The purposes of this investigation were (1) to examine the nine-month program and calculate a per-pupil cost, and (2) to evaluate a continuous-school-year program and calculate its per-pupil cost.

The purpose of this study was to identify any changes in attainment, self-esteem, self-motivation and attitudes to physical education between the end of year 6 and the beginning of year 8 (during the transfer from primary to secondary school), and to establish the extent of any differences between gender, age of transfer and school attended. Consideration was also given to the ways in which continuity and promotion was promoted between schools involved in the study. Data was collected on four occasions over a 20-month period. Data pertaining to attainment was collected using observation techniques and teacher assessment, whilst self-esteem and self-motivation was collected using questionnaires. Attitudinal data, information relating to physical education, and continuity and progression data were collected using questionnaires and interviews. Results showed significant increases in attainment, self-esteem and self-motivation between the end of year 6 and the beginning of year 8. Significant differences were evident in relation to gender, age of transfer and secondary school attended. Significant positive relationships were found between attainment and self-esteem, attainment and self-motivation, and self-esteem and self-motivation, allowing a tentative relationship model to be proposed. Changes in attitudes towards physical education were also found. Whilst teachers acknowledged the importance of continuity and progression, links between schools focused on social / pastoral rather than curricular issues. Time, staffing issues and finance were identified as the main constraints to the establishment of links. What emerges is a complicated picture of inter-related factors, with no universal solution. Each teacher must consider this broad range of factors within the context they teach. In order to do this there is perhaps a need to raise awareness amongst teachers of the impact of the transfer between primary and secondary phases of education on pupils across curriculum subjects, and that this should be explicitly considered and planned for.

Thesis (Ed. D.)--Illinois State University, 1973. / Title from title page screen, viewed Oct. 19, 2004. Dissertation Committee: Charles W. Edwards (chair), Clinton R. Bunke, Clifford Edwards, J.H. McGrath, D. Gene Watson. Includes bibliographical references (leaves 151-153) and abstract. Also available in print.

No description available.

Many school systems throughout the United States have presented and tried various all-year-round school plans. The ever changing social and economic conditions of educational problems. Occasionally a practical solution of these has been to alter the conventional nine month school program to an all-year school plan. This has not always proven advantageous because boards of education many times failed to ascertain parental reaction before implementing the new educational program.

Master Calendar of Events is a PHP/MS-SQL application that provides a user-friendly interface to display a listing of campus events via an Internet browser and was specifically designed to display events at the San Bernardino Community College District, Crafton Hills Community College, and San Bernardino Valley College. The application also provides an editor interface that allows designated users to add, edit, or delete events as well as manipulate logos or images.

This Diploma thesis deals with the support friendly relationships in the classroom for the use of the methods and techniques of drama. The theoretical part focused on the characteristics of primary school pupils and school classroom as a social group. In the methodological part of the program I present the main methods of investigation, such as conversation, social and psychological games, methods and techniques of drama and preparation games and exercises. In the practical part I propose an intervention program where the methods and techniques of drama friendly seeks to foster relationships in the classroom intervention program has a range of six meetings with the classroom and verify its applicability for school practice.

En la presente investigación se analiza la literatura nacional e internacional a fin de evaluar el Autoconcepto y la Ira en niños de colegios estatales del nivel de educación primaria básica regular. Se examina las diferencias y relación entre las variables planteadas, considerándose los factores de sexo y el ciclo escolar IV (3ero y 4to de primaria) y V (5to a 6to de primaria), cuya agrupación de los ciclos se ha realizado en base del sistema educativo del Perú planteado por el ministerio de Educación (2010). El tipo de muestreo fue no probabilístico por juicio, seleccionándose una muestra de 181 estudiantes (51.9% de mujeres y 48,1% de varones) pertenecientes a Instituciones Educativas Estatales de Chorrillos, a quienes se les administró las Escalas de Autoconcepto (BSCI- Y) e Ira (BANI – Y) de Beck (2001); lo cual fue desarrollado bajo un enfoque cuantitativo no experimental, de diseño transeccional - correlacional. A su vez, se demostró su validez y confiabilidad, lo cual resultó altamente satisfactoria. Las conclusiones principales fueron: no existen diferencias en el Autoconcepto según el sexo; sin embargo, sucede todo lo contrario cuando se evalúa el ciclo de estudio, obteniendo los estudiantes de IV un Autoconcepto mayor sobre los de V ciclo. Por último, con respecto a la Ira, no se halla diferencias según el sexo y el ciclo. In this research the national and international literature is analyzed to assess self-concept and anger in children from public schools of Elementary School. The differences and relationship between the variables proposed review, considering factors sex and school year IV (3rd and 4th) and V (5th and 6th). The sampling was non-probabilistic for judgment, selected a sample of 181 students (51.9% women and 48.1% men) belonging to public schools of Elementary School of Chorrillos, who were administered the scales of self-concept (BSCI- Y) and anger (BANI - Y) Beck (2001); which was developed under a non-experimental quantitative focus, of transeccional - correlational design. Its validity and reliability was demonstrated highly satisfactory. The main conclusions were: there are no differences in self- concept according sex; however, the opposite happens when the study cycle is evaluated, getting IV students more self-concept than V cycle students. Finally, with regard to anger, there aren´t differences in sex and cycle.

