For the past 100 years the majority of schools in North America have been organized on a graded basis. The classification of children by grades, the common method in Quebec, assumes that if a child is ten years old and in grade five then he should be able to work at the same level as his peers in all the subjects of the curriculum. [...]

The purpose of this study was to develop a valid and reliable instrument to assess elementary school principals' in the reading program. The findings confirm that the Cramer Inventory of Principal Involvement in Reading is such an instrument.A review of the literature yielded a list of 93 behaviors principals exhibit while working with the school reading program. A questionnaire consisting of these behaviors was mailed to 199 elementary school administrators in the United States Department of Defense Dependents Schools in West Germany (DoDDS-G). The administrators were asked to indicate the level of implementation of each of the 93 behaviors. Of the 199 questionnaires mailed, 147 were returned (73.8 percent). The 30 behaviors which best correlated with the total test were retained for the final instrument, the Cramer Inventory of Principal Involvement in Reading. This instrument was mailed to the principals and fourth-grade teachers of 15 randomly-selected DoDDS-G schools. Of the 15 principal questionnaires mailed, 10 were returned (66.6 percent). Of the 34 teacher questionnaires, 16 were returned (40.7 percent). A pairwise comparison of the 7 principal responses and the corresponding 13 teacher responses from their schools indicated significant differences in the two groups' perceptions of the role of the elementary school principal in the reading program.The following conclusions were supported by the findings of this study: (1) Principals' involvement in the elementary school reading program involves interacting with three populations: students, parents, and teachers. While interacting with these three populations, the principal supervises the curriculum and the instructional practices, sets and maintains high expectations, establishes a positive school climate, and monitors and assesses student performance. (2) Of the three populations--students, teachers, and parents-elementary school administrators perceive themselves as most involved with teachers in the school reading program. Involvement with parents is rated below involvement with teachers but above involvement with students. (3) Elementary school principals perceive their involvement in the reading program as greater than the teachers' perception of that involvement. (4) Elementary school principals rate their involvement in the school reading program lower when they are aware that their ratings will be compared to the ratings of teachers in their schools. / Department of Elementary Education

The purpose of this study was to investigate the relative effectiveness of two teaching strategies in a studio art context for Elementary Education majors. It concerned itself with the development, implementation, and evaluation of an instructional method specifically designed to increase learning in the cognitive domain.

The purpose of the study was to determine the effects of Assertive Discipline on Title I students in the areas of reading and mathematics achievement. Specifically, the study was designed to determine whether application of the systematic program components developed by Canter would result in statistically significant improvement in achievement in reading and mathematics.Conceptual and empirical literature relating classroom management and academic achievement was reviewed. Based upon the evidence, a study to investigate the effectiveness of the Assertive Discipline model was undertaken.Fifth and sixth grade students enrolled in the seven Title I programs in East Allen County schools during the 1979-80 school year comprised the population from which the sample was drawn. Teachers of Title I students at schools containing four of the Title I programs included Assertive Discipline as part of the Title I offerings for fifth and sixth grade students. Teachers of Title I students at schools containing the remaining three programs used an undifferentiated approach to behavior management with fifth and sixth grade students.The 1971 Metropolitan Achievement Tests, Elementary Reading and Mathematics, form H, were administered to the subjects in April 1979 and in April 1980. The eighty-three students both pretested and posttested were the subjects for the study. The experimental group consisted of forty-nine subjects. Thirty-one experimental subjects were in grade five; eighteen were in grade six. The control group consisted of thirty-four subjects . Twenty-three, control subjects were in grade five; eleven were in grade six. Of the total experimental group, thirty-five subjects were male, and fourteen subjects were female. The control contained twenty-two male and twelve female subjects.One null hypothesis and two alternative hypotheses were tested to determine the degree to which Assertive Discipline affected achievement in reading and mathematics. Pretest and posttest data were analyzed for experimental and control groups and for subgroups based upon grade and sex. An analysis of covariance, with pretest means as co-variates, was used to control for selection biac attendant to non-randomization. The Statistical Package for Social Sciences was the set of computer programs utilized to perform the statistical analysis of the data.Based upon the results of univariate and multivariate tests of equality of mean vectors for experimental and control subjects:1. Differences noted when mean group scores were compared were not significant atthe .05 level of confidence.2. Differences noted when mean scores were compared by grade were not significantat the .05 level of confidence.3. Differences noted when mean. scores were compared by sex were not significant atthe .05 level of confidence.The null hypothesis was held as tenable. A statistically significant difference in reading and mathematics achievement did not exist between fifth and sixth grade Title I students for which the program included Assertive Discipline as a condition of the Title I experience and fifth and sixth. grade students for which Assertive Discipline was not a part of the Title I experience.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-108). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Stuart A. McAninch. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 270-281). Online version of the print edition.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 46-52).

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (M.Arch.)--University of Detroit Mercy, 2008. / "28 April 2008". Includes bibliographical references (p. 93-94).