The problem chosen for investigation was to attempt to determine the relationship of children's attitude toward some social problems and their personality adjustment.

The problem of this study is to determine, if possible, whether any significant difference in achievement existed when the eighth-grade social studies were taught by two methods; namely, the textual method and the textual method supplemented by audio-visual aids.

The major purpose of this study was to compare the progress made by a group of children taught by the experience method of teaching with a group taught by the old textbook method, to determine whether the experimental group would show as much gain in academic knowledge as the control group, and in turn gain the other desired traits of the present-day personal and social needs.

The problem in this study is to show the possible relationship between improved physical skills and the total adjustment of boys at the junior high school level. A limited number of boys selected from the seventh and eighth grades who were without adequate physical skills were given special assistance for improving such skills, and a record was kept of the procedure and possible results of this instructional program.

Especially during the last century the health of school children has been a problem of deep concern. Many physical examinations have been given by numerous organizations with the intention of discovering organic disorders that might be detrimental to a child's normal social life. As a result of such study, humanity has generally come to recognize the social and economic costs of ill-health and has embarked on remedial and preventive campaigns to improve the well-being of children. Foundations have been endowed. Free clinics have been established to serve those families whos incomes prohibit them from securing medical services otherwise; county, city and school nurses and doctors have been employed in districts throughout the country to render treatment and give advice. Health educational campaigns have been conducted and organized health units and agencies have been instituted. Of late, socialized medicine has gained in populatrity as a means of enabling certain unfortunate persons to benefit from expert services. All of these efforts which have been directed mainly in the interests of school children have brought to light many interesting facts relevant to physcial conditions that threaten good health. Few doubt the value of knowing what evil effects diseased tonsils or teeth, diseased heart, curvature of the spine, defective feet, or other physical disorders may have upon the health of the child. Nor do most people question the importance of having these physical handicaps removed or corrected so that one may come nearer functioning to his normal capacity. It is generally recognized today that not only the welfare of the individual but the future of civilization depends greatly upon the health of its citizens. Purposes of this study are threefold: (1) to ascertain certain existing social, economic and educational conditions found among seventh and eighth grade children of Brigham City grouped according to physical rating; (2) to compare the groups with respect of these certain conditions; and (3) where it seems justified, to compare the findings in this project with those disclosed by other research studies. Inasmuch as this is relatively a new field of research many of the comparisions with outside studies are indirect rather than of direct significance.

To live intelligently in our rapidly changing society, every member of our society needs to acquire knowledge and skills in the field of mathematics, not only in specialized fields, but in all areas of everyday living.

No description available.

Purpose . The purpose of this study was to examine student perceptions of the impact of grade-level retention on students who experienced retention the first time during 7 th or 8 th grade and who continued with their education into their 10 th -grade, 11 th -grade, or 12 th -grade year. Procedure . Ten high school students in grades ten, eleven, or twelve participated in this phenomenological study. Each of the participants experienced grade-level retention for the first time during their seventh or eighth grade year. At the time of the interviews, each student was earning the necessary credits to be on target to graduate from high school. Qualitative methods were employed to allow an in-depth exploration of each participant's experience. Tape-recorded interviews were conducted. Interview questions addressed five general areas: (a) student reflections regarding middle school; (b) student reflections on their high school experience; (c) student perceptions on the impact of their grade level retention; (d) student perceptions of the effectiveness of grade-level retention, especially at the middle school level; and (e) factors that contributed to each student's academic resilience. Standardized open-ended interview questions minimized variation in the questions posed to participants. Follow-up and probing questions allowed further exploration into each participant's descriptions and reflections. Findings . Participants in this study perceived that their academic success in high school stemmed from their grade-level retention experience. Students recognized a lack of maturity, poor attendance, and an inability to focus their attention on academics, rather than the social aspects of school, as factors that contributed to their retention. Evidence presented in this study suggests that students can experience academic resilience after experiencing grade retention. Self-determination was the single most obvious theme dominating student perceptions of factors that contributed to their academic resilience. Students perceived that they had some degree of control over their academic destiny; each student reflected that a lack of commitment to school, or laziness contributed to their failure. Thus, each student perceived an ability to overcome failure through a commitment to complete work, focus on school, and improved attendance.

No description available.

Previous research has shown that instruction followed by problem solving (I-PS) is an effective pedagogical approach in many procedural domains, but engaging students in problem solving before instruction (PS-I) can benefit conceptual learning and transfer. However, it is unclear which order of instruction is optimal for domains that rely heavily on both procedural and conceptual knowledge, such as symbolic modeling. This study investigates optimal order of instruction for learning modeling when instruction is based on incorrect examples. In an experiment with 97 eighth graders, we tested which order of instruction, I-PS or PS-I, was most beneficial for learning to create and evaluate mathematical models of rate-based situations, and for transferring learning to create models with different structures. The study also investigated whether optimal order of instruction depended on a student’s prior knowledge. Students in the I-PS condition performed better on model generation, regardless of prior knowledge, but no condition differences were found in model evaluation or transfer outcomes. Students in the PS-I condition reported more instances of confusion. Confusion negatively predicted transfer and showed a trend toward negatively predicting model evaluation. However, confusion did not mediate the relationship between condition and learning outcomes. This study extends the research on the role of instructional order in learning, and its impact on students’ affective experiences.