This qualitative study was conducted to illuminate the different perceptions of students, parents, and teachers in one urban classroom pertaining to learning to read and write. The study explored the similarities, differences, and relationships among these perceptions. One kindergarten classroom was selected in an urban school that was currently implementing literacy initiatives. Eighteen students, six parents and three teachers were interviewed to provide insight into their views of emergent literacy. Five themes were identified as reoccurring topics and are discussed in the findings: activities that count as reading and writing, motivation for learning to read, how children acquire literacy skills, the use of technology to promote literacy, and working with students at home. The findings suggested that there are few literacy related issues upon which students, parents and teachers agree. Five conclusions were drawn based upon the findings. The conclusions examined the use of metacognitive discussions, appropriateness of motivational techniques, teachers' knowledge of research, effectiveness of computers in the classroom, and benefits to parents of volunteering in the classroom. The need to improve communication and interaction between students, parents, teachers and administrators was illuminated in this study.

Through research into suggested sources a study was made to provide a collection of supplemental reading materials for use by teachers of American history at the junior high school level. These materials are intended to provide information, to promote individual achievement, to spark interests, and to be a motivation for independent reading.

By comparing listening comprehension to reading comprehension for above-average and below-average readers, one can come to some conclusions about where the problem resides for poor readers-whether it be lack of phonic skills or lack of general verbal competence. Because teachers need to know better where to invest their resources, investigations such as mine need to be done.

The integration of vocational and academic classes is often recognized as an effective method to motivate students and involve them in career preparation. This is also a goal of the dropout prevention efforts of many school districts. In Baker County, Florida, as in other districts, teacher participation in integrative efforts is recognized as a crucial factor. This project examines curricula and instructional and leadership practices that led to the successful implementation of academic and vocational integration in a Florida middle school. The resultant success and modus operandi may be used as a model for encouraging faculty involvement in interdisciplinary curriculum development.

The purpose of this study is to determine what differences, if any, exist in reading, math and spelling achievement scores as measured by the Stanford Achievement Tests of the second grade students who were grouped homogeneously (i.e., were assumed to have similar academic abilities) and the second grade students who were heterogeneously grouped (i.e., were grouped according to no particular criteria) when compared to their first grade scores. These two groups of second graders, each consisting of four classes with approximately twenty-five students in each class, provide an excellent opportunity for research study for the purpose stated above because they were all exposed to the same four teachers, similar methods and materials. All of these students involved in this experiment attended the same school in the first grade and most of them attended the same school in kindergarten.

An attempt will be made in this study to determine if a decorated, well-maintained biology classroom has any influence on the attitudes of students toward their classroom, school, subject and teacher. A twenty-item survey containing items which will measure each of the previously mentioned attitudes will be administered to a biology class which uses a decorated, well-maintained classroom. Another biology class taught by the same teacher will also be administered the same survey. However, this class is taught in a poorly-maintained, undecorated classroom. Both classes consist of students who were assigned to them in no particular fashion. An analysis will be made of the survey results to determine if there are any differences in the attitudes between the students in the decorated classroom and the undecorated classroom. The eighth, ninth and tenth grade first semester science grades of all of the students using these classrooms will also be compared to determine if their classroom environment has had any possible effect on their achievement in this subject. The problems being investigated can be stated as two questions: Can decorated, well-maintained classrooms in secondary schools produce a difference in student attitudes toward their classrooms, schools, subjects and teachers? Can they also produce a difference in academic achievement from these students?

The intent of this project is to develop an auditory training program for kindergarten children which will strengthen auditory perception. The program will identify the essential auditory skills, establish objectives, construct evaluative measures and outline activities that will develop basic auditory perception skills.

Readiness programs are often taken straight from a readiness workbook. Many children are not able to function in these workbooks, because they do not have the skills. The purpose of this project was to develop a readiness program of teacher directed activities to supplement the first grade readiness workbook. Chiefly, for those children that are having or have had difficulty in learning, and need more individual and specific instruction. This was done by providing a list by area, of sequenced skills and appropriate activities that involve little preparation time. This will provide the teacher with a usable handbook of ideas that can be taught at a specific time. There were easy to find specific skills and activities that a child needs, and then able to incorporate those activities into the lessons for the day. This project saved a lot of wasted time and unnecessary repetition, by their availability of activities. The list of skills made it easier for the teacher to identify the problem, find the correct skill needed and, then an activity to teach, reinforce or strengthen that skill. The authors conclusion is that it is a worthwhile advantage to any first grade or readiness program.

The goal of this project was to develop a reading readiness program which could be implemented into a given kindergarten curriculum. The focus of the paper was to identify the basic, skills necessary for successful reading and to list activities that the classroom teacher could use to increase a child's level of ability in each area. The seven basic skills identified as necessary pre-reading skills were; language development, listening skills, visual discrimination, visual memory, auditory discrimination, auditory memory and perceptual motor development. Over all goals for the project were also developed. Each of the seven areas discussed included; objectives, activities and assessment inventories. Recommendations for the project were discussed In terms of possible other approaches toward reading readiness.

Nongraded education differs theoretically from graded education in administrative and curricular design. The nongraded program responds to individual abilities and achievement, and groups accordingly. The graded school is organized on the basis of age and group expectation, and prescribes curriculum which equates with grade level requirements rather than ability. This project presents selected details of both graded and nongraded education and a modified plan for implementation of a nongraded program.