What are the behaviors and actions of selected discipline problems among the colored children of the intermediate grades in the elementary school, and what methods and techniques are used by the staff of the elementary school in meeting and attempting to solve the problems? The purpose of this study was: (1) To make a study of discipline cases over a stated period of time.; (2) To describe the development of counseling methods as related to the behavior patterns of the pupils studied.; (3) To attempt to discover what are both the immediate and underlying causes of the behavior problems of the pupils studied.; (4) To show in what ways the various school and community agencies are employed to give assistance with problem cases.; (5) To record the various school-pupil, pupil-pupil, pupil-home and intra-school relationships that occur in the handling of the pupils studied.; (6) To present suggested methods in the collecting and recording of data concerned with the pupils who were studied.; (7) To provide a basis for further guidance and counseling planning by the teachers and administrators of the Roosevelt School, Stockton, California.

This study examines the effectiveness of the author's implementation of a unit on poetry in a class of 12th grade Advanced Placement (AP) Literature and Composition. Situated in the educational dilemmas of assessment and accountability in the teaching of English Literature within the context of a student teaching experience, the study employs analysis of student learning gains through pre- and posttests, as well as other student work. A narrative of the author's experience and growth as a teacher is examined and suggestions are offered for teachers of AP Literature classes. / A Thesis submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2004. / June 11, 2004. / Action research in education, Secondary education, Poetry instruction, Teacher self-evaluation, Advanced placement programs (education), Field study (education), Internships (education), Student teacher training / Includes bibliographical references. / Susan Nelson Wood, Professor Directing Thesis; Pamela Carroll, Committee Member; Joseph McElrath, Committee Member.

This qualitative study analyzes the effects of an Advanced Placement (AP) Statistics course upon a student typically not permitted to take such a class. The researcher examined students enrolled in AP Statistics at a high school in North Florida. The school has broadened its base of AP students, thus including students whom in the past may have been left out of the program. The data in this study includes observations, student surveys, and case studies of the two participants. The researcher discusses any changes in performance, attitude, self-confidence, or anything else affected by participation in the course. / A Thesis submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2004. / June 21, 2004. / Advanced Placement, Statistics / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Thesis; Leslie Aspinwall, Committee Member; Matthew Clark, Committee Member.

"Learning to read is a lifetime process." It is no longer an ability to be acquired at any age or grade level. Rather it is a continuing process, a working medium, a tool by which we gather information, deepen understanding and appreciation, and acquire insight into life, from the primary stages throughout the entire span. This tool must necessarily require a lifetime of sharpening as a result of the rapid development of urban society. The individual of today now faces more complicated problems than in any previous generation. Recent reading conferences indicate a trend toward a far broader concept than in the past. The challenging age in which we are living requires that "Reading must provide more largely in the future than in the past for promoting clear understanding, developing habits of good thinking, stimulating broad interests, cultivating appreciation and establishing stable personalities." / Typescript. / "August, 1945." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: R. L. Eyman. / Includes bibliographical references (leaves 50-51).

"We accept the fact that reading is essential to modern thinking and living both as a tool and as a basis for aesthetic value. Because of this fact, the modern school today is vitally concerned with the development of good reading habits and with an appreciation for world literature. To centralize thinking, we should arrive at a common understanding of what is meant by the term, reading"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 43-47).

