No description available.

No description available.

The purpose of this study was to investigate the effects of different types of curricula in transitional first-grade classrooms on a composite of achievement measures at the end of a year of instruction. In particular, the effects of a shared book experience approach to instruction were compared to more traditional instructional strategies.The subjects in the study were 50 students from central Indiana who were enrolled in four intact transitional classrooms. Two classrooms used "traditional" (TR) instructional strategies, a third used the Success (SC) curriculum, and the fourth used the shared book experience (SBE) approach. The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Developmental Test of Visual-Motor Integration (VMI) were administered to the subjects prior to the onset of the study. Four subtests of the Comprehensive Test of Basic Skills (CTBS) were given to the subjects in late spring 1985.Multivariate analyses of covariance with a priori and computer determined weightings of the four CTBS subscales and the PPVT-R and VMI as covariates were conducted for three a priori contrasts. No significant differences between the two TR classrooms or between the TR and SC classrooms were obtained. There was also no significant difference between the SBE and the three other classes combined when the subscales were weighted equally. However, a significant difference was obtained on a dimension created to maximize the difference between these groups, F (4,41) = 2.62, p <.05.The groups were separated primarily on the basis of the vocabulary, oral comprehension, and language subscales of the CTBS with the SBE students scoring higher on oral comprehension and language subtests but lower on the vocabulary subtest than other students. Since the vocabulary scale loaded in the direction opposite to the other achievement measures, the dimension was difficult to explain. Although the results do not clearly support the SBE curriculum as superior in enhancing achievement in transitional students, this method of instruction promoted achievement at least as well as more traditional methods.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 78-89).

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (33-35 p.).

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 19, 2006. Dissertation Committee: Susan Amster (chair), Max Rennels, Marilyn Newby, Irene Brosnahan. Includes bibliographical references (leaves 49-51) and abstract. Also available in print.

Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage groups and lesson activities appear to have important implications for the study of teaching and learning. However, there are no rules to follow. A decision-making base does not exist. Yet, the study of teacher and student behavior is dependent upon the setting within which that behavior occurs. An appropriate choice must be made for an objective method to provide an adequate level of description of the teaching/learning context of the classroom. That is the focus of this study. The subjects were nine classroom teachers, grades 1 or 2, from two separate school districts within a 50-mile radius of Tucson, Arizona. Six teachers served as the control group and three teachers served as the treatment group. Treatment consisted of orientation in the concept of activity structures, videotaping of language arts instruction, coding of such instruction by the researcher and stimulated recall of such instruction by the teacher in a feedback session with the researcher. Instrumentation consisted of a beliefs questionnaire, a teacher information form, a journal, and an interview all developed by the researcher. Instrumentation occurred with both groups, both pre- and posttreatment. Ethnographic techniques were used for both instrumentation and treatment.

No abstract available. / Thesis (M.Ed.)-University of Natal, 1980.