As a result of the upheaval in educational theories and practices, many new philosophies and methods have appeared. Among them is the subject of integration in the elementary school curriculum. Much has been written regarding its meaning and application. An interest in the subject prompted the writer to choose as a thesis subject the problem of what could be done to integrate the fifth-grade curriculum through the language arts subjects in the Stonewall Jackson Elementary School, Denton, Texas.

This study attempts to show the best methods and plans used by contemporary geography teachers.

The object of this study is to present a brief, though detailed, account of the various methods used to install and to operate a twelve-year curriculum in the Texas Public Schools that have pioneered in this field.

Science classrooms are places where students build knowledge through interacting with others and building new experiences by experimenting (Lee et al., 2009). English Learners (ELs) are students learning English, and the population of ELs has steadily risen in America (Tran, 2015). Although ELs are learning English, they are still expected to participate in conversations, exams, and learning in the Science classroom, regardless of their English abilities. This project focused on understanding teachers’ perspectives and experiences teaching ELs in the Science classroom. To do this, the researcher completed a phenomenological study and interviewed teachers to gain insight into their experiences. Afterward, the interviews were coded for themes to generalize the findings. Teachers are critical to the success of their students, including ELs (Lee et al., 2009). Teachers' decisions to support their ELs can be influenced by their experiences. This study informs researchers on what teachers are experiencing in the classroom and what they believe is needed to support ELs in acquiring Science content. The overall findings of the study indicate that teachers were unsure of what resources were available for their ELs and felt that ELs and Science were not prioritized by their schools.

published_or_final_version / Education / Master / Master of Education

The problem of this study was to determine the relationship between the creative thinking ability of one hundred selected Negro fourth grade pupils and their parents' attitudes about rearing children.

An attempt will be made in this study to determine the relationship between sixth grade students' creativity in art (as measured by selected instruments) and certain socio-cultural and community factors.

The three basic purposes of this study were (1) to determine relationships existing between academic achievement in middle schools and academic achievement in traditional junior high schools, (2) to determine the relationships existing between personal adjustment in middle schools and personal adjustment in traditional junior high schools, and (3) to determine the relationships between academic achievement and personal adjustment in both middle schools and traditional junior high schools.

This study sought to determine if there were differences in the types of reading interests of seventh- and eighth-grade pupils associated with their racial origins, their socioeconomic status, or their school environments. It also sought to consider the strength of reading interest scores as related to other variables and to consider the relationship between these scores and the number of hours spent in reading and the change in amount of reading since the previous school year.

The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.