Thesis (Ed.M.)--Boston University

Thesis (M.S.)--Boston University

Thesis (Ed.M.)--Boston University / The purpose of this study is the construction and evaluation of a teacher-made, highly, but not exclusively, objective type test in the field of social studies. Such a test would primarily attempt to measure the retention of basic, factual •terial as prescribed in the Newton course of study of Canada for grade five in the Newton Public Schools, Newton, llassachusetts. It would also include a sampling of items designed to measure application of facts by alluding te higher mental processes and critical thinking.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Learning problems present major theoretical and practical issues for the field of mental health. This thesis represents an inquiry into the causes of learning problems in children. Relevant theoretical themes viewed in the literature were compared with data collected from case records of school referred children. Review of the literature on learning problems is presented and six major contributing factors are discussed. The research sample was obtained from 26 school-referred children in a follow up study conducted by a child guidance clinic. Children presenting organic deficiencies or psychosis were ruled out. Information relating to psychodynamic issues, family and peer relationships, and school performance was obtained from case records. This information is tabulated and analyzed and compared with the six factors found in the literature on learning problems. Relative significance of each factor is assessed. In this study, the inappropriate handling of aggressive impulses was found to be the most significant factor in problems in learning. Additional conclusions are offered. Research limitations are acknowledged; recommendations for further study are suggested. / 2031-01-02