Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 153-162).

During the 19th century the Elementary school and its teachers emerge in the city of Halmstad and in the parish of Veinge as well as in Sweden overall. The aim of the essay is to enthrone these teachers’ conditions and a comparison is done between the teachers in these two places. The mate-rial that is used is for example minutes from the board of education in Veinge and the city council of Halmstad, collected works about the elementary school of Halmstad as well as litera-ture regarding the subject. The essay starts with a short background history about the Elementary school and its teachers. Then it continues to discuss whether it was important to have a teacher’s education or not, how the teachers were treated in the community, the teachers’ work and its biggest problem, and finally, salary, dismissal and pension. The essay shows that differences as well as similarities exist, which proves the complexity of the teachers’ conditions.

The purpose of the study was to determine the impact of teacher absences from the classroom on student achievement. The specific grade level researched was the third grade. Two school corporations, one in Indiana and one in Wyoming, participated in the research study. Changed scores on reading achievement were utilized to evaluate the impact of teacher absence on achievement.A review of the literature was conducted to identify previous studies on this subject. Several studies were found that examined teacher absences.Private sector research was also reviewed. These studies found employee absences to have a negative impact on productivity.Teacher absences were divided into three categories: 0-4, 4.5-11.0, and 11.5 days absent and above. The data on student achievement was compared to each attendance cell to determine a difference of significance existed. The Iowa Test of Basic Skills was used to determine student achievement. To measure growth in achievement, student scores obtained in the fall semester of the third grade experience were compared to scores obtained in the fall semester of the fourth grade.Data collected supported the following conclusions:1. Teacher attendance did have a significant impact on student achievement.2. Students enrolled in classes where teachers had absences of 4.5 days or more did not score as well on the Iowa Test of Basic Skills achievement tests as students with teachers having less than 4.5 days of absence.3. Fringe benefits used to pay for absences will encourage employees to miss work unnecessarily.4. Teachers having absences between 0-4.0, regardless of principal ratings, had students that scored better on the Iowa Test of Basic Skills achievement tests than teachers with absences in excess of 4.0.5. Teacher days absent and overall ratings by principals are independent of each other. The data suggest principals do not consider absences when evaluating teachers.6. Teachers' application of current educational research to the classroom demonstrated a significant impact on grade equivalency gain.7. Teacher knowledge of subject matter taught had a significant impact on percentile gain by students.

The study is of qualitative research method, where the interviews are the main material for the study. This study aims to analyze teachers and pupils perspectives on outdoor education in the early years of the elementary school. The main reason for this study is that all the literature in the area tends to lift up the positive aspects of the field. While the practice of education tends to go the other way, where the majority of our children’s classes takes place inside the classrooms. Thus we are left with a contradictory school environment. To examine the reasons why outdoor education gets the role (or lack of role) it gets I have formed these questions as guidelines: In what way does teachers use outdoor education? Where does the school board stand in the issue? How do teachers reflect on their own teacher training, and what role did outdoor education play? What do the students think about outdoor education? What perspectives of the term “learning” do the students have? The result of the study is that the lack of education for the teachers, and the fear of not having the time to do all that needs to be done lead to a culture in schools where outdoor education gets prioritized beneath other forms of learning, thus gets a lower status.

The purpose of this study is to investigate the effects of using moral-based cooperative learning on enhancing compassion, responsibility and honesty among elementary school students. A nonequivalent pretest-posttest design is conducted on this study. The experimental group students receive 11-week of ¡§Moral-based Cooperative Learning¡¨; On the other hand, control group students receive traditional teaching method. During the course, all participants response investigator-developed instrument ¡§Elementary School Students Moral Behavior Scale¡¨ . In addition, observation, daily student behavior records and follow-up individual interview are conducted to 6 target students with the high, moderate, and the low scores of moral behavior in the pre-test. Correlation, t-test, ANOVA and ANCOVA are conducted for comparing the similarity and differences between two groups. A theme content analysis is conducted to analyze the qualitative data. The major findings are as following: 1. After the use of ¡§Moral-based Cooperative Learning ¡¨,The experimental group students¡¦ moral behaviors, compassion and honesty are significantly higher than the control group students¡¦. 2. The experimental group students make more significant improvement of their moral behaviors on ¡§compassion¡¨and ¡§honesty¡¨ than ¡§responsibility¡¨. 3. The low score group students make more significant progress of their moral behaviors than the high and moderate score group students. 4. There is no significant difference on moral behaviors among students with different gender, birth order, social-economic status or family structure. 5. There is significant positive correlation among compassion, responsibility and honesty of experimental group students. According to those significant findings, educational recommendation and suggestions provide toward teachers and researchers be discussed .

