It is the primary purpose of this study to determine any differences in the achievement abilities and teacher ratings of the boys and girls of equal intelligence quotients in the fifth, sixth, and seventh grades of the Alvord Elementary School, Alvord, Texas. A secondary purpose is to make a study of the environmental background of a number of pupils in order to determine certain other factors that might be considered as producing some influence upon the success or failure of the boy or girl.

The intent in formulating this study was to examine social perception, as related to several sociometric variables. By social perception is meant the ability of an individual to estimate correctly the feelings of his associates toward him, in terms of their desiring or not desiring him as a close friend.

This paper presents the thesis that a major emphasis on craft activities in the creative art program for early adolescence is indicated as an aid in the adjustment of the child to the more mature status in which he finds himself. As a test, during the school years 1955-56 and 1956-57, children in grades six and seven at the W. W. Bushman School in the Dallas Independent School District, Dallas, Texas, participated in various projects in crafts as part of the course of study in art, which also included drawing and painting. A description and evaluation of these problems are the subject of this paper.

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.

The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration have provided mixed results on the impact of standardized scores. Exploration of the topic that supports the connection is outdated and current research has yet to examine the impact on students who are in private, parochial schools in Florida. The use of data from the TerraNova, Third Edition on grade span configuration has not been evaluated. The correlation between grade span configuration and the results on the sixth grade student standardized achievement scores examines the following three models: kindergarten to sixth grade model (K6), kindergarten to eighth grade model (K8), and the sixth to eighth grade model (6-8, MS). The researcher will use one standardized collection instrument to obtain data in the study and will collect data from Florida schools that administer the TerraNova, Third Edition to sixth grade students in the spring of 2015. Three grade span configuration models will be evaluated by the mean score of sixth grade student performance on the test. Mean scores will be requested by the researcher from the school administrators of private schools in Florida.

The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students’ understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped this research would give my students the opportunity to make sense of fraction subtraction and fraction multiplication word problems on a deeper level, while giving me insight into my own practice in teaching context within word problems. Through this study, I learned that my students continued to switch the context of subtraction with multiplication within word problems. Students did make clear gains in their writing of fraction subtraction and fraction multiplication word problems. Although there is a limited amount of research on students mixing their context within fraction word problems, this study offers additional insight into a teacher’s practice with writing fraction word problems

During the fall 2017 and spring 2018 semesters, I investigated what 3 6th grade social studies teachers knew and believed about disciplinary literacy and how that knowledge and belief shaped their instructional practice. Descriptive case study design allowed me to investigate the 3 participants in order to develop a descriptive understanding and interpretation of the group. I collected the following data sources from each participant: a concept map illustrating ideas of literacy and social studies, 3 interviews, 4 observations, and teacher lesson plans and texts. I chose descriptive coding for the within-case analysis and pattern coding for the cross-case analysis. Through cross-case analysis, five interconnecting themes arose. All 3 teachers 1) believed social studies teachers should be well-versed in the content of social studies and should be passionate about teaching social studies content, 2) believed the role of civics was the main reason for social studies instruction, 3) believed social studies instruction should require students to engage, read, and comprehend varying types of text, 4) believed social studies teachers should be teachers of reading because literacy and social studies were strongly connected within an intertwined relationship, and 5) believed vocabulary development in social studies was necessary. 3 differences emerged among the participants. All 3 teachers 1) gained varying educational experiences which influenced their pedagogical choices in the social studies classroom, 2) demonstrated varying instructional routines when structuring the instruction of social studies, and 3) demonstrated varying levels of efficacy in teaching writing in social studies. Recommendations for teacher education are 1) preservice teachers need exposure to the term disciplinary literacy and practice in using disciplinary literacy; 2) leaders, curriculum specialists, and reading coaches should receive professional development on the incorporation of both content-area literacy pedagogy and disciplinary literacy pedagogy; 3) teachers need to refine disciplinary literacy pedagogy through supportive work in a professional learning community. Recommendations for future research are to 1) describe how teachers implicitly and explicitly teach literacy strategies within the different disciplines, 2) describe how teachers instruct using literacy skills and what specific literacy strategies are used, and 3) explore how teachers teach students to transition from “learning to read” to “reading to learn.”

No description available.

The purpose of this study was to develop a theoretically-based social studies curriculum that incorporated research related to schema theory, reading to learn theory, and writing to learn theory. Learning principles and instructional principles were derived from each theory to serve as guidelines for selecting instructional strategies from the research to be included in the curriculum. The content of the Heath Social Studies text (1985) and the instructional strategies together constitute the curriculum for this study. A preparation phase, a guidance phase, and an independence phase was developed for each chapter of the curriculum based on Herber's (1978) instructional framework. / Ed. D. / incomplete_metadata