Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1950. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 345-359).

Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 17, 2006) Vita. Includes bibliographical references.

Thesis (Ph. D.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.

The purpose of this study was to seek answers to the following questions: (1) What is the difference between student academic achievement based on the Cognitive Ability Pre-Test as compared to their academic achievement based on the Cognitive Ability Post-test after thinking skills were regularly emphasized to the sample? (2) What are the rural teachers' attitudes toward the higher order level thinking lessons? (3) What are the rural students' attitudes toward the higher level thinking lessons? The population for this study included the Gifted and ESL (LEP-Limited English Proficient) students and their teachers in two rural Southwestern elementary schools. The study covered a three month time period. The students were exposed to higher order thinking skills three times per week with communication and cooperative learning encouraged. The teachers were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. The teacher attitude questionnaires were analyzed in five parts and the results were represented on charts. The results were that the teachers had a more positive than negative attitude toward the worth and implementation of the program, and wanted it to continue. The students were given an attitude questionnaire constructed to indicate student attitude toward worth of the program and various aspects of its implementation. The student attitude questionnaires were analyzed in five parts and the results were represented on charts. The results for the students were that the students were supportive of the activities in the program and felt that the program helped to give them a better understanding of their thinking ability and skills. There appeared an improvement in the ESL student's self-esteem. Achievement for the pre and post-tested students was measured by the Cognitive Abilities Test in the areas of verbal, quantitative and non-verbal skills. T-tests were used to compare student results on the pre- and post-tests. All groups showed some average improvement or no change, and in each group more students improved than declined or remained the same. The improvement in non-verbal skills by the gifted student group can be conclusively attributed to the experimental program. The combined results of the Cognitive Abilities Pre and Post-test scores and the teacher and student attitude questions were used to make recommendations for program improvement.

This study looked at parent involvement from the teachers' point of view. A survey of 73 teachers in one geographical area of a small city was undertaken to find out if teachers attempt to recruit parents as volunteers, how they recruit them, and the tasks that parent volunteers do. A comparison was made between primary grade teachers and intermediate grade teachers as well as between bilingual and non-bilingual teachers. The results indicate that most of the teachers involved in the study do attempt to recruit parent volunteers, they tend to use similar techniques, and they involve parents in a variety of tasks. A few differences were found between bilingual and non-bilingual teachers but the greatest surprise was that there were so few differences found between primary and intermediate level teachers.

<p> Thousands of students across the United States are retained annually in their current grade level for a variety of reasons, but primarily retention is due to academic grade level performance, on local or state standardized tests. The push for higher student accountability has led states and school districts to implement intervention policies to try to bridge the gap for under achieving students. This study focuses on the perceptions of administrators in rural districts and the pros and cons of grade level retention in primary grades. Although there is no one factor able to determine the success or failure of grade level retention as a primary grade level intervention, key findings from the study identify retention is used frequently as an intervention among many rural districts.</p><p> Findings from this study indicate that there are three main reasons administrators retain students: 1) allow students time to mature, 2) academically more than two grade levels behind peers, and 3) allow students additional time to catch up with peers. Administrators indicated that besides social demographics, social maturity played a large role in a student&rsquo;s readiness for a formal education.</p>

<p> This study was a comparison of three different classroom models in upper elementary, 3^rd grade to be specific. A departmentalized two-teacher team, a departmentalized three-teacher team, and a self-contained team participated in a causal-comparative post-test study focusing on student and teacher perception of the model. Its purpose was not to prove one to be best but to rather suggest there were options and school leaders must consider before determining the classroom model that best fit their teachers and students. </p>

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