The problem of this study was to determine the relationship between selected factors and the grade-level preference of elementary student teachers. The factors studied were self-concept, academic achievement, commitment to teaching, and personality traits.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 2000. / Includes bibliographical references (p. 327-334). Also available on the Internet.

The problem of this study was to determine what changes, if any, take place in student teachers' attitudes toward individualization of instruction and any changes in their philosophical beliefs concerning Experimentalism, during, or as a result of the student teaching experience.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 81-85). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 81-85). Also available on the Internet.

The purpose of this study was to examine the perceptions of British Columbia elementary school counsellors, in terms of the following primary research questions: (a) What counsellor competencies were included as part of each elementary counsellor's specialized educational or graduate program, (b) how effective was the educational content and experience in these competency areas, (c) how important is the educational content and experience in these competency areas with respect to their current role as elementary school counsellors, (d) what counsellor competencies are perceived as strengths and weaknesses of elementary counsellor education programs, and (e) what areas should be included in elementary graduate training programs to make them more effective? A list of B.C. elementary school counsellors was developed and 219 elementary school counsellors (67%) completed and returned the questionnaire. Respondents indicated that preparation related to the context of the elementary school was of primary importance to them. Theories were highly emphasized and well taught by counsellor education programs, but were viewed as less important than specific counselling skills and interventions. Implications of this study are discussed with respect to (a) contributing to existing literature in elementary counsellor role description, (b) assisting practicing elementary counsellors by outlining their challenges, recommendations and concerns, and (c) contributing to the development and relevance of elementary counsellor education programs.

The purpose of this study was to examine the perceptions of British Columbia elementary school counsellors, in terms of the following primary research questions: (a) What counsellor competencies were included as part of each elementary counsellor's specialized educational or graduate program, (b) how effective was the educational content and experience in these competency areas, (c) how important is the educational content and experience in these competency areas with respect to their current role as elementary school counsellors, (d) what counsellor competencies are perceived as strengths and weaknesses of elementary counsellor education programs, and (e) what areas should be included in elementary graduate training programs to make them more effective? A list of B.C. elementary school counsellors was developed and 219 elementary school counsellors (67%) completed and returned the questionnaire. Respondents indicated that preparation related to the context of the elementary school was of primary importance to them. Theories were highly emphasized and well taught by counsellor education programs, but were viewed as less important than specific counselling skills and interventions. Implications of this study are discussed with respect to (a) contributing to existing literature in elementary counsellor role description, (b) assisting practicing elementary counsellors by outlining their challenges, recommendations and concerns, and (c) contributing to the development and relevance of elementary counsellor education programs. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The present study investigated the processes and factors which led to increased student achievement at a rural, high poverty, elementary school in 2014-2019. Student academic achievement was measured through the pass rates of students in third, fourth, and fifth grades on the Virginia SOL assessments in English and mathematics. In English, student pass rates increased by 22 percentage points from 2015-2019, and in mathematics, they increased 16 points for the same time period. Due to this growth, the school was recognized as one of the National Distinguished Title I Schools in 2019. Utilizing a case study methodology, interviews were conducted with building level and division level school personnel for a total of 11 participants. Other data were also analyzed such as school improvement plans, student progress monitoring data, and personnel changes at the school. Participants indicated high quality leadership, the creation and cultivation of positive relationships among faculty, staff, and students, and the implementation of the Responsive Classroom program as factors contributing to increased student academic achievement. Furthermore, 50% teacher turnover and subsequent hiring of new teachers or the transferring in of teachers new to the school was identified as a change within the school during the five years being studied. / Doctor of Education / Students in third, fourth, and fifth grades in Virginia public schools take assessments in English, mathematics, science and history, depending on grade level, at the end of each school year to determine their academic success based on common grade level standards. This study focused on a school that improved student pass rates on the English assessment by 22 percentage points and 16 percentage points on the mathematics assessment from 2014-2019. This study examined the processes and factors that went into the increased student achievement through interviews of 11 school level and division level personnel. These interviews provided administrator, teacher, and school staff perceptions of why student achievement increased, and led to the examination of other data such as school improvement plans from 2014-2016, student progress monitoring data, and school staffing changes from 2014-2019. The study found the analysis of student progress monitoring data and subsequent meetings between the teachers and literacy coaches to address student academic needs as having an impact on student achievement. Additionally, the creation and cultivation of positive relationships between faculty, staff, and students, purposeful and high-quality leadership, and the implementation of the Responsive Classroom program were identified as factors increasing student achievement. The school also experienced 50% teacher turnover from 2014-2019. In 2014, the school had 14 teachers and by the end of the study in 2019, seven of those teachers had left for various reason, allowing the building principal to hire or transfer teachers in from other schools who better fit the needs of the school and its students.

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1992. / Bibliogr.: f. [127]-130. Document électronique également accessible en format PDF. CaQCU

This study investigated the changes in attitudes of Japanese first and second grade children who were exposed to microcomputers in school. Eight hundred and three first-and second-grade children were selected from six Japanese public schools. Approximately half of the subjects were selected from urban, suburban, and rural schools using computers, while the remaining subjects were from schools not using computers. The Young Children's Computer Inventory was the instrument used for this study. It was derived from a questionnaire originally developed at the Tokyo Institute of Technology, and contained four subscales: Attitudes Toward Computers, Motivation to Study, Empathy, and Creativity. A Japanese language version of the questionnaire was mailed to the principal of each school, where teachers distributed the questionnaires.for the subjects to complete with their parents at home. Ninety-one percent of the students returned completed questionnaires. Demographic information was also collected for each classroom.