The purpose of this study is to summarize, document and evaluate information and facts about the growth and development of children necessary to give each child experiences that have meaning, purpose and value. Chapter I discusses the physical growth and the social psychological needs of children; further it describes some ways in which group dynamics function in a democratic atmosphere. Chapter 2 reviews and then shows actual use made in Fishweir School Jacksonville, Florida of various techniques for gathering information about children. Chapter 3 is devoted to a brief study of five selected pupils in the Fishweir School. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education." / Advisor: W. Edwards, Professor Directing Study. / Includes bibliographical references (leaves 43-45).

陸靜塵. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 220-229) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lu Jingchen.

李琼. / 论文(哲学博士)--香港中文大学, 2004. / 参考文献 (p. 218-233). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Li Qiong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 218-233).

The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another.

The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time. It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

No description available.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2511.

Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 25, 2008). Includes bibliographical references (p. 191-205).