Thesis (Ed.M.)--Boston University / The purpose of this study is to discover the needs of second grade children in a town which is suburban, residential and near a metropolitan area. The analysis of the needs will be made in reference to the basal reader. Children coming to the second grade bring a wide variety of experiences. The home, the community, the first grade, and in some cases, the nursery school and the kindergarten have provided experiences for the child. At the second grade level, I many children are doing independent reading which they have never been able to do before. Some children come from homes where they have had opportunity for innumerable experiences, others from environments where experiences have been limited. If a teacher knows a child's specific strengths and weaknesses, she can direct his work in the light of his ability as well as his experiential background, and thus build up his feeling of security and success. Therefore, this study is an attempt to discover the experience background of 208 children in the second grade through vocabulary using a diagnostic picture test for the New York Play Books Second Reader, We Grow Up, published by the Macmillan Company, 1939.

Thesis (Ed.D.)--Boston University. / The purpose of the study is to develop a standard interview technique which identifies the strong elementary school teacher. It is concerned primarily with the item analysis and validation of responses to a series of kodachrome slides showing selected teaching and learning situations. It involves the development of a number of slides to which, when validated, strong teachers consistly respond in one fashion and to which weak teachers respond in a different fashion.

Thesis (Ed.M.)--Boston University / This thesis has been developed to help set up criteria to evaluate the writLen language area of an elementary school. The criteria consist of specific statements indicating desirable conditions and procedures in the written language area of the elementary school program. Such statements should furnish a means for teachers to examine and evaluate the effectiveness of their own work.

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 121-127).

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 350-380).

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

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The utilization of a school counselor within the framework of an elementary school may be a practice which could help solve some of the many problems and eliminate some of the pressures facing the elementary school child.In an effort to determine the extent to which elementary school counselors in Indiana are willing, able and permitted to work in the areas of helping to solve and eliminate problems and pressures that daily confront the elementary child a study was undertaken to identify the role and function of practicing elementary school counselors in Indiana.Counseling, for the purpose of this study, is a learning process in which the helping person, the counselor, helps his client to learn more about himself in order that he will be able to reach realistically defined goals. The counselor is defined as a helping person.The review of the literature suggest that there are several aspects of elementary school counseling which have been considered by those writing in the field. First, elementary school counseling is dedicated to the self-enchantment and growth of all children. Related to this is the commitment to helping children in their planning and choice-making with a primary goal of helping each child achieve his positive potential. The third aspect was concerned with doing an effective job in meeting the individual child's needs throughout his school experience.A questionnaire consisting of three parts was sent to 89 elementary counselors determined to be currently employed in Indiana. Responses were received from 55 of the counselors for a 61.8 percent participation. The mean experience of the counselors was 4.75 years. Training schools for the counselors were Indiana Institutions in 65 percent of cases and counselors degrees were received in 58 percent of the cases after 1963.Counselor ages found 32.2 percent in the 41-45 age bracket. The most common length of contract was found to be nine and one-half months.The counselors in 35.6 percent of the responses were serving a city area and only 8.2 percent were serving Minority groups.There was little diversity among the respondents regarding the grade level (K-6) served by the counselor.Counselors listed 31 items as being effective aids to their counseling. A cooperative administration was listed by 80 percent of the respondents, a cooperative Staff by 67.3 percent of the respondents and cooperative parents by 25.5 percent.Counselors were asked to rank those items considered as Stumbling blocks to their being effective counselors. The respondents listed 26 different stumbling blocks with counselor-pupil ratio being listed in 36.4 percent of the cases; time was reported by 34.5 percent of the respondents and teacher attitude in 29.1 percent of the responses.Counselors responded with 30 Items they felt to be beneficial academic preparation for counseling. In 24 responses the practicum was listed, as the most beneficial of their academic preparation.Counselors were asked to indicate on a seven point continuum their feelings regarding 35 statements related to their present role, function and possible responsibilities as an elementary school counselor.Counselors' responses to the thirty-five statements regarding role, function, and responsibility showed much diversity. The counselors felt in approximately 20 percent or more of the cases that it was frequently their responsibilities:1. To conduct personal and social counseling on an individual basis.2. To conduct personal and social counseling on a group basis.3. To counsel with all students.4. To provide school liason with various referral agencies.5. To identify appropriate referral agencies. 6. To refer students to appropriate agencies.7. To confer with teachers about students’ problems. 8. To act as an advocate of the child (A defender of the child's rights).In 20 percent or more of the responses the counselors felt that the following statements were seldom their responsibilities.1. To arrange scheduling of student classes.2. To arrange transfer of student classes.3. To develop cumulative records. 4. To maintain cumulative records.5. To preside at parent-teacher conferences. 6. To counsel with all students.7. To be responsible for dispensing discipline.8. To provide school liason with law enforcement agencies.9. To conduct research studies.10. To conduct follow up studies.11. To conduct counseling in service education to aid teachers to do a better job with kids.12. To recommend school curriculum changes. ConclusionsConclusionsThe following major conclusions are based upon the findings of this study.1. There is a general acceptance on the part of elementary school counselors of wide responsibilities for the counselor.2. There is no specific job description for the elementary school counselor in Indiana. He tends to be a facilitator and defender of the child's rights,3. Elementary school counselors feel the pressure of the counselor pupil ratio and lack of time to adequately work with the children.4. Counselors feel that the greatest aids to being an effective counselor are a cooperative administration, a cooperative staff, and cooperative parents.

This study examines questions of gender, masculinity, and teaching through an autobiographical exploration of my experiences as a male elementary teacher. Its twofold purpose as a self-study was to inform my own teaching through a perspective look at the entirety of my career to this point and to give my teaching a direction for its final years. In order to provide a context within which to locate this autobiography, biographical narratives of four other experienced male elementary teachers were constructed. / The participants were asked, in a series of taped and transcribed interviews/conversations, to relate their experiences as male elementary teachers. The orientation of these biographical constructions followed a life history methodological approach. The participants were asked to trace their careers as elementary teachers and touch on such broad topic areas as: How they became elementary teachers? What has kept them in the classroom? How they see their roles in the context of their female colleagues? What is the future direction of their careers? What are some of the particular issues of teaching that concern them? / It was through my own participation in these conversations, and through the subsequent analysis and construction of their biographies that I was able to address these questions as they related to my own teaching. Their narratives provided a contextual backdrop for our shared experiences and a counterpoint to those experiences that are unique to each of us. I call the emergent methodology "contextualized autobiography." It was, in fact, through their narratives that my own story emerged and granted insight into issues of teaching, gender and masculinity as they exist for the male elementary teacher. The study's significance beyond the exploration of self is addressed to the political issue of the calls for more male teachers in elementary education and the assumptions on which those calls are based.