The Relationships of Elementary School Student¡¦s Positive Thinking and Social Behaviors Abstract The purpose of this study was to explore the relationship between elementary student's positive thinking and social behaviors. Two hundreds and seventy-nine students were conveniently selected from 5 public elementary schools in Kaohsiung city. All participants completed the ¡§Positive Thinking and Social Skills Scale¡¨ in 2010. Descriptive statistics, t-test, ANOVA , pearson product-moment correlation and stepwise multiple regression analysis were conducted. In addition,4 students with the highest positive thinking score and the other 4 students with the highest social behavior were rescruited as the target students. Those students were interviewed while they accomplishing the survey. The main findings were as following¡J 1. There were significant differences on positive thinking between different graders. 2. There were gender significant differences on positive thinking total score. 3. There were significant differences on positive thinking and social behavior scores among different father education degrees children. 4. There were significant differences on positive thinking and social behaviors among social economic status fanilies children. 5. There were significant differences on positive thinking and social behaviors among father¡¦s practice styles children. 6. There were significant differences on positive thinking and interpersonal among mother¡¦s practice styles children. 7. "Gender" and " positive thinking" are significant predictors of social skills,which explained 49.6% of the variance . 8. Authoritative parenting practice of elementary children get a higher score in positive thinking and social behaviors. 9. Children with authoritarian or permissive father practice,who got lower scores in positive thinking and social behaviors. 10. Children with authoritarian mother practice,who got lower scores in positive thinking and social behaviors. According to those significantfinding, educational recommendation and suggestions provided toward teachers and researchers be discussed. Keywords¡Gpositive thinking¡Bsocial behaviors¡Belementary school students

The purpose of this study was to examine the effect of elementary school students¡¦ positive emotion and assess the similarity and difference among different background students while they attending this quasi-experimental study. A nonequivalent pretest-posttest design was conducted on this study. The experimental group students who were taught by 9-weeks of ¡§Inquiry Teaching¡¨; on the other hand, the control group students who were taught by the traditional teaching method. During the beginning and end of courses, all participants conducted investigator-developed instrument ¡§Elementary School Students Positive Emotion Scale¡¨. In addition, 6 target students with more improvement scores on the post-test of positive emotion scale were recruited a follow-up interview for finding the effects of inquiry teaching project. Independent-samples t-test, paired-samples t-test, one-way ANOVA, and ANCOVA were conducted for comparing the similarity and differences between two groups. A theme content analysis was conducted to analyze the qualitative data. The major findings are as follows: 1.After the use of ¡§Inquiry Teaching¡¨, the experimental group students¡¦ self-confidence score is significantly higher than the control group¡¦s. 2.The experimental group students¡¦ ¡§self-confidence¡¨ score is significantly higher than ¡§optimistic¡¨ or ¡§gratitude¡¨. 3.The experimental group moderate academic achievers present significantly more improvement on self-confidence than those of the highest academic achievers. According to those significant findings, educational recommendations and suggestions are also provided toward teachers and researchers who can discussfurther .

