This curriculum project reviews the methods, materials, and supplemental reading activities that have been shown in the literature to be effective in developing or promoting positive attitudes toward reading and how these can be used as an integral part of the daily reading program. The major findings and some various methods and materials used to measure attitudes toward reading are also discussed. This curriculum project is specifically designed for fourth grade teachers to use in correlation with the Ginn 720 Series, Level 10. The project includes directions for developing a curriculum of activities to promote or develop positive attitudes toward reading in correlation with Ginn, Level 10. The criteria for selection of the activities and stories are included. This project includes a list of the reviewed activities categorized under one of the following headings: oral activities, written activities, arts and crafts, and dramatics. Finally, the stories in Ginn, Level 10 and the suggested activities to promote or develop positive attitudes toward reading are listed for teachers to use as an integral part of their reading program.

Art educators have expressed the need for art teachers with more qualifications and for more evidence of creativity and successful art experience. The purpose of this project is to illustrate the importance of the interrelationship between the action-oriented sensory capacities of the artist and the verbal-analytical capacities of the teacher, and in so doing to develop a vehicle through which an art teacher might demonstrate the necessary proficiency in at least one medium within the fine arts. More specifically, the objective of the project is the development of an art exhibit to validate the competency of the artist-teacher in the medium of oil painting. The philosophy of every art teacher should be based on art as experience, since valid creative work evolves from sensitive experience. An art teacher must be able to communicate with a student verbally; worlds are one relationship to the creative experience, the art forms another. Much precise thought can go on in words, but ultimately it can only be meaningful for the teacher and student, in turn, if both have experienced art. The teacher should be a creative artist in his own right. He should know from “doing” the experience he is to teach. For the purpose of the study, the literature was divided into five categories: 1) philosophical and psychological, 2) definitive information, 3) historical, 4) present attitudes, and 5) implications for the future. The evidence in the literature indicated that art educators strongly favor the idea that the teacher should be a creative artist in his own right, that he should be skilled in at least one major productive area of art. The vehicle developed in this project was an art exhibit containing fifteen oil paintings. The University of North Florida Library Exhibit Area was chosen as the site of the display which was scheduled from July 18-29, 1977. The show was accompanied by a reception; a printed brochure and invitation described the project, the background of the artist, and contained a list of the paintings. The project contains a complete photographic record of all works in the exhibit. An evaluation of the work was undertaken by a group of five qualified judges in the field of fine arts and art education. At the close of the exhibit the responses to the evaluation were tabulated and a correlation was made on the ratings of five paintings chosen at random from the show.

The purpose of this project was to develop an open education kindergarten curriculum guide utilizing learning centers. This curriculum guide consists of a discussion of specific aspects of implementation of learning centers and a detailed analysis of twelve learning centers. Whether learning centers are implemented gradually, moderately, or totally, the following factors are essential to consider prior to implementation: physical environment, materials, classroom management, evaluation and record keeping, and parental involvement. The following learning centers are discussed in-depth with respect to goals, objectives, enabling activities, and materials and supplies: math, science, language arts, social studies, art, music, block building, dramatic play, sand and water, woodworking, cooking and sewing, and movement. Successful implementation of learning centers in kindergarten appears to be a result of the implementing teacher's attitude toward open education. The attitude of openness is vital in order to successfully develop and implement learning centers.

A study was conducted to determine the effects on the knowledge and comprehension level learning as shown by the post-test scores of thirty-one fifth grade students in one health unit after the utilization of the classroom management program “DUNCE” had been implemented for eight weeks in contrast to their knowledge and comprehension level learning in a prior health unit as show by the post-test scores before the management program was utilized. Health was identified as the subject area for study because each unit in this content area can be taught independently and is assumed to be equivalent in difficulty. Both Deductive and Taba teaching strategies were involved throughout. Through the use of a Taba retrieval chart, the students were able to summarize the information about the health units and form generalizations and inferences about it. Since Taba is considered to be an inductive strategy, the two methods are considered to complement each other.

This study should help the teacher create a greater interest among the students for chemistry. The study should enable the teacher to do better teaching. The study was prompted by a felt need on the part of the writer and to satisfy the partial requirements for a Masters degree. The study involves three main divisions: A course of study in chemistry consisting of an introduction. A course of study in chemistry consisting of nine developed units. The means of evaluating a course of study. The scope of the study includes an introduction to chemistry usually taught in high school. Materials used were taken from as many available sources as possible. There have been no other studies in chemistry that have approached the problem in this manner.

This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing on the perceptions of preservice teachers, cooperating teachers and course instructors about the EFE evaluation objectives, evaluation experience, and resulting data usage. The EFE evaluation protocol at the study site is explored using a participatory-oriented evaluation model that solicited the perceptions of stakeholders. Analysis of EFE evaluation documents and semi-structured interviews with the stakeholders were conducted to explore the extent to which (1) official EFE objectives are congruent with the EFE evaluation, (2) the intended evaluation experience is congruent with stakeholders’ perceptions of the evaluation experience, and (3) intended data usage is congruent with reported data usage. The findings indicate that the EFE evaluation process is logistically sound, but does not assess and facilitate preservice teacher learning. Recommendations to improve the merit and worth of the evaluation process are presented.

This diploma thesis focuses on the educational needs of educators in leadership positions on whom increasingly higher demands are placed, resulting from changes in society, which are reflected in the transformations of schools. It points out the urgent need to identify the current educational needs of kindergarten directors, to adapt the range of education available to their needs and thus create the basis for systematic, life-long education. The work is based on theoretical knowledge, professional literature, legal requirements, competences and other fields and activities which form the basis for educational needs of directors. It explains terminology used in education and identifies the current state in the continuing education of school directors. It offers various methods and forms of continuing education. The thesis also contains a research section focusing on kindergarten directors. It provides information on their approach to continuing education, their specific educational needs, identifies gaps in currently available range of offered courses and looks into their motivation to further self-education. This work is a recommendation and a proposal for possible options in the continuing education of kindergarten directors and is based on their needs as well on the needs of potential candidates...

Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

This qualitative study examined how three accomplished traditional string musicians learned music in their homeschool environments. Data were derived from formal interviews of the three musicians. The research framework for this qualitative study is based upon the socio-educational model of second language learning motivation developed by R. C. Gardner (1959, 1985, 2004, 2010) and applied to the study of instrumental music learning motivation by P. D. MacIntyre (2012). Structured interview questions, triangulated by additional informal dialogues, field observations, externally documented sources, and collaboration with an expert review panel were the data collection activities utilized in the research. Five overarching themes emerged: (1) social and cultural surroundings influence musical achievement, (2) the desire to acquire the attributes and acceptance of other musicians supports musical achievement, (3) motivation impacts musical achievement, (4) learning and performing music causes anxiety, and (5) informal learning environments foster musical attainment. The examination of homeschooled, traditional musicians via the overarching themes, may provide valuable insights for educators in the area of acquisition and development of musical skill in high school students.

The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task. Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations. The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.