An attempt will be made in this study to determine the relationship between sixth grade students' creativity in art (as measured by selected instruments) and certain socio-cultural and community factors.

The problem of this study is to demonstrate the effectiveness of certain recommended procedures in the improvement of reading skills in a sixth-grade class in the Lewisville Elementary School, Lewisville, Texas.

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 purpose of this research was to compare the scores on the variables of ability, achievement, and adjustment in an effort to locate areas wherein the children who perceive and project verbally a high amount of violence are significantly different from children who perceive and project a low amount of violence.

There are some inadequacies in our American way of life. One of these is the inadequate help and attention given to the problem of children who become shackled with their lower class environment with little or no desire to incentive to rise above this. The major challenge to any teacher is the ability to stimulate and inspire children to achieve or succeed. There are different degrees of achievement. For one child, great achievement is not the same as for another. The realization of this prompted the decision to see what differences in achievement exist among the three main socio-economic classes.

The purpose of this study was to understand the relationships between multiple intelligences, thinking styles, and critical-thinking abilities of the fifth- and sixth-grade students. Investigation method was employed in the study. 578 fifth- and sixth-grade students in the suburban and urban areas of Tainan and Kaohsiung participated in this study. The employed instruments included Multiple Intelligences Appraisal, Thinking Styles Appraisal for the Primary Students, and the Test of Critical-thinking Skills for Primary and Secondary School Students. The applied analysis methods were Descriptive Statistics, Hotelling¡¦s , Multivariate Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis. The main findings of this study were as follows: 1. There were no significant gender differences in critical-thinking abilities. 2.The students¡¦ critical-thinking abilities in urban areas were better than those in suburban areas. 3. The students¡¦ logical-mathematical intelligence and linguistic intelligence were positively correlated with their abilities of making deductions and evaluating arguments. 4. There were no significant differences in critical-thinking abilities for students with different level of executive thinking style. 5. There were significant differences in critical-thinking abilities for students with different level of legislative thinking style. 6. There were significant differences in critical-thinking abilities for students with different level of judicial thinking style. 7. The students¡¦ living areas, logical-mathematical intelligence, linguistic intelligence, and judicial thinking style were positively correlated with their abilities in recognizing assumptions, making deductions, and evaluating arguments. Finally, the researcher proposed some suggestions for the educational organizations, the primary school teachers, and future studies.

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1993. / Résumé disponible sur Internet. CaQCU Document électronique également accessible en format PDF. CaQCU

xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In recent years, state and national policy created the need for higher accountability standards for student academic performance. This increased accountability creates an imperative to have a formative assessment system reflecting validity in inferences about the effectiveness of instruction and performance on statewide large-scale assessments. Curriculum-based measurement (CBM) satisfies both functions. However, research shows the predictive power of oral passage reading fluency (PRF) diminishes in middle and high school. Because of the decreased predictive validity of PRF in the upper grade levels, additional reading CBMs should be explored. This study compares PRF and Vocabulary CBM data for all sixth grade students in a school district using two statistical procedures: correlation and regression. The correlation coefficients were moderately high among PRF, Vocabulary CBM, and the Reading test in Oregon Assessment of Knowledge and Skills (OAKS). A regression analysis indicated that the Vocabulary CBM explained more variance than PRF in predicting reading performance on OAKS. A second multiple regression analysis introduced three non-performance indicators (Gender, Attendance, and NCLB At-Risk), along with the two CBMs (Vocabulary and PRF). The second regression results revealed that Vocabulary again was more predictive than PRF, Gender, Attendance, or NCLB At-Risk. At-Risk status was the only non-performance indicator that was significant. All the findings have been discussed within the context of understanding reading skills using CBMs and their relation to performance on a large-scale test used for accountability. The findings have been framed as part of an information system that allows schools and districts to better tailor staffing, instruction, and schedules to student needs. Suggestions for future research also have been discussed, particularly in enhancing the predictions on large-scale test outcomes using a variety of CBMs. / Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Paul Yovanoff, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

No description available.

The purpose of this study was to determine : 1. What actions sixth grade children think should be taken in situations that contain certain elements of c ivil rights. 2. The reasons given by the s ixth grade children for choosing these actions. A measuring instrument was constructed from 14 court cases containing certain elements of civil rights. These court cases were then rewritten so that sixth grade students could comprehend the vocabulary and situations described. Statements for students responses were developed from the case itself, newspapers, and magazine articles. Two sixth grade classes and one fifth grade class served as a pilot group for the study. The responses and suggestions of these students were used by the author to refine the measuring instrument. Approximately 5 per cent or 1, 192 students of the sixth grade population in the public schools of Utah participated in the study. The school districts in the state were divided into five population groupings. This was done by first ranking the school districts by their sixth grade population, then dividing the school districts into five groups representing about one-fifth of the sixth grade population. From these five groups, schools were then selected on a random basis for participation in this study. The administrator of each school selected to participate in the study was contacted by letter for permission to conduct the study in his school. lf permission to conduct the study was not granted additional schools were contacted until sufficient schools were obtained. The inventory responses were scored as correct or incorrect as they corresponded with the decisions and explanations given in the court case. Opinion inventories such as the one employed in the present study a r e subjective. This permits a discrepancy to exis t between the answer chosen and the true opinion of the situation studied. Subject to these limitations the following findings seem pertinent to this study: 1. The children involved in this study disagreed with the decision. of the court on seven of the 14 situations. 2. The children involved in this study disagreed with the reasoning of the court on eight of the 14 situations. 3. Because of the consistency of the responses made by the children it is apparent that they have begun to establish standards for use in judging their actions in situations involving certain elements of civil rights. 4. Significant differences did exist at the 5 per cent level of confidence among the population groupings on ten of the 28 variables. 5. Significant differences did exist at the 5 per cent level of confidence between boys and girls on 15 of the 28 variables. Boys were more supportive of authorities such as school teachers, school administrators, boards of education, economic leaders, and officers of the government than were girls. Girls supported the cause of individual liberties and Negro rights more often than boys. 6. There was evidence that the sixth grade children in this study were opposed to the punishing of young people. 7. Respect for authority as represented by school teachers, school administrators, boards of education, and economic leaders was lacking. 8. The children involved in this study gave support to the cause of equal rights for Negroes.