The purpose of this study was to assess job satisfaction of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ). The primary question addressed by the study was: What is the general satisfaction level of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire? In addition to the primary question, three sub-questions were addressed by the study. They were: a) What is the general satisfaction level according to the demographic variables gender, age, degree, experience, school location, and school size? b) what is the satisfaction level for each of the 20 dimensions of the job measured by the MSQ? and c) what is the satisfaction level for the 20 dimensions of the job according to the demographic variables gender, age, degree, experience, school location, and school size? One hundred eighty-eight middle school principals in Virginia selected from the 1997-98 Virginia Educational Directory were surveyed with the Individual Data Sheet and the Minnesota Satisfaction Questionnaire. Demographic data pertaining to gender, age, experience, degree, school location, and school size were collected through use of the Individual Data Sheet. The 1967 Long-Form Minnesota Satisfaction Questionnaire was used to measure job satisfaction. This instrument utilized a 20-dimension Likert-type scale with five response alternatives ranging from "Not Satisfied" (weighted 1) to "Extremely Satisfied" (weighted 5). On this scale, the general satisfaction score for the respondents resulted in a mean of 3.65 (SD= .57) indicating that these principals are "Satisfied" (3.00-3.99) with their jobs. According to the demographic variables, all general satisfaction scores were within the "Satisfied" range. The mean scores for the 20 dimensions ranged from "Slightly Satisfied" (2.00-2.99) to "Very Satisfied" (4.00-4.99). Compensation ranked the lowest in the hierarchy ( M=2.83, SD=.94), and Social Service ranked the highest ( M=4.19, SD= .73). Demographically, females were significantly more satisfied with Activity and Variety than males; younger and older principals were significantly more satisfied with Activity than middle aged principals; principals with educational specialist degrees were significantly more satisfied with Achievement than doctorate and masters principals; principals from suburban schools were significantly more satisfied with Compensation, Supervision, and Working Conditions than urban and rural principals, and principals at large schools were significantly more satisfied with General Satisfaction, Advancement, and Security than principals from small schools. Recommendations for further research included conducting a study of principal satisfaction and student performance; conduct a comparative investigation of elementary, middle and secondary principal satisfaction; investigate principal satisfaction and school size, and study job satisfaction of principals using the interview technique or an open-ended survey instrument. / Ed. D.

This report describes the plans for, implementation of, and results of a reading club program conducted at a middle school. This program was a modification of an unsuccessful one that was criticized by the staff and students for lack of structure and meaning. The literature supported the need for students taking time out of the school day for pleasure reading. Krashen (1993), Atwell (1998), and Irvin (1998) all have recommended that students should be permitted to read appropriate reading materials of their choice and that they should be provided with a wide range of materials from which to choose. Therefore, a revised club program, the Take Time To Read Club, designed to offer an alternative to pullout clubs, was agreed upon by a club revision committee. Three objectives were established. The 1st objective was to increase the amount of time students spent reading for pleasure. The 2nd objective was to improve the perception of the reading club program as measured by an 80% positive response rate to a faculty survey. The 3rd objective was to increase reading achievement levels by at least 5% as measured by Metropolitan Achievement Test and Grade 8 Early Warning Test (New Jersey State Department of Education, 1997) scores. None of the 3 objectives was completely realized as the result of this practicum. However, increases did occur in pleasure-reading times in instances when motivational factors were present. Also, teachers' positive perceptions did increase by 22% to 57%. There were slight increases in test scores in the 6th and 7th grades.

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Secondary choral directors often demonstrate a wide variety of organizational, instructional, and musical skills to promote and nurture thriving programs. Among the many tasks executed, choosing repertoire might be viewed as one of the most important duties performed. Material chosen for study is often the vehicle through which curricular concepts are taught. Multiple factors might influence middle school choral directors’ beliefs about repertoire choices. Ironically, repertoire choices might or might not reflect educators’ actual teaching philosophies; nevertheless, these decisions could influence student learning. This study surveyed a stratified random sampling of Texas middle school choral directors who participated in the 2010 University Interscholastic League Concert and Sight-reading competition (n = 209). Seventy middle school choral directors participated in the study. Each director took an online survey and indicated the degree to which they agreed or disagreed with 14 statements concerning repertoire choice. Many of the belief statements showed teachers were overwhelmingly in concordance with their beliefs (92.9%). Results indicated that beliefs were similar, regardless of who chose the curriculum or the amount of discussion perceived in undergraduate training. The only belief statement that continually showed differences between teachers concerned students’ ability to vote on repertoire.