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Thesis (Ed.D.)--Boston University / Problem The purpose of this study was: (1) to develop graded study guides for use in paired practice in sixth grade social studies, and (2) to evaluate the effectiveness of this procedure as one means of improving the power of recall and the ability to comprehend and retain subject matter. Procedure Forty-four study guides based on Ginn and Company's textbook, Your World and Mine, were constructed. They included: fifteen detailed-question lessons in aided recall; fourteen outline-techniques exercises in summarizing; and fifteen general-question lessons in unaided recall. The study guides were planned for use in the regular social studies period for twenty-five teaching days. Children worked independently in pairs within three ability groups, with each group progressing at a different rate. The study was conducted in two public school systems within a fifteen-mile radius of the city of Boston. Five hundred and twenty-three pupils were divided into two groups, with 265 in the experimental group and 258 in the control. Groups were equated on the basis of chronological age, mental age, reading achievement, and ability in oral recall. The following battery of seven tests was administered: (1) Otis Quick-Scoring Mental Ability Tests, Beta Test, Form A; (2) Gates Reading Survey for Grade 3 (2nd Half) to Grade 10, Forms I and II; (3) a social studies test constructed by the investigator; (4) a modified form of the Bogardus Social Distance Scale; (5) a pupil and a teacher questionnaire developed for the purpose of evaluation; and the following instruments developed at Boston University: (6) Bucknam's selections for measuring oral and written recall; and (7) a subject preference rating scale. Reliability was established on the original social studies test and on each of the four recall selections, as tests of both oral and written recall. Teachers evaluated the procedure in individual conferences with the investigator. Conclusions 1. Both groups made significant gains in oral and in written recall. Slightly greater gains were made in each by the experimental group; however, the difference in gains was not statistically significant. 2. The difference in mean score on the social studies test resulted in a critical ratio of 2.58 which favored the control group. 3. Gains were made by both groups in reading achievement, expressed as reading age. All gains and all differences between the gains of both groups in total reading age, comprehension, vocabulary, and the speed of reading lack statistical significance. 4. Significant gains were made in social acceptance among pupils in both groups. 5. No significant change was found in the attitudes of children toward the social studies. 6. Pupils in experimental classrooms enjoyed the lessons and liked working with a partner. They preferred: reading questions after reading the textbook; answering questions to one paragraph at a time; and giving answers orally. 7. Teachers observed that pupils generally liked the lessons and greatly enjoyed paired practice. Criticisms and Suggestions for Further Study These materials used with virtually complete self-direction on the part of pupils have had practically the same value as the regular teacher-directed method of teaching social studies. Previous research further indicates the value of team learning; therefore, additional research in this area seems justifiable. In future investigations using graded study guides in paired practice, the following changes appear advantageous: 1. Extend the actual working time of the study and cover the textbook material more slowly. 2. Shorten each study guide and provide more time for daily class discussions. 3. Limit the use of study guides to three or four lessons a week. 4. Provide for systematic review at regular intervals. 5. Employ a greater variety of materials. 6. Vary the approach more and add greater flexibility to the procedure. 7. Include specific provisions for enrichment activities. 8. Provide increased opportunities for pupil-teachers to work with the slower pupils who have reading difficulties.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 271-299). Available also in a digital version from Dissertation Abstracts.

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The integration of faith and learning has been an important topic of discussion in regard to the identity of Christian schools and their reason to exist. Christian educators and researchers, however, have provided minimal help to teachers with the task of its practical implementation. Christian school teachers, therefore, talk about the importance of the integration of faith and learning while they often fail to practice it in their daily classroom teaching. In this regard, this dissertation examined Christian elementary school teachers in order to evaluate their proficiency level to integrate faith and learning in their teaching. It also presented the factors that influence teachers when achieving biblical integration. For the purposes of this study, ACSI elementary school teachers in Southeast region and Mid-America region were included. The survey instrument, which was originally developed by Raquel Bouvet de Korniejczuk in her dissertation in 1994 were utilized with a minor revision. The data were analyzed to determine teachers' implementation level of the integration of faith and learning. A t-test was conducted in order to examine if there is any difference in teachers' implementation level according to their educational background or demographic factors. This study also identified the most difficult subject teachers considered when they tried to integrate a biblical worldview and considered the teachers management concerns related to the biblical integration. Finally, a multiple linear regression was run to find out the influential factors on teachers' implementation level of the integration of faith and learning. The study concluded that ACSI elementary school teachers ranked high in regard to the implementation of the integration of faith and learning. They, however, still need to work on changing their teaching techniques, involving students' opinion, and working together with colleagues. Teachers who took classes in theology, participated in training on the biblical integration, and spent more time to prepare for integrating their faith into their daily teaching tended to reach higher levels of implementation. Keywords: Christian elementary school teachers, Christian school education, integration of faith and learning

Thesis (M.M.)--Cleveland State University, 2007. / Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 75-82). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (M.A.)--California State University Channel Islands, 2007. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed September 2, 2008).

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Amanda Marie Jansen, School of Education. Includes bibliographical references.

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 255. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 240-254). Also issued in print.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 1999. / Includes bibliographical references. Also available on the Internet.