The three purposes of this study were:1. To identify the predominant perceptual modalities from among visual, auditory, kinesthetic, and mixed modalities for first graders;2. To ascertain differences, if any, in cognitive ability levels among the four perceptual modality groups;3. With cognitive ability controlled, to determine the achievement levels in reading, language, and mathematics among the visual, auditory, and mixed modality groups and among students assigned to the teacher modality groups; and to determine the effects on student achievement when student and teacher modalities matched.Perceptual modality, cognitive ability, and achievement data were collected for 165 students in 12 classrooms. Statistical analyses including Chi-square, analysis of variance, and multivariate analysis of covariance were utilized to test five hypotheses. The .05 Alpha level was established to test the statistical significance of the hypotheses.Findings1. Significant differences were found in the percentages of first graders preferring different modalities. The largest percentage of students preferred the visual modalitywhile the smallest percentage preferred the kinesthestic modality.2. Differences in cognitive ability levels among the four perceptual modality groups were not significant.3. With cognitive ability controlled, achievement was not enhanced when student and teacher modality preferences matched. Also, no significant differences in achievement among the student modality groups or among the students assigned to the different teacher modality groups were found.Conclusions1. Differences in preferred perceptual modalities among first graders were identified. The largest group of students preferred the visual modality.2. Significant differences in cognitive ability levels among modality groups did not exist.3. Matching student and teacher modality groups did not enhance achievement.

Education writers and authorities have suggested that student teaching experiences include activities in the extra-classroom environment. No research was found which indicated what effect inclusion of extra-classroom activities has on student teacher satisfaction with student teaching. The major purpose of the study was to determine if a program of selected extra-classroom activities could affect the satisfaction of student teachers.The review of literature emphasized three major areas:1. The value of the student teaching experience in teacher education programs2. The student teacher attitude changes which have resulted from the student teaching experience3. The value of extra-classroom activities in the student teaching experience.

Sixty teachers from the Ottawa-Carleton region of Canada were surveyed to measure their knowledge of child maltreatment risk indicators, knowledge of reporting procedures, and the frequency of reporting sexual abuse, physical abuse, and neglect. Correlations did not support the hypothesis of a significant relationship between knowledge and actual reporting frequency. Multiple Regression analyses demonstrated that the knowledge of child maltreatment risk factors and the knowledge of reporting procedures were not predictive of reporting. It was found that the teachers sampled were very knowledgeable of the basic risk indicators of child maltreatment and reporting procedures and policy. However, the findings did not support the hypotheses of a significant relationship between knowledge of child maltreatment risk factors and of reporting procedures and actual reporting frequency. These findings are discussed in consideration of the limitations of the current study, the implications for practice and the possibilities for further research.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.

Thesis (M.A.)--York University, 2005. Graduate Programme in Interdisciplinary Studies. / Typescript. Includes bibliographical references (leaves 208-214). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://proquest.umi.com/pqdweb?index=0&did=1240682891&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1195583704&clientId=5220

Thesis (EdD ) -- Australian Catholic University, 2005. / Submitted in partial fulfilment of the requirements of the degree of Doctor of Education. Bibliography: p. 242-259. Also available in an electronic version via the internet.

Thesis (EdD)--Australian Catholic University, 2005. / Submitted in total fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 220-230. Also available in an electronic format via the internet.

Thesis (Psy. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [179]-185).

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 267-283). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.