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The research project detailed in this study was designed to investigate the following: (a) whether career ladder development plans in two school districts in Southern Arizona have had an effect on teachers' perceptions of their work and (b) the efficacy of the theory hypothesized in the Job Characteristics Model (Hackman and Oldham, 1976). The study specifically tests the propositions in the model for teachers on a career ladder. By way of contrast, the relationships in the model are also examined for teachers who are not on a career ladder. Pearson product moment correlations and stepwise regression procedures were used to examine the utility of the theory's use in education and the differences between teachers who were on a career ladder and those who were not. The results of the statistical analysis showed support for the major relationships of the Job Characteristics Model (Hackman and Oldham, 1976) for the total sample of teachers surveyed. Furthermore, the results indicated the following: (1) Teachers on a career ladder plan indicated a stronger correlation between skill variety and experienced meaningfulness in their work than teachers not participating on a career ladder plan. (2) In general, the perceived job characteristics for teachers on a career ladder showed a stronger association with model-specified critical psychological states than for teachers off a career ladder. (3) The relationships between autonomy and task identity with their corresponding critical psychological states were not significant for teachers on or off a career ladder. (4) When teachers were examined by years of teaching experience, significant differences were found among the components of the theory. (5) In general, the perceived job characteristics were not strongly associated with the model-specified critical psychological states for teachers with 0-1, 1-2, 3-4 or 5-6 years of experience on a career ladder. The findings were discussed in light of previous research and recommendations were made for future research dealing with the theoretical model and those dealing with organizational practices.

The purposes of this study were: (1) to develop a program based upon a combination of previously tested techniques, (2) to adapt these techniques for use by school personnel within the classroom situation, (3) to test this program upon an all-black, multi-age kindergarten and a first-grade classroom in an inner-city school, and (4) to evaluate the effectiveness of this program.

The problem of this study is to clarify and evaluate the effect of group influence upon decisions made by elementary school children.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.A.)--Boston University / The purpose of this study is to prepare a handbook for the use of the regular classroom teacher in the elementary school, to assist her in becoming an adequate and efficient instructor of the music program. That this need is paramount is shown by the radical changes being made in curriculums or teacher-training institutions, so that it may be possible for the prospective teacher to prepare herself to achieve the goals of music for all children as hoped for in the modern music education program. With music becoming increasingly integrated, rather than an isolated subject, it 1s important that the classroom teacher be as properly prepared to successfully conduct this phase of the child's education, as she is reading, spelling, and arithmetic.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University / This research is concerned with analysis of all men mentioned in seven fifth grade American history textbooks of recent publication and to ascertain if the twenty-one selected persons for the middle grades as recommended by the Committee on American History in Schools and Colleges have been given enough attention to develop their significance.

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Education.

An exploratory study on instructional design for classroom activities that encourage algebraic reasoning at the elementary school level. Assistance with the activities was provided as students needed further scaffolding, and multiple solutions were encouraged. An analysis of student responses to the activities is discussed.