparative study of methods used in teaching arithmetic was carried out in the La Vega Public School, McLennan County, Texas, during the 1941-1942 school term.

This thesis describes the experiment made by the author in two of her seventh-grade arithmetic classes comparing the effectiveness of the formal and activity methods of teaching on the progress of the students.

The purpose of the study was to determine the practicality of the theory that the teacher's highest function is to help each pupil to develop an agreeable, liberated, concordant, dynamic personality. In other words, the writer was interested in finding out whether it is possible, as far as can be determined, to develop an unpopular child to such an extent that he will be more social, more likable, and, in the end, more acceptable by his school group.

The problem of this study is to find the causes for lack of initiative in a group of second grade pupils in the Era School, and to discover, from reading books and magazine articles, what techniques are most successful in developing initiative in the children.

This study examines the relationship between whether the level of independence a first-grade age child was permitted at home influenced his social behavior at school.