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

The problem under consideration attempts to answer the question: Will an original comic cartoon story used in classroom study of sixth grade arithmetic influence the amount of learning as much as the use of the ordinary text book?

The problem undertaken in this survey was to determine the value of motion pictures in the social-studies program of the elementary school, with special emphasis upon the learning and retention of facts and general information related to the social studies at the sixth-grade level.

The investigator undertook to make an analytical study of boys in the sixth and seventh grades in the Trinity Heights Elementary School of Dallas, Texas, who tend to be non-participants in playground activities and, on the basis of the study, to draw implications for the future guidance of such boys in group participation in such activities.

The problem of this study is to determine whether or not superior reading ability in a given reading skill is significantly related to successful achievement in each of the three areas of arithmetic, social studies, and science, and to determine whether or not the different reading skills are related to areas of achievement in different ways.