"It is the writer's purpose to examine carefully the characteristics of the nine- to twelve-year-old child in order to select what seems to be the psychological and social factors which make necessary an extensive reading program"--Introduction. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Blanche Trezevant, Professor Directing Paper. / Includes bibliographical references (leaves 41-42).

"The problem of this study is to show how the sudden tremendous increase in the population of this community, resulting in an unpredictable overloaded classroom situation, has affected this individual school by (1) the retardation of all planned and anticipated progress in the school curriculum, when all environmental aspects, both physical and academic, seemed to be of normal status, and (2) by giving specific examples of surveys, methods, and findings that determine a possible overall trend of operative factors confined to the area of reading"--Introduction. / "January, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 53-55).

The purpose of this study was to observe time use and instructional focus in the middle school beginning band and advanced band settings. The analysis included the systematic recording of teacher behavior and student performance activities for the entire class period observed, as well as consideration of the relationship between teacher behaviors and student performance in specific instructional episodes during the class period. All timing data was recorded using the SCRIBE (Simple Computer Recording Interface for Behavioral Evaluation) software (Duke & Stammen, 2011). Participants in included five expert middle school band directors, who were video-recorded teaching a beginning band class and an advanced band class in the same instructional day. A total of 394.60 minutes (approximately 6 hours and 36 minutes) of rehearsal were observed; a total of 202.21 minutes were observed in the advanced band setting, and 192.39 minutes were observed in the beginning band setting. The first layer of observation included documentation of the whole class period using six categories: 1) teacher instruction, 2) instrumental modeling, 3) group performance, 4) section performance, 5) individual performance, and 6) student verbal behavior. Time devoted to warm-up and preparatory activities (prior to literature) was also documented in this layer of observation. The second layer of observation included documentation of the whole class period using three categories: 1) time on the podium, 2) active conducting, and 3) individualized instruction. The third layer of observation entailed identifying rehearsal frames in which targets were identified and categorized. Strategies identified as general music instructional strategies were documented in this layer as well. Results of this study revealed differences in the frequency of observed behaviors between the beginning and advanced band settings, with significantly more episodes of teacher modeling, individualized instruction, and student verbal questions/responses occurring in the beginning band setting. A significantly greater number of episodes of section performance occurred in the advanced band setting. Teachers spent more time on the podium and actively conducting the ensemble in the advanced band setting than in the beginning band setting, and more time was used for preparatory activities (prior to literature) in the beginning band setting than in the advanced band setting. Target categories emphasized in the beginning band setting reflected an emphasis on fundamentals and literacy, whereas the target categories in the advanced band setting reflected greater emphasis on performance-based goal achievement. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2016. / September 23, 2016. / Beginning Band, Instrumental, Rehearsal Frames / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Dissertation; Deborah Bish, University Representative; Clifford K. Madsen, Committee Member; William Fredrickson, Committee Member; Kasia Bugaj, Committee Member.

This paper is an analysis of the interview questions and practices of seven middle school principals from a large suburban city in southeastern Virginia. Data were collected from actual audio taped teacher interviews conducted by the principals and from a postteacher interview questionnaire sent via E-mail from the researcher to each principal. This qualitative research was undertaken to serve as a benchmark for present practices used in the city and to determine if training in personnel selection is necessary for principals. Data collected were analyzed using descriptive statistics devised by the researcher and her dissertation committee members. Frequencies were used to present quantitative data. While all interview questions were labeled according to both content and category, the mean for interrater reliability was computed for category only and was found to be 0.94 overall, which was deemed acceptable by the researcher. Major study findings indicated that principals do use some components of a structured interview but lack the training to fully utilize this as a selection method. Most principals indicated that they had never received any formal training on conducting either a structured or unstructured interview. Demographic characteristics (i.e., experience as principal, age, race, and gender) showed no differences in types of questions asked or practices used. Interview questions were coded and grouped according to the following six categories: factual knowledge, cognitive ability, role play, problem-solving, synthesis, and professional opinion. Of the 844 questions asked by all principals, 365 (43%) were coded as factual knowledge and almost none required role play or synthesis. There was great variation in the time spent in each interview, ranging from 8 to 40 minutes. Analysis did not show significant differences in the questions asked of those hired compared to those not hired. Results of this study suggest that the school system needs to provide training to principals and evaluate their skills on an on-going basis to be sure that the best employees are being selected by principals. / Ed. D.

The purpose of this study was to examine middle school students' attitude toward a physical education program and to determine the various aspects of the program that appear to contribute to positive and negative attitudes towards middle school physical education. Students (N=348) from one middle school located in a mid-Atlantic state completed a survey regarding their attitudes toward physical education. All responses were categorized using a critical incident technique. Results indicate that positive attitudes towards physical education decline between grades six and eight. This trend was more apparent for females than for males. Major categories associated with positive and negative attitudes towards physical education include curriculum content, class atmosphere, teacher behavior, dressing out, and self-perception. / Ph. D.

Many lower socioeconomic status (SES) students at the middle school level in a school district were not achieving academically, and many of their parents were not involved in the school. To assist these parents, this qualitative case study examined the perspectives of lower SES parents of middle school students who were experiencing academic success. The intent of this investigation was to illuminate the parenting practices and involvement that appeared to be effective for this subpopulation. The theoretical framework was Bandura's self-efficacy theory. Research questions focused on lower SES parents' practices that supported their child's academic success. Data were collected through individual interviews with 10 lower SES parents of academically successful middle school students, as indicated by their grade point averages. Data were coded and common themes were identified as keeping clear lines of communication with school, providing encouragement, and keeping parent involvement consistent and persistent. These themes were not unique to this group of parents as anticipated, but they supported findings from the literature. Findings support general recommendations for the local school district for developing a comprehensive plan to encourage consistency and persistence of parental involvement and for training of teachers on increasing parental involvement opportunities. Implications for social change include parents supporting student learning and success and teachers becoming more effective in working with parents on strategies that can support their children academically.

The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level are not available in the majority of states. Many state licensing agencies provide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of middle level teachers as perceived by teachers and administrators in a suburban school district which was involved for several years in the implementation of innovative practices for middle schools. Middle level educators in this district had received in-service training and were engaged in considerable discussions on research related to effective middle schools. Thirty teachers and 10 administrators were surveyed about their own levels of preparation and their concepts of the elements of model preparation programs for middle school teachers. In a follow-up interview process, including a sample of the survey respondents, interviewees discussed in-depth their district's middle school programs; the impact of a state grant focusing on middle school organizational and instructional issues; and their perceptions about staff development needs of middle school personnel that were not being addressed. The data obtained through survey responses, interviews, and examination of district documents showed that the majority of the sample personnel received their training in middle school concept areas through formal in-service opportunities and/or on the job experience. Furthermore, a majority of the participants endorsed and expressed a need for the following: a special preparation program for middle school teachers containing field experience at the middle level; training in the unique developmental needs of the early adolescent; and, special training in a variety of instructional strategies. Results also indicated that the sample personnel were not aware of the school district's own studies on middle level schooling and were dissatisfied with the current programs, which they felt had suffered as a result of a lack of effective leadership at the district and building levels.

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