<p> Many students who receive Response to Intervention (RTI) Tier II support at an elementary school on the east coast of the United States seldom reach grade level expectations based on end of year assessments. Parents of students who receive RTI Tier II instruction often do not take advantage of the opportunities for involvement at the elementary school. The purpose of this qualitative research was to investigate the perceptions of 34 parents who receive RTI Tier II instructional services about what inspires them to become involved in their child&rsquo;s education at home and at school. This study investigated the opportunities for involvement, recommendations for enhancing opportunities, and how existing opportunities for family involvement meet the needs of families. This study was guided by Hoover-Dempsey and Sandler&rsquo;s model of parent involvement, which states that parent involvement influences student outcomes. Epstein&rsquo;s framework defines 6 types of parent involvement and Vygotsky&rsquo;s theory states that learning is a social activity. A case study approach identified 4 themes: (a) parents preferred to communicate electronically; (b) parents were interested in getting expert advice on specific topics; (c) parents were able to identify problems with the current parent involvement opportunities and provide suggestions on how to make them better; (d) parents perceived community to be made up of the school, the parents, and the town. A policy recommendation was created based on the findings for the school to better assist parents in engaging with their child&rsquo;s learning. The policy includes home visits, weekly progress updates, parent training programs, electronic communication, and a public library-school partnership. This project study promotes positive social change by increasing family engagement at the school ultimately improving academic achievement.</p>

The study is an evaluation of the physical education programs of ninety-one elementary Negro schools of Texas. The following purposes were established for the study: 1) to obtain information concerning the administration, conduct, and scope of physical education programs in Negro elementary schools of Texas; 2) to evaluate the physical education programs of selected Negro elementary schools of Texas on the basis of criteria such as Texas Education Association and documentary sources; and 3) to make recommendations for future development of the physical education programs in the Negro elementary schools of Texas.

This paper is concerned with the preparation needed by the elementary classroom teacher to teach art in the self-contained classroom and with improving the program of art education in the elementary schools of the Weatherford Independent School District of Weatherford, Texas.

No description available.

It shall be the purpose of this study to continue this delineation of the dynamics of anxiety. An attempt shall be made to study the nature of anxiety, especially in elementary school children, as it relates to three other factors: namely, intelligence, self-concept and ordinal birth position.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

This study set out to investigate those factors important for social acceptability among groups of Primary schoolchildren of ten and eleven years. An attempt was made to relate theoretical opinions about popular and unpopular children to actual choice behaviour and reputations of classmates. Additional information about self and ideal self was obtained in order to demonstrate that person perception takes place in a coherent framework of baseline values. Results supported the suggestion that acceptable and unacceptable peers are Judged and described in a manner congruent with expressed opinions. 'Types' of popular child could be tentatively described - the Good Scholar, the Good Fellow, the Good Looker. Unpopular children tended to represent the reverse of these types. A more detailed examination of the sociometric patterns of popular, unpopular and intermediate children revealed differences in choice behaviour. A popular child characteristically expresses more choices and has one or more close reciprocal friendships. Within a mixed group, a popular child has more contacts with the opposite sex. This study confirmed the virtual 'sex cleavage' typical of this age group in terms of spontaneous choice behaviour, but reputations are related to rejections and attributions of behavioural characteristics from both sexes and it was concluded that the mixed group is best treated as a single unit. It was concluded that within the classroom situation approved children are those whose attitudes and behaviour towards teachers, classmates and schoolwork enhance the harmonious functioning and prestige of the group. Hence the boundaries between acceptability, friendship and popularity are not strictly drawn for this age group.

