"The purpose of this paper is to present a description of achievement in reading of the pupils, who have had five years in the Avon Park Elementary School as compared to pupils, who have had two or less years in this school. By analysis and comparison, the writer hopes to ascertain some of the strengths and some of the weaknesses of the reading program of the Avon Park Elementary School"--Introduction. / "August, 1956." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: S. T. Lastinger, Professor Directing Paper. / Includes bibliographical references (leaves 27-28).

"The beginning of this study took place in the classroom of a retarded pupil group. When the teacher arranged the roll, she noticed an unusual distribution of names according to the alphabet. There were so few names in the upper letter brackets, compared with rolls of other classes she had taught, that she began to note the recurrence of this situation in later experience. With a somewhat biased and unscientific attitude she continued to look for evidence that there might be a relation between success in school and the place of a pupil's name on the class roll. When the subject was chosen for research study, however, it became apparent that such guesswork was pitiably weak framework on which to build statistical inference. Attempts to find an example of a normal distribution of names by alphabetical listings met with repeated failure until near the end of the research period. That approach failing, a questionnaire was devised"--Introduction. / Typescript. / "August 7, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. L. Waskom, Professor Directing Study. / Includes bibliographical references (leaves 37-38).

This study investigated the effectiveness of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on school readiness. The HIPPY program uses home-based instruction to aid parents in teaching their children school readiness skills. The curriculum in this program includes literacy, math, and social skills. Texas Assessment of Knowledge and Skills assesses the academic achievement of students in different grade levels and in various subject areas. The chi square test revealed that the children in the HIPPY program were more likely to have higher passing rates on the first administration of TAKS Reading, Math and Science sections compared to non-participants. The implementation of early intervention and parental involvement programs such as HIPPY helps to facilitate students‟ success.

Dissertation submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Needs Education of the Faculty of Education at the University of Zululand, 2009. / The aim of this study was to pursue an investigation into the effect of discipline on academic achievement in secondary schools. From the literature study it became clear that classroom management is a necessary condition for effective student learning. The school climate established by the educator can have a major impact on learners’ motivation and attitude towards learning. As such, the skills involved in establishing a positive classroom climate are of immense importance. Clearly, learners need order in the classroom if the activities, which take place, are to facilitate effective learning. The most important point to bear in mind in considering discipline, is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to with how one deals with learner behaviour itself. If the learning activities are well-planned and prepared, if the presentation elicits and maintains learners’ attention, interest and involvement, and if the activities are challenging and offer realistic opportunities for success, then the necessary order will be established as part of these qualities. In essence, skilful teaching lies at the heart of establishing discipline. Most learner misbehaviour is quite trivial. The types of learner behaviour most frequently cited by educators are:  excessive talk or talking out of turn,  being noisy (both verbal, such as shouting at another learner across the room, and non-verbal, such as letting a disk lid slam shut),  not paying attention to the educator,  not getting on with the work required,  being out of their seats without good cause,  hindering other learners, and  arriving late for lessons. To a large extent, such problems can be minimized by skilful teaching in general, and by developing conventions and routines for behaviour, which are followed. The discipline which prevails in a classroom will not only be influenced by the educators’ behaviour and expectations, but also by the expectations learners bring with them, and, importantly, by the prevailing ethos in the school. Nevertheless, a well-managed lesson coupled with a relationship based on mutual respect and rapport will do much to minimize pupil misbehaviour. In schools where it is recognized that there are a number of learners with marked emotional or academic difficulties, skilful teaching can ensure that good discipline in lessons will be the norm. Learners misbehave at school for a variety of reasons, e.g. boredom, inability to do the work, low academic self-esteem, emotional difficulties, poor attitudes, etc. The key to establishing good discipline at school lies in learners accepting the educator’s authority to manage their behaviour and their progress in learning. Learning activities cannot take place effectively in a classroom of thirty learners or more, unless one is given authority to control, manage and direct what is going on as, when and how appropriate. Much of the authority as an educator derives from the status he has in that role, and the respect and esteem for educators generally held in society; this is particularly conveyed to learners by their parents and other sources of influence. Educators will have some degree of status because of this, most notably with younger learners where they may be perceived as a parent figure to some extent. In order to exercise managerial control, learners’ behaviour needs to be rule-governed. Such school rules may be explicitly stated by educators or simply inferred from the educator’s actions. In conclusion a summary was presented on the findings of the literature and empirical study, and the following are some of the recommendations that were made:  All schools should draw up a code of conduct and implement it.  Rules related content should be incorporated in the academic curriculum.  Further research should be conducted concerning disruptive behaviour in the classroom in order to provide an overview of the problem.