<p>Syftet med detta examensarbete är att få inblick i hur verksamma lärare går tillväga i sitt val av matematikläromedel och om de anser att deras matematikläromedel lever upp till de nationella målen i matematik för årskurs 3 införda 2008. För att nå arbetets syfte genomfördes åtta kvalitativa intervjuer på fyra olika skolor i södra Sverige med lärare i årskurs 1-3.</p><p>Resultatet av undersökningen visar att samtliga av de intervjuade lärarna ansåg sig ha möjlighet att påverka val och inköp av läromedel och att de alla i någon utsträckning använder sig av ett läromedel i sin matematikundervisning. Av resultatet framgår dock att alla lärarna på ett eller annat sätt kompletterade läroboken där de ansåg att denna inte var tillräcklig för att barnen ska utveckla de kunskaper de behöver för att nå de uppsatta målen. Vid valet av läromedel var det enligt lärarna de ekonomiska aspekterna och layouten i form av färg och bilder som vägde tyngst. I förhållande till de nationella målen för årskurs 3 lever läromedlet upp till dessa anser lärarna.</p> / <p>The purpose of this study is to learn how active teachers go perform their choice of mathematics textbooks and if the teachers regard their textbooks meet the national goals of mathematics in the syllabus for the third school year introduced in the year 2008. These issues were addressed by conducting eight qualitative interviews with teachers in the years 1-3 in four different schools located in southern Sweden.</p><p>The results of the study show that all the interviewed teachers believed they were able to influence choices and purchases of textbooks and that they all to some extent used a textbook in their mathematics education. However, the results show that all teachers in one way or another complemented the textbook whenever they found that it was not sufficient for the pupils to gain the knowledge they need to reach the goals of the curriculum and syllabus. When choosing textbooks the economical aspects and the layout in form of colors and pictures mattered most, according to the teachers. The teachers considered that their textbooks reach the national goals for the third school year in mathematics.</p>

Syftet med detta examensarbete är att få inblick i hur verksamma lärare går tillväga i sitt val av matematikläromedel och om de anser att deras matematikläromedel lever upp till de nationella målen i matematik för årskurs 3 införda 2008. För att nå arbetets syfte genomfördes åtta kvalitativa intervjuer på fyra olika skolor i södra Sverige med lärare i årskurs 1-3. Resultatet av undersökningen visar att samtliga av de intervjuade lärarna ansåg sig ha möjlighet att påverka val och inköp av läromedel och att de alla i någon utsträckning använder sig av ett läromedel i sin matematikundervisning. Av resultatet framgår dock att alla lärarna på ett eller annat sätt kompletterade läroboken där de ansåg att denna inte var tillräcklig för att barnen ska utveckla de kunskaper de behöver för att nå de uppsatta målen. Vid valet av läromedel var det enligt lärarna de ekonomiska aspekterna och layouten i form av färg och bilder som vägde tyngst. I förhållande till de nationella målen för årskurs 3 lever läromedlet upp till dessa anser lärarna. / The purpose of this study is to learn how active teachers go perform their choice of mathematics textbooks and if the teachers regard their textbooks meet the national goals of mathematics in the syllabus for the third school year introduced in the year 2008. These issues were addressed by conducting eight qualitative interviews with teachers in the years 1-3 in four different schools located in southern Sweden. The results of the study show that all the interviewed teachers believed they were able to influence choices and purchases of textbooks and that they all to some extent used a textbook in their mathematics education. However, the results show that all teachers in one way or another complemented the textbook whenever they found that it was not sufficient for the pupils to gain the knowledge they need to reach the goals of the curriculum and syllabus. When choosing textbooks the economical aspects and the layout in form of colors and pictures mattered most, according to the teachers. The teachers considered that their textbooks reach the national goals for the third school year in mathematics.