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This paper explores the nature and purpose of a guidance program in the elementary school, including the specific activities that must be carried out in the program, including the keeping of records and the holding of conferences. Chapter 4 presents a study on the need and feasibility of developing a functional guidance program in Brownsville Elementary School. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 43-47).

"The primary objective of this paper is to describe the purposes, background and procedures involved in providing a handbook for teachers of adult students in Polk County. The term adult education, in this paper, is used to denote non-vocational classes below college level, for employed persons and other not enrolled in the regular day schools"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 35).

This qualitative study examined the knowledge of gender definitions and attitudes toward gender that pre-service teacher candidates possess. Participants were students in an undergraduate elementary education program at a southeastern university. The participants responded to an open-ended paper survey. The survey consisted of questions asking about the definition of gender, gender roles, perceived differences between boys and girls, as well as plans for their future classrooms. Data was analyzed through a qualitative lens with the development of codes, categories, and themes. Responses varied, but the overall data suggested that teacher candidates have misconceptions about the definitions of gender, conflicting views on the origins of gender roles, and a spectrum of plans for gender inclusion and equality going forward in their future classrooms.

Second and 3rd grade Honduran students in a Christian school are not performing at grade level in vocabulary. Students who lag in vocabulary development may not comprehend what they read and are likely to perform poorly in their course work, which may result in repeating the grade. As a result of the students' poor performance, the school implemented vocabulary squares strategy instruction to improve vocabulary development. Guided by the theory of constructivism, the purpose of this casual comparative study was to determine if vocabulary squares strategy instruction resulted in greater word mastery for 2nd and 3rd grade Honduran students than did traditional vocabulary instruction. The control group (n = 16) received traditional vocabulary instruction, and the experimental group (n = 15) received vocabulary squares instruction for a period of 6 weeks. Analysis of gain score differences via an independent t test revealed no significant difference word mastery. The length of time the strategy instruction was implemented may have been insufficient to affect word mastery. It is recommended that teachers employ the vocabulary squares strategy more frequently and over a longer period of time to determine if vocabulary squares strategy instruction results in greater word mastery than traditional instruction. This practice may contribute to positive social change by increasing vocabulary development, which , in turn, affects students' comprehension and course work performance reducing -the number of Honduran students repeating 2nd or 3rd grade.

Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.

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Purpose. Roles and obstacles to parent involvement at the site level are identified. Methods and strategies for developing parent involvement programs are investigated. Parent, teacher and administrator group perceptions are described and compared. Methodology. Descriptive and comparative surveys address role expectations, potential obstacles, and current parent involvement trends. Parent, teacher, and administrative group responses at Lathrop School are analyzed using mean ranks and median scores for each group. School records for parent involvement activities are examined. Findings. Of the 28 items addressing parent involvement role expectations, eight decision-making, two Parents as Teachers, and one Parents as Learners items show statistically significant differences in group perspectives for role expectations. Of the 31 items analyzing obstacles, group perceptions are different in four areas. Two items show a statistically significant difference among group beliefs in the area of school attitudes. Identification of current parent involvement trends indicate that parents are involved most frequently as Teachers and least frequently as Decision Makers. Recommendations. Lathrop School can use the study to develop clear role expectation guidelines. Suggestions are made for establishing role expectations for all four categories of parent involvement. Recommendations are given for addressing cultural obstacles and suggestions are made for further research and implementation of a more effective parent involvement program.

Teachers have long struggled to be recognized as professionals and to achieve autonomy. Key obstacles that influenced their perception of powerlessness, such as professional isolation of teaching staff, low teacher participation in decision making, and systems of supervision irrelevant to instructional improvement, were even scrutinized in national reports. The criteria suggested for the selection of a teacher supervision training model was based on a sound theory of education supported by research. It provided teachers the latitude for decision making that was congruous with the professional treatment of inservice teachers and that was acceptable to teachers receiving supervision. The purpose of this study was to investigate the impact of peer clinical supervision on teacher empowerment. The participants were 21 urban elementary school teachers located in southeast Washington, D.C. They along with their principal volunteered to be trained in clinical supervision using an adaptation of Cogan and Goldhammer's Five-Step Clinical Supervision Model. Pre- and post program questionnaires, a perceptual inventory, interviews and field notes were used to report the study's findings. The study concluded that training in peer clinical supervision had a positive impact on teacher empowerment when the results were associated with the six Empowerment Indicators: (1) increased receptivity toward supervision, (2) increased receptivity toward change, (3) decreased feelings of isolation, (4) increased evidence of collegiality, (5) increased participation in the decision-making process at the building level, and (6) increased peer classroom observations. Appendices present an outline of the training model used for this study with sample instruments.

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