It is generally conceded that the pupil learns more quickly, if his interests are properly guided, and if proper motivation is used. The purpose of this study is to see if the use of the radio, for listening and broadcasting, could cause the child to go about his school activities with a purpose.

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.

This study seeks to furnish school administrators and teachers with information about the (1) historical background of radio in the public schools of America; (2) equipment needed for radio reception; (3) plans that are necessary for efficient use of the radio; and (4) finally, to show the status of radio in the schools of Texas.

The intent of this study was to describe the complex phenomenon of mentoring student teachers in one elementary teacher education program. A case study research design was used. Interviews, observations, and an examination of documents were used to uncover two major themes, support and challenge, across the three central topics of curriculum, classroom management, and school culture. An operational definition of preservice mentoring was constructed, using the literature as well as data from the participants: Emergent teachers moving through the teacher education continuum of preservice, induction, and inservice, construct a mentoring system to help them manage their professional growth and development: a unique network of people who support and challenge them with curriculum, classroom management, and the school culture. A mentor/protege relationship is characterized by shared beliefs, negotiation, reciprocity, commitment, collegiality, nurturance, and respect for the autonomy of the protege along a developmental path of initiation, reciprocity, separation, and redefinition, always with a goal of increased self-reliance. (Templeton, 1994). The study focused on the cooperating teacher/student teacher relationship that occurs during the student teaching semester in order to arrive at a description of the vital elements that are central to mentoring in preservice teacher education. The study described the context underlying the collaborative mentoring support system that operates within this elementary teacher education program. The questions that guided this inquiry were (1) How does mentoring operate in the cooperating teacher/student teacher relationship in the student teaching component of one elementary preservice teacher education program? (2) What do cooperating teachers and student teachers identify as the key elements of mentoring relationships in the student teaching component of one elementary preservice teacher education program? The study revealed that mentoring occurs at many different levels during teacher development and is interpreted in many different ways, both in the mentoring literature and in practice. Phases of the mentoring relationship were experienced in the same order, but in varying intervals by each of the three student teachers. These phases were initiation, reciprocity, separation, and redefinition. The study may provide a basis for guiding others interested in incorporating mentoring into their teacher education programs. Teacher educators could benefit from this study because the data may exhibit elements which will contribute to a systemic model of mentoring at the preservice level. It is important for teacher educators to start thinking about the skills they need to provide, model, and encourage preservice mentoring processes because mentoring can be a critical element in providing a bridge between preservice education and induction into teaching.

Significant improvement in American science education is desirable from many perspectives. This need can be encapsulated in the student learning goal of flexible, inquiry-based problem solving. To guide efforts to move towards this goal, an Amalgamated Model of science education is synthesized from six major trends in science education. Explication of this model is focused on the physical sciences, as is the research carried out to test one of the predictions of the Model. One keystone of the Amalgamated Model is the delineation and characterization of concepts according to the three properties of generality, complexity, and abstractness. Using these three properties, a conceptual structure for physical science is constructed. When this structure is compared with conventional physical science curricula, a large discrepancy is in the treatment of the conservation of energy concept. The Model predicts that elementary and middle school age children develop intuitive understandings of the concept, whereas conventionally it is believed to be inherently difficult and comprehensible only to older, high school students. To test this prediction, two sets of tasks and associated clinical interviews are administered to 48 subjects randomly drawn from a K-6 population. The first set of tasks consists of the classical Piagetian conservation instances and the second set investigates understanding of conservation of energy. The quantitative data generated by the two tasks is analyzed to measure the degree of connection within subjects' conceptual structures between their ability to conserve quantity, substance, weight and volume and their ability to conserve energy. The results indicated that understanding of conservation of energy is connected to and apparently develops from the understandings of Piagetian conservation. The experimental and analytical methodologies could be used for further mapping of conceptual structures. It would seem that the prediction of the Amalgamated Model cannot be rejected as false, providing some justification for using the Model as a future framework for research in conceptual structures and for science curriculum development.

