The purpose of this study is to examine literature and thought in the field of elementary social studies curriculum, to establish criteria for determining the adequacy of a fourth-grade social studies program and to examine, analyze and evaluate the fourth-grade social studies programs of ten Texas public school systems in order to determine how effectively they meet these criteria.

The purpose of this study is to set up criteria for judging the mechanical features and the content of fourth-grade readers and to determine if the fifteen fourth-grade readers of this study fit these criteria.

The problem of this study was to determine the relationship between the creative thinking ability of one hundred selected Negro fourth grade pupils and their parents' attitudes about rearing children.

This study attempted to determine the relationship between self concept and participation in extra-curricular activity: specifically, whether self concept differentiates between participants and nonparticipants and whether self concept scores differed between male and female participants. Sixty fourth graders were assessed on self concept by the Piers-Harris Children's Self Concept Scale. Participation or non-participation was determined by written parental response. Analysis of variance was used, with level of significance at .05. There was no evidence that participants can be distinguished from non-participants on measures of self concept. Scores on self concept did not differ for males and females.

The purpose of this study was to investigate the effectiveness of a method of motivational enrichment that may be applied to a structured art program when teaching the visual element, value, to fourth, fifth, and sixth grade children.

The problem of the present study is to determine what changes will take place in certain personal and social attitudes of pre-adolescent children at the fourth- and fifth-grade levels as a result of their "having learned about the factors that underlie behavior" through a mental hygiene program utilizing "causally" oriented materials at their own level of interest and understanding.

The present research was an investigation of the effect of two methods of reporting pupil progress on adjustment and achievement of fourth grade pupils in a suburban elementary school. One method involved the use of an evaluation form reflecting performance in terms of ability, parent-teacher conferences, and work samples. The other method was comprised primarily of competitive grading and marking procedures, utilizing a standard report card to report results.

The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.

The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another.

Identifying an effective instructional strategy to remediate struggling readers is a goal for educators. Differentiated instruction (DI) has received much attention as a possible strategy to rectify literacy problems, but quantitative research on its effectiveness is limited. This quantitative study used a quasi-experimental, nonequivalent, pretest-posttest design to determine if DI provided a significant difference in reading comprehension scores between struggling readers instructed with DI strategies and students instructed with whole group strategies. Philosophies grounded in cognitive constructivism constituted the theoretical framework for this study which examined the archival STAR reading assessment pre- and posttest instructional reading level scores of 120 regular education 4th graders enrolled in a Title I school during the 2012 - 2014 school years. According to the 1-way analysis of covariance, the difference in post mean scores of the 2 groups was not significant, although the standard deviation for both groups were high, suggesting that students' learning was connected to unexamined intra-individual differences rather than teaching method. Results and recommendations from this study might inform educators and stakeholders on the approaches to remediate struggling readers and the strategies to secure effective tutors for extended school hours and parental workshops. Addressing the needs of diverse learners in today's classrooms will help promote social change by decreasing the achievement gap that persists between struggling and proficient readers and increasing the number of students prepared to compete in a global society.