The purpose of this study was to determine if a relationship existed between arrival time in coming to take the ACT test and academic achievement. The individuals who met the general criteria were used in this study numbered 129; 46 of these met the additional criteria of arriving early and they composed the early group. The early and late groups were compared on ACT composite score and cumulative grade point average. Significant differences between the means could not be found, by analysis of variance; between the early and late groups using either ACT composite score or cumulative grade point average.

Various methods, programs, and efforts to educate students in effective and efficient ways have been employed and studied for many years in the United States. Many teachers, administrators, and communities seek to gain a better understanding of and implement programs that will help achieve the academic goals of their respective organizations. Previous research indicates a correlation between some types of classes, programs, and characteristics of students and their academic achievement. Data indicating academic information for three hundred and fifty suburban secondary school students were collected and analyzed to support or refute previous research in this area of study. Grade point averages of these students were analyzed based on the characteristics of gender, age, core and non-core course selection, and enrollment in released-time religious education (RTRE) courses. Results indicated that selected characteristics of students were positively correlated with increased academic achievement. Such characteristics included: involvement in RTRE, the number of non-core courses taken, and the number of core courses taken. Students who were enrolled in fewer courses generally exhibited higher grade point averages. Results also indicated that the age and gender of students had little if any effect on their academic performance. (52 pages)

The present experiment was designed to determine if the implementation of a token economy program to decrease disruptive behavior in a classroom would result in improved academic performance in children. The hypothesis proposed was that there is a relationship between quiet classroom behavior and academic performance. Both the children who were disruptive and those who attended to the disruptions had lost time during which they should have been attending to appropriate subject matter. If this Inappropriate attending time were reduced, the children should have more time to attend to class work resulting in improved academic performance.

The purpose of the study was to compare the basic skills achievement scores of mobile and non-mobile students within the Portland Public Schools. The problem was to assess the effect of this mobility on basic skills achievement and the total educational program. The study was designed to test differences in reading, language usage and mathematics achievement test scores between pupils in the third through the eighth grades. The instrument that was used was the Portland Achievement Levels Tests of reading, language usage and math. These tests are administered to students in grades 3 - 8 in the fall and spring of each school year. A questionnaire was also designed to determine the effect of student mobility on instructional programs. This questionnaire was mailed to 81 principals with 56 responding. The Portland Public Schools computer banks were utilized to plot the basic skills test results for two groups of students: 1. The clear and intact group, which was the student who was in the same school from September through June (grades 3 - 8). 2. The mobile student (grades 3 - 8) who had a valid fall and spring test score, but from different schools. Plotting was done for the residual effect of variables in basic skill gains rather than plotting for the effects of regression. Additional analysis took place using multiple regressions by stability index, to determine the relationship between student achievement test scores and the independent variables of mobility and other independent variables (ethnic groups, gender). It was determined that student mobility and the independent variables of gender and ethnicity had no negative effect on basic skills achievement test scores. However, for the stable student, the higher the school stability index, the higher the achievement level for the non-mobile students in that school for the fall testing. The achievement gain was no different for a student in a high stability school versus a low stability school. Additionally, based on the results of the questionnaire used in the study, most principals felt that student mobility had a negative impact on instructional programs. Most of the responding principals, however, were opposed to a more structured district wide basic skills curriculum as a way of moderating the negative effects of student mobility on the educational program. Student mobility is a factor related to the success of a school academic program. It cannot, however, be taken as an answer to the low achievement of mobile students. This study concludes that all students can achieve academically, regardless of their mobility. Recommendations were made to the Portland School District that in order to facilitate and decrease the problem of student mobility, the district might wish to require that each school have a formal plan for integrating new students into the instructional program. Additionally, a more structured district wide basic skills curriculum was recommended. Suggestions for additional in-depth studies were made to determine the kinds of problems that students and school staffs encounter with school mobility. This would include a longitudinal study for students with only one valid test score during an academic year, comparing their fall or spring scores over several years and the frequency of their mobility.

The problem of this study was as follows: Is there any significant difference in the personality variables, between groups of college freshmen rated high, average, or low in study habits and attitudes? Study habits and attitudes were measured by the Survey of Study Habits and Attitudes by W. H. Brown and W. F. Holtman.

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