No description available.

The problem of this study is to determine the part the elementary teacher should and could have in the administration of an adequate guidance program. An effort was made to present the needs for guidance in the elementary school and that these needs can be met largely by classroom teachers trained in the field of guidance.

It is proposed in this study (1) to make a brief survey of educational thought describing the functioning of elementary part-time principals in some selected administrative activities; (2) to analyze some pertinent features of the administrative organization and the part-time principal's schedule of work in the elementary schools selected for this study.

The purpose of this study is to make an investigation into the studies made and judgment expressed concerning the function of dramatization in the elementary school.

No description available.

The purpose of this thesis was to explore in-depth the teaching method called teaching for understanding. The thesis shows examples of how this method is used in two different Florida elementary schools, Celebration School and Cypress Elementary School. The nine components of teaching for understanding, suggested by Linda Darling- Hammond, were used as the basis for the classroom observations. Evidence was found for all components during the observations. It was observed that some of the components of teaching for understanding are within a teacher's control and some are not. The research details forms of classroom management, assessment, and activities that worked well and allowed students to learn, and most of all, understand.

The problem of this study was to analyze the objectives and methods for teaching reading in the elementary grades as they appeared in the latest available courses of study in certain states for the purpose of determining their uniformity or lack of uniformity. An effort was made to compile data on teaching reading in order to determine certain modern trends as supplementary material for the writer's teaching aids.

This study investigated the implementation of economic and management science curriculum in the Senior Phase in the Moretele' district RSA. Thee main purpose of the study was to identify the challenges experienced by teachers in the process of implementing EMS as a new learning area in the general education training band (GET). The study further investigated the impact of human material resources upon the implementation process. Literature review was done on conceptual literature relating to issues on implementation of Economic and Management sciences as a new subject in the GET Band. It spelled out the human and material resources that are used in schools. Challenges the EMS teachers faced. when implementing the subject and the strategies to overcome them. Both qualitative and quantitative approaches were used as methods of investigation. Research instruments used included the questionnaire which was self-administered to the selected teachers for completion and interviews were conducted wit.h the head of departments (HoDs) of the selected schools. For the quantitative approach the sample was selected from eighty eighty (87) EMS teachers in the Senior Phase(Grade 7-9) from all five (5) clusters in Moretele Area Office (AO) and only fifty(50) teachers formed the sample. In the qualitative approach only four (4) head of Departments (HoDs) were purposively selected and interviewed in depth from selected Middle schools. The major findings show that most of the teachers neither adequately qualified, nor do schools have relevant resources to assist learning and teaching. There is little support in the form of in service training or workshops for teachers teaching EMS. The department of education does not support teachers in terms of resources in general. The recommendations resulting from this finding therefore are that the EMS teachers need to be retrained especially in terms of learning outcome number 3 which is mostly based on accounting. Adequate teaching and learning materials including textbooks should be provided to schools. / Thesis (M.Ed.(EMS) North-West University, Mafikeng Campus, 2012

<p> This study&rsquo;s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.</p>

<p> If society recognizes that it is mutually beneficial for individuals and communities to invest in school interventions that will lead to a more productive society, then early investment in intentional self-regulation (ISR) attributes may be a cost-beneficial strategy in regard to subsequent secondary-, post-secondary, and career successes, especially when early investment is complimented by continued investment in ISR through secondary school. In Chapter 1, I explain why ISR attributes should be a focus of educational curricula and interventions. I review several studies that have identified measures and tools that can be used to evaluate and improve ISR attributes among elementary school-aged youth, and how ISR attributes relate to academic success in elementary school students. In Chapter 2, I discuss the rationale for using longitudinal data from 959 participants in the Character and Merit Project (CAMP) to analyze the characteristics of ISR, as operationalized by Selection, Optimization, and Compensation (SOC) factors, and the outcome of interest, self-perceived academic success. I describe the findings of longitudinal analyses aimed at evaluating the utility of the Chase (2014) two-factor model of SOC, and how this two-factor model related to self-perceived academic success across the elementary school years. I used growth mixture models, cross-tabulation analyses, and tests of the equality of means to determine how SOC factors related to self-perceived academic success trajectory class membership. Chapter 3 explains the implications of the findings, as well as potential limitations. I conclude with a discussion of the possibilities for future studies of ISR and academic success, as well as the implications for educational policy and practice, within and after the elementary school years.</p>