The purpose of this study is: (1) to determine a criteria for evaluating proposed social studies programs; (2) to review fifth grade bulletins in social studies from five widely separated school systems in the United States, to make an analysis of their aims, methods, and materials, and to determine whether they meet accepted professional standards; (3) to make suggestions for improving the fifth grade social studies as a result of this analysis.

It is the purpose of this experiment to discover and report the effectiveness of applying a standardized diagnosis followed by recommended remedial procedures to a fifth grade reading group.

The purpose of this study is to determine possible reasons for the poor social adjustment of twenty-two children in the fifth grade of the Robert E. Lee School, Denton, Texas.

This paper is an attempt to present the history of the so-called "self-incrimination clause" of the Fifth Amendment from the time the idea was first conceived in the mind of man to the present day. It is an attempt to present the ideas of both legal and lay thinkers concerning this clause.

THIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. AN ANALYSIS OF STUDENTS' PERFORMANCE AND STUDENTS' ATTITUDES ABOUT SCIENCE IN THE CLASSROOM WAS CONDUCTED ABOUT EACH UNIT OF INSTRUCTION. THE 5-E MODEL OF GUIDED INQUIRY WAS USED TO ELICIT MEANINGFUL UNDERSTANDINGS WHILE COMPLETING THE UNITS OF MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. STUDENTS WORKED IN COOPERATIVE GROUPS TO SUPPORT LAB ACTIVITIES, WHICH REQUIRED EACH MEMBER TO PARTICIPATE IN THE INVESTIGATIONS, PROJECTS, AND PRESENTATIONS. STUDENTS KEPT JOURNALS, RECORDED THEIR FINDINGS, AND WROTE RESPONSES ABOUT THEIR FINDINGS AND FEELINGS ON THE ACTIVITIES IN WHICH THEY WERE ENGAGED. STUDENTS' ATTITUDES WERE AFFECTED POSITIVELY BY THE USE OF GUIDED INQUIRY IN LEARNING SCIENCE. STUDENTS' PERFORMANCE FOR LAB ACTIVITIES WAS ALSO POSITIVE AND WAS SUPPORTED BY STUDENTS' RESPONSES IN JOURNALS, TEACHER OBSERVATIONS, AND PERFORMANCE TASKS. THIS STUDY SUPPORTS GUIDED INQUIRY IN THE SCIENCE CLASSROOM FOR IMPROVING STUDENTS' ATTIDUES AND STUDENTS' PERFORMANCE DURING CLASSROOM ACTIVITES.

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