Various studies have been implemented concerning the physiological and psychological components of attending behavior, particularly in the area of the exceptional child. Little has been done, however, to develop specific behavioral definitions of attending behavior and to incorporate these into treatment-based research programs involving normal children attending a regular public school. The purpose of this investigation was to discover if children from a regular public elementary school who are deficient in attending behavior skills can be taught these skills in a short-term behavior modification program and to determine if the skills thus learned facilitate learning within the regular classroom setting.

Statement of the probleg. The problem is to design a model of research functions in California unified school districts having an average daily attendance of approxi- mately 10,000 to 100,000 students. Purcones. The purposes of the study are listed in teras of the following questions: A. What is the significance of research in a school district? B. What should be the research functions of an effective unified school district research program? C. What should be the scope or extent of the funo- tione? D. What is the general status of research in California school districts?

Introduction: Interprofessional education (IPE) provides an opportunity for students from single-professions to interact with other disciplines. Student attitude to IPE can impact engagement and change in attitude may provide an indicator of the impact of IPE. This study examines pre-workshop attitudes to IPE and change in attitude following a series of three IPE workshops. Methods: Preworkshop attitudes were examined using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The IEPS was repeated at the start of Workshop 1 and at the end of Workshop 3. Data were analyzed using linear regression analysis and linear mixed methods for repeated measures. Results: 405 students participated (pre-workshop n=122; workshop 1 n=244; workshop 3 n=236). Pre-workshop attitudinal scores were high. While male gender and studying medicine negatively predicted attitude across some domains, previous experience of a joint patient treatment session on clinical placement positively predicted attitude in the domain of Perception of Actual Cooperation (standardised Beta 0.283, p=0.005). Attitude to IPE improved across all domains of the IEPS from online preparation to the end of workshop 3 (pCompetency and Autonomy, and in the domain of Perceived Need for Cooperation improved only following online preparation, while the domain of Perception of Actual Cooperation improved following both online preparation and participation in the workshops. Discussion: The results presented reflect positively on student readiness for IPE. Attitudes were further improved following engagement in a structured series of IPE workshops.

The history of human progress is also a history of the growth of evaluative processes. From simple types of self-analysis to complex stages of appraisal wherein survival depends on continuous research and intensive evaluation, human progress has gone hand-in-hand with evaluation. Concomitant with the evaluative process has been the interpretation and transmission of evaluation to the individuals concerned.

This thesis records the findings of a follow-up study of a selected group of Butler University Alumni who prepared to teach in the secondary schools.

No description available.

This study is concerned with the methods of textbook selection used in the different states together with the history of textbook adoptions in Indiana.

This present study grew of of the writer's own conviction of the need for a thorough comprehension of Music Theory for a well rounded musicianship in any field of musical endeavor. More specifically it was understaken to point out the need for more adequate preparation, through the study of Music Theory in Secondary schools, by those students who intend to enroll in a Collegiate Music School; to show that a major portion of the curriculum of such a school is made up of course in Music Theory; and to offer proof that Secondary schools on the whole do not meet the need of the student by providing sufficient training in these subjects which will occupy such and extensive part of his program of higher learning.

Popular opinion is divided into two general groups as to the value of basketball activities, one group holding that training in basketball will transfer to actual life situations, while the other contends that it is a waste of time to spend hours in practicing and in trips which necessitate absence from academic work. In general, this study seeks to give some evidence on this question, through an examination of the subsequent careers or the boys who were basketball players in Frankfort High School during the years from 1919-1940.

The purpose of this study was to evaluate the effectiveness of a program of self-instructional training, presented as part of the regular classroom guidance curriculum, in the reduction of test anxiety and improvement of test performance in third grade children.;The sample consisted of 88 third grade students enrolled in regular education in an elementary school. Intact classes were randomly assigned to treatment and control groups. A nonequivalent control group research design was used. Dependent variables were test anxiety, academic achievement, and test performance and were measured by the Test Anxiety Scale for Children, the Kaufman Test of Educational Achievement, and the Coding subtest of the WISC-R. Data was analyzed using an analysis of covariance (ANCOVA). Four null hypotheses provided the basis for testing whether or not there would be a significant difference (.05 level) between the treatment and control groups.;The results of this data analysis indicated that students in the experimental group achieved lower scores on the self-report test anxiety questionnaire than did students in the control group. The 4-week program of self-instructional training was effective in reducing test anxiety. In contrast, the treatment program was not effective on the variables of test performance and academic achievement.;Recommendations include using a larger sample across more grade levels, having the teachers present in the classroom during the self-instructional training, replication of the study with younger children, and follow-up testing to determine the stability of results over time.