<p> Of the many narratives to which educators subscribe, one of the most prevalent for the past three decades is the idea that students&rsquo; success is strongly predicated on their ability to read on grade level by the end of third grade. The purpose of this study was to determine the effect of half-day versus full-day kindergarten on students&rsquo; growth in reading achievement by the end of their kindergarten year. In addition, the study sought to look at the same group of students and growth in reading achievement and their ability to achieve grade-level reading by the end of third grade. In this quantitative study, students (N = 295) from a school district in suburban Chicago, Illinois, were tested to determine what growth, if any, could be seen within their kindergarten year of study. Additionally, student test results were analyzed for each successive year of schooling through third grade to determine if there were any specific variables that contribute to predicting achievement growth or overall achievement by the end of third grade. </p><p> Results of the study indicated that full-day kindergarten provides greater benefit to a student&rsquo;s overall achievement. Specifically, students who were coded as receiving free or reduced lunch support maintained a high rate of achievement in the full-day kindergarten program. In the regression analysis, the element that made the greatest contribution toward kindergarten achievement growth was not having an Individual Education Plan. Additionally, reading achievement growth was made in each grade level, with the most significant growth noted in the second grade year. </p><p> Finally, when students from each kindergarten schedule were compared to the end of year targets for reading on grade level by the end of third grade, students in the half-day program were found to have made the greatest gains. However, the selection of students for the full-day kindergarten program was comprised of students who were considered &ldquo;at risk&rdquo; and not comprised of a cross section of students with varied abilities.</p>

<p> Since No Child Left Behind was introduced, kindergarten through 12th-grade educators have seen a dramatic increase in accountability, rigor of standards, and responsibilities in the classroom (New America Foundation, 2015). In order to meet the increased demands of federal education regulations in second through fourth grades, many administrators are looking for alternative methods to ensure student success (Gewertz, 2014). Departmentalization is one of the alternative methods being used (Jacobs, 2014). Educators believe departmentalization results in many benefits (Chan &amp; Jarman, 2004); however, historical research has contradicted this view (American Association of School Administrators, 1965). With the demands of today&rsquo;s standards for education, the connection, if any, between student success and departmentalization must be determined. This study was designed to determine if there is a statistically significant difference in student success metrics between students in second through fourth grades in traditional classrooms versus students in departmentalized classrooms. In this study, student success metrics included raw scores on norm-referenced tests, percentile scores on norm-referenced tests, and grade-level averages on norm-referenced tests. These student success metrics are used in Arkansas to determine federal and state funding eligibility (New America Foundation, 2015). The statistical tests used in this study yielded inconsistent results as to a statistical difference between traditional classroom environments and departmentalized classroom environments in second through fourth grades. Factors other than classroom environment, such as teacher training, principal leadership, technology, and parent involvement, may have had an effect on student achievement (Buabeng-Andoh, 2012; Sebastian &amp; Allensworth, 2012). </p>

<p> This study explored middle-class parents&rsquo; descriptions of their experience of the emotional &ldquo;essence&rdquo; of the conflicts that arose between themselves and their children as parents facilitated the homework process. This study on homework experiences sought to gain a deeper understanding and meaning experienced firsthand from the middle-class parents&rsquo; point of view. The use of phenomenological methods allowed for the deep and thick description necessary to uncover the essence of the middle-class parental perspectives on the parent-child emotional experience embedded in the homework process. The identified themes included <i>creation of a homework routine, emotions of resistance and stress,</i> and <i>parental role construction. </i> The emergent constituents were: <i>paradox of parental role construction, tiers of stress,</i> and <i>desire for family harmony during homework time.</i> The study revealed the following ramifications resulting from the relationships between emergent themes and constituents: the intersections between <i>paradox of parental role construction</i> and <i>desire for family harmony, desire for family harmony</i> and <i>creation of a homework routine, creation of a homework routine </i> and <i>paradox of parental role construction</i> and, finally, <i>desire for family harmony</i> and <i>tiers of stress. </i> These intersections manifested in the following: <i>stress, resistance, confusion,</i> and <i>family tension,</i> respectively. The significance of this study rests in its extension of current research on the experience of homework facilitation among working-class families with elementary-aged children by focusing on learning at home in the middle-class. It identified stress during this period as tiered, that middle-class parents would like training on their role during homework, and that middle-class parents had a cathartic stress-relieving experience when they were given an opportunity to share their &ldquo;homework&rdquo; experiences.</p>