The purpose of this thesis is to indicate the scope of the health services that an elementary school needs and to show how these services might be made most fruitful in terms of tangible results.

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.

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.

The purpose of this study was to determine whether boys and girls who were not accepted by the group could be developed and trained to such an extent that they would become acceptable. Secondarily, the purpose was to discover what types of classroom and extra-curricular activities were desirable and beneficial in a program of social development for fifth-grade pupils.

As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom. / Ed. D. / Co-teaching requires general and special education teachers to work together to provide instruction to students in inclusion classrooms. Co-teaching has been on the rise and is considered by some educators as a method for meeting mandates required by law. While coteaching is an idea that should work in practice, teachers who are practicing co-teaching find themselves facing complex issues regarding their roles and responsibilities in the classroom. This study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful coteaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis of any literature co-teachers had received on co-teaching was conducted to examine how co-teachers experience co-teaching partnerships. Six general education coteachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility, to be able to get along together, was important when working as co-teachers. They expressed the need for the same planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom.

The aim of this research was to determine the perceptions of school climate of 178 educators of six primary schools in the Southern Cape. Two instruments, namely The Organizational Climate Description Questionnaire Rutgers Elementary (OCDQ-RE) and Dimensions of Organizational Health Inventory of Elementary Schools (OHI-E) were used. The results indicated that primary school educators in the Southern Cape perceived their relations with their principals as more closed, while educator-educator relations were being perceived as more open of nature. The typical climate prototype for the relevant primary schools, was an engaged school climate. Regarding the overall organizational health of primary schools, average health profiles were found. A significant relationship was found between the perceptions of primary school educators with regard to organizational climate and organizational health. A significant difference between educators of different primary schools was found regarding their perceptions of all the different dimensions of both organizational climate and health. / Educational Studies / M.Ed. (Education Management)

This qualitative case study explored elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning. Data collected consisted of field notes, audiotaping of formal interviews and planning sessions, weekly plan books, monthly calendars, questionnaires and the collection of student work. During formal data analysis, new questions began to emerge. These three questions then guided the process of data analysis. These questions were: (1) What are teachers' perceptions of the role of the school librarian as indicated through responses and actions? (2) What changes occurred in teachers' perceptions during the school year? and (3) What are teachers' issues and concerns about the implementation of flexible scheduling and collaborative planning? Four roles of the school librarian emerged from data analysis. These were: the resource role of the school librarian; the cooperative role of the school librarian; the transition from a cooperative to a collaborative role; and the collaborative role of the school librarian. In addition, seven categories were developed through the analysis of interviews and questionnaires. One category developed as several teachers expressed their concern in not having a regularly scheduled library time for students to check-out books. A few teachers also indicated the need for students to learn library skills. Within each of the seven categories, several issues also emerged. The findings of the study indicate there were numerous changes during the school year in teachers' perceptions related to the role of the school librarian. There were also ten implications which resulted from the study. One of these implications focused on professional development within schools and school districts. Professional development assists in the role of ownership and as Fullan (1991) states, ownership of something new is tantamount to real change. Through professional development, teachers and librarians can learn about the process of cooperative and collaborative planning together.

A total of 47 teachers, randomly selected from 1328 elementary school teachers in a Southwestern urban school district, were randomly assigned to two six-hour, introductory computer in-services. Teachers receiving the BASIC in-service and the LOGO in-service were administered an attitude survey after the in-services. The survey was composed of seven demographic questions, 20-items designated to test attitudes toward computers in general and 20-items designed to test attitudes toward computers in the elementary school classroom. Scores were analyzed to determine the effect of the two treatments on attitudes as well as the effect of four demographic variables, regardless of treatment, on teacher's attitudes. There were no significant differences in attitudes of subjects receiving the BASIC in-service and those receiving the LOGO in-service. In addition, the previous computer training, grade level taught, and gender of the subjects, did not appear to affect their attitudes toward computers in general and in elementary school classrooms. One demographic variable, years of teaching experience, did significantly affect the mean scores on the attitude instrument. Those teachers in the study with one to fifteen years of teaching experience demonstrated a significantly more positive attitude toward computers in the elementary school classroom and toward computers in general as compared to those with 16 or more years of teaching experience.

This research had three main purposes. The first was to determine some of the major characteristics of elementary teachers. Second was to see how student teachers and supervising teachers perceive the importance of certain characteristics of elementary teachers. The third was to discover what changes result in the perceptions of student teachers as to the importance of these characteristics after completing student teaching.

The problem of this study was to analyze the prevailing approaches to elementary school guidance in the United States.