The purpose the study is to explore the feasibility of the ¡§Medical Internship¡¨ application to ¡§Elementary School Internship¡¨ in Taiwan. By way of Literature Review, Document Analysis, and Semi-structural Interview, the researcher first separately comprehended the two systems in which six dimensions are included Organizational Structure, Counselor, Content, Manner, Grade Assessment, and Qualification, then used the Comparative Education Research to compare and analyze the two systems. Finally, after the induction of the results, the researcher compiled the questionnaire about ¡§Medical Internship should be applied to Elementary School Internship¡¨. Objects of study, 375 people in all who were selected with Purposive sampling include schoolmasters, directors, section chiefs, intern teachers, and interns from elementary schools subsidized by Ministry of Education in 98 school academic year. Among them, 352 effective questionnaires retrieved, and the effective questionnaire rate is 94%. The feasibility of the questionnaires was analyzed by way of Descriptive Statistics, Independent Sample T Test, and One Way Analysis of Variance. The conclusions from this study are: 1. Organizations that execute Elementary School Internship lack Certifications, Evaluations, Reward Measures, and administrative department that specialize inthis duty. 2. The lack of Certifications, Trainings, Reward Measures, and Team Operation for the Interns. 3. The schedules and training programs of Elementary School Internship are not complete and explicit. 4. The lack of Interactive team discussion and Problem-oriented learning manners. 5. Assessment items, tools, and the applications from the results of Elementary School Internship are not comprehensive. 6.The arrangement of the schedules of Elementary School Teacher¡¦s Qualification Examinations is not suitable; the access methods of certifications are not exact. 7. The innovations of the Elementary School Internship focus on systems, whereas those of Medical Internship focus on programs and teaching. 8. Among the 46 questions, the levels of agreement of 40 of them are higher than the average levels. It means that the manner is feasible. 9. Among all the questions, higher level of agreement falls on Organizational Structure and Grade Assessment. 10. For different school types, educational backgrounds and seniorities, levels of agreement from these intern teachers are apparently diverse. Among them, the level of agreement from affiliated experimental elementary school is higher than that of normal elementary schools. Educational backgrounds of the teachers of Teacher¡¦s College are higher than that of other teachers from other universities. Seniority which is over 21 is higher than that of other teachers of other schools. Suggestions of these conclusions are: 1.Certifications, Evaluations, Reward Measures, and administrative department that specialize in Elementary School Internship should be established. 2. Certifications, Trainings, Reward Measures, and Team Operation should be established for the Interns. 3. Educational Internships for homeroom and subject teachers of different grades should last for one year. The duration of Administrative Internships should be shortened. 4. Unified Assessment standards and items should be established. The results of the assessment should relate Teacher¡¦s Qualification Examinations. 5. Interactive team discussion and Problem-oriented learning manners should be reinforced in the Internship Programs of Teacher Education Colleges 6.Teacher¡¦s Qualification Examinations should be altered as National Examinations, and executed as Two-tier Assessments. The first examination can be the ¡§Pre-internship¡¨ written tests, and the second stage can be situational teaching assessment such as ¡§Post-internship¡¨ interviews, and teaching demonstrations. In conclusion, in accordance with the above-mentioned conclusions and suggestions, the researcher proposed the innovative model ¡§Medical Internship should be applied to Elementary School Internship¡¨ as the reference of Elementary School Internship reform in Taiwan.

