Thesis (Ed.M.)--Boston University / The general aim of this thesis was to test the extent to which the children had learned the property rights concept, and not the extent to which they had been able to integrate their knowledge of these rights with their actual behavior. More specifically it was the purpose of this study to discover (1) whether there was any differentiation between a second grader's understanding of property that was brand new and if property that had been used for a long time, (2) whether a child in the second grade differentiated in his understanding of property which was considered valuable and property which was not considered valuable, (3) whether children in the study differentiated in their understanding of property of different types, (4) whether there was any correlation between knowledge of property rights that second grade children had and nursery school training, number of siblings, status of siblings, Sunday School training, sex, age, and socio-economic status.

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.