Contemporary early childhood experts, via their major professional organization, the National Association for the education of young children (NAEYC), have adopted a set of guidelines for "developmentally appropriate practice" (DAP) in kindergartens. These guidelines, based on child development research, contrast sharply with a contrary educational movement for increased formal "academic" programming for young children. The primary purpose of this study was to survey the beliefs and practices of kindergarten teachers in Massachusetts, and to examine the congruence of those beliefs with the set of nationally proposed guidelines. A second purpose was to examine the relationship between the beliefs and practices reported and selected professional development variables. A questionnaire designed by a Louisiana group (Charlesworth et al., 1991) and based on the NAEYC guidelines was used. In addition, an author-designed set of questions on key demographic and professional development variables was included. Surveys were mailed to a random sample of 150 elementary schools in Massachusetts. One hundred twenty six teachers responded, representing 102 schools for an overall school return rate of 68%. Results indicated that Massachusetts teachers tend to follow the NAEYC guidelines for developmentally appropriate practice. Correlations between the Teacher Belief Scale and the Instructional Activities Scale (r =.6225, p,.0001) indicate that teachers in Massachusetts generally report using practices that are congruent with their beliefs. Significant positive relationships were found between teachers with advanced college training and both of the Teacher Questionnaire Scales. The professional development activities most frequently listed as valuable to Massachusetts kindergarten teachers included college courses, whole language workshops, Math Their Way workshops, DAP seminars, the Lesley College Kindergarten Conference and inclusion workshops. In further analysis, the sample was divided into thirds based on the total DAP scale scores. Those with high DAP scores differed from those with low DAP scores in the amount and type of professional development activities. The results were discussed with respect to the effectiveness of specific professional development activities.

This case study describes how the language arts learning process of one fourth grade class in a public elementary school was influenced by having an audience for their school work. Students were involved in collaborative writing, reading, and peer review. Their work was audiotaped and resulted in a radio program, "Kid's Talk", which was aired on a local AM radio station. An existing body of research literature examines numerous radio programs that are available for children. However, there is relatively little work that has been done involving children creating their own radio programs, the processes involved, and the motivational aspects of such work. This study adds to the body of research regarding these factors. This dissertation draws on qualitative research techniques. It utilizes interviewing, student journals, and both parent and student questionnaires, offering several different perspectives of how the participants were affected by their awareness of an audience. Issues addressed include students' reactions to having an audience for their work; the classroom teacher's description of day-to-day experiences while creating the programs with the students; and also the parents' reactions as they witnessed the process through observations of their children. Finally, this work looks at educational benefits derived by the students from working together on a project that involved each member of the class.

Over the past twenty years, an increasing number of schools have been integrating individuals with autism into general education classes. Although the benefits of this practice have been questioned, there has been little formal research on this subject. This qualitative study attempted to examine the short-term effects of the integration of one child with autism, Karl, into his neighborhood elementary school. Data were collected through direct observation in the classroom and interviews with the classroom teacher, support staff, the parents of the child who has autism, the parents of two classmates, the child with autism, and two classmates. The observations and interview questions focused on the behavior and perceptions of (a) the child with autism, (b) two classmates and (c) the adults participating in the integration. The participants identified locations (where the student is) and social opportunities (who the student is with) as important characteristics of an integration program, rather than strictly adhering to formal definitions of mainstreaming, integration, and inclusion. Although many of the participants were aware of the characteristics of autism, their definition of Karl was focused on who he was and what he did, rather than his label. Class membership included (a) the activities in which Karl participated, (b) the peers with whom he associated, (c) the changes that occurred in the classroom, (d) his ability to blend in, and (e) his perception of himself as a member of the class. The success of this integration program was attributed to the addition of a one-to-one integration assistant and the communication, consistency, support, and flexibility of the integration team. This study provides a rare view of an integration program that worked for a student with autism. Regardless of the characteristics unique to Karl, the participants, and this situation, this study demonstrates that it is possible to integrate a student with autism, provided the appropriate resources are made available.

Each year Department of Defense schools worldwide outscore most every state in the U.S. on the National Assessment of Education Progress test (Kingston, 2002). This literature review is a culmination of multiple research studies done on various facets of the Department of Defense Education Activity (DoDEA). It explores the contributing factors of success in DoDEA schools from a perspective of a potential new teacher applicant. This thesis begins with the history of DoDEA since its creation in World War II, and then leads into its chain of command, from the Secretary of Defense down to regional superintendents, school principals, and teachers. The adequate funding and financial resources of Do DEA are explained, along with the Community Strategic Plan, which is a set of guidelines that drives all school program decisions. School curriculum and instruction, professional development, and parent influence and the military's corporate commitment to excellent are also discussed. Perhaps, more than any other factor, the community influence and support for academic excellence contribute to its sustained success.

The problem in this investigation has a three-fold purpose; namely, (1) to reveal, by means of comparison, the likenesses and differences in the personalities of elementary and secondary education majors of N. T. S. T. C.; (2) to determine to what extent the individual is adjusting himself to the problems and conditions confronting him, and how these problems are affecting the development of a normal, happy, and socially effective personality; (3) to interpret the data collected correctly, in order that better adjusted personalities may be developed.