This study is aimed to investigate the relationship of organization reestablishing of elementary schools and organization efficiency. The purposes of the study are as follows: 1.Investigating the meaning and content of administration organization reestablishing of elementary schools. 2.Understanding the consensus of the elementary school staffs on organization reestablishing. 3.Understanding the differences among the elementary school staffs on organization reestablishing and organization efficiency. 4.Analyzing the relationship between elementary school organization reestablishing and organization efficiency. 5.Providing practical suggestions to educational administration institutes according to the results of the study. Literature analysis, survey, and interviews are adopted in this study. In literature analysis, the related literature of organization reestablishing and organization efficiency is analyzed to make the implement and to induct the theoretical model. Then, the study is structured by the ¡§ the program of administration organization reestablishing and human resources planning of middle schools and elementary schools¡¨ implemented by Education Bureau in the school year of 2002. In surveys, the schools, which participated ¡§the program of administration organization reestablishing and human resources planning of middle schools and elementary schools¡¨, are sampled. The number of the persons sampled is 800. The self- edited ¡§questionnaire of the relationship of elementary school organization reestablishing and organization efficiency¡¨ and ¡§semi- structured interview¡¨ are used in the study. Data collected are analyzed through SPSS. Item analysis, factor analysis, mean scores, standard deviation, product- moment correlation, t test, ANOVA, and regression analysis are processed. In field interviews, 2 schools are selected. Six people, including the principal, directors and section chiefs, in each school are interviewed by ¡§semi- structured interview¡¨. The results of the study are as follows: 1.The cognition of the explanations of organization reestablishing A.Elementary staffs gain initial consensus on ¡§organization reestablishing¡¨. B.Elementary school principals and directors have better cognition than teachers on ¡§organization reestablishing¡¨. C.Male principals have high cognition on ¡§actuating school-base management¡¨. D.Teachers who have served for more than 30 years have high cognition on ¡§activating school organization¡¨ than teachers who have served less than 10 years. E.Staffs working in the countryside have high cognition on ¡§actuating school-base management¡¨. 2.Cognition on the content of organization reestablishing A.Elementary school staffs have high consensus on ¡§content of organization reestablishing¡¨. B.Elementary school staffs serving in the city area have high perception on ¡§content of organization reestablishing¡¨. C.Female principals have high cognition on ¡§reducing responsibility¡¨ and ¡§functioning¡¨. D.Educators in the schools that have established for less than 10 yeas have highest scores on ¡§reducing responsibility¡¨. 3. Cognition on the elementary school organization efficiency A.Elementary school staffs have initial consensus on the integrated perception of ¡§organization efficiency¡¨. B.Teachers in the elementary schools containing 25~48 classes have higher perception on organization efficiency. C.Staffs in the elementary schools containing less than 12 classes or over 49 classes have high perception on organization atmosphere. D.Staffs in the elementary schools that have established for less than 10 years or over 21 years have high perception on organization efficiency. E.Staffs in the elementary schools that have established for over 21 years have high acceptance on organization efficiency. 3.The relationship between explanation of reestablishing, content of reestablishing and organization efficiency. A.The more they accept the explanation the higher scores they get on organization efficiency. B.The more they accept the content of organization reestablishing the higher score they get on organization efficiency. C.Significant positive correlation is found between the perception of elementary school organization reestablishing and organization efficiency. D.Significant positive correlation is found between the perception of the content of elementary school organization reestablishing and organization efficiency. E.The degree of acceptance of the explanation of organization reestablishing of elementary school staffs can predict significantly organization efficiency. F.The degree of acceptance of the content of organization reestablishing of elementary school staffs can predict significantly organization efficiency. G.The explanation and content of reestablishment can significantly predict organization efficiency. According to the above conclusion, the study provide following suggestions: 1. Suggestions to Educational Administration Institute A.Improve the promotion of the policy and communication and listen to the opinions from the education staffs. B.Revise Civil Education Law and its bylaws to actuate the spirit of organization reestablishing. C.Increase the number of school clerks, and some of the section chiefs should be taken charge by the clerks to make administration more professional. 2. Suggestions to Elementary School A.Adjust the organization structure of each divisions with the Civil Education Law and its bylaws to meet school¡¦s need and enhance administration efficiency. B.Enhance elementary school teacher¡¦s perception of organization reestablishing through consistent communication. 3. Suggestions to future studies A.Extend sampling subjects. B.Increase study variables. C.Combine other study methods and have long-term and follow- up studies. D.Improve study implement E.Have further investigation on organization efficiency.

A Study of Current Operation of Resource Rooms of Public Elementary Schools in Kaohsiung Abstract The aim of this study is to explore the achievement of current operation of resource rooms of public elementary schools in Kaohsiung city, and the impact of education reform by Ministry of Education in Taiwan on resource rooms. A total of 20 teachers from unclassified resource rooms in 20 schools respectively were interviewed through six types of unsturctrued questions. The results of interview indicate 1) a majority of these 20 teachers are females under 40 with bachelor degrees, who were either graduated from departments of special education in Teachers¡¦ College or had received non degree programs of special education, 2) methods or the courses adopted for those who need special education were basically supportive with 4-6 hours a week of regular extra-course in resource rooms. Final grades of students¡¦ performance were a compromise among teachers of both general classrooms and resource rooms, 3) improvement of students¡¦ learning and behavior is the advantage of the resource rooms, while the possible labeling effect is the disadvantage, 4) difficulties or limitations lie in the enrollment of unclassified handicap students and in the extra work load on the teachers of recourse rooms, 5) promotion of resource rooms is based on suggestions from students¡¦ parents, teachers, as well as guidelines of education reform by Ministry of Education in Taiwan, and 6) teachers of resource rooms believed that education reform careated more impact on the learning of resource room students in general classes than on course operation in resource rooms. Key words: Resource room of public elementary school, Kaohsiung city