A study to determine the status of the Chico Elementary School and compare it to established norms and standards.

This study has grown out of keen desi e on the part of the writer to know and understand children better in order to help them grow effectively into self-directing citizens. Therefore the writer has engaged in a study of her pupils for the purpose of discovering means whereby she might be able to help them with problems of adjustment a self-direction. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 25-26).

The purpose of this study was to identify the existing relationships of the elementary school principals' and teachers' perceptions of the elementary school principal's role behavior in Ubon Province, Thailand. This study answers four questions: Are there significant differences in perceptions of teachers in each of the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all teachers among the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all principals of the principal's role behavior; Are there significant differences in perceptions of all teachers and principals of the principal's role behavior?

Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

The purposes of this study were as follows: (1) to ascertain and compare the effect on self-concept, sociometric status including an index of emotional expansiveness, teacher-rated behavior and grades of three group counseling techniques (a structured aural stimulus approach, a structured visual stimulus approach, and an unstructured approach) upon sixth-grade subjects; (2) to compare the subjects involved in these three types of group counseling sessions with subjects in an control group; (3) to compare the differences in effects of the three techniques separately upon girls and upon boys; and (4) to analyze the implications of these findings for elementary school counselors and teachers.

In the analysis and evaluation of the role of the elementary school supervisor, the purpose was (1) to investigate relationships which might exist between certain personal and professional background characteristics of elementary school supervisors and the activities in which they engaged, (2) to determine the activities in which elementary school supervisors engaged, (3) to determine emphasis placed upon those activities in which elementary school supervisors engaged, and (4) to evaluate those activities in which elementary school supervisors engaged.

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).

The purpose of this study is to determine how well the list published by the Texas Board of Education meets the requirements established by studies in the field by comparing it with a number of other lists of known value, which have been compiled by experts on the basis of the studies mentioned.

Orientador: Regiani Aparecida Santos Zacarias / Banca: Ester Myriam Rojas Osorio / Banca: Rosa Maria Manzoni / Resumo: Esta dissertação foi realizada em nível de mestrado profissional no Programa de Pós-Graduação Docência para a Educação Básica, na Unesp de Bauru/SP. Foi concretizada a partir de uma inquietação diante ao cenário da educação atual, no que diz respeito à prática da leitura literária, visto a lacuna entre o que está posto nos documentos oficiais e a prática efetivada em sala de aula; fato esse evidenciado nos resultados das avaliações externas. Fizeram parte da pesquisa vinte alunos regularmente matriculados no sexto ano de uma escola pública municipal no interior do estado de São Paulo. O trabalho teve por objetivo desenvolver, aplicar e avaliar por meio de oficinas literárias a Teoria da Estética da Recepção para o ensino da leitura, tendo como foco a dialogia entre leitor-obra, leitor-leitor, leitor-autor, leitor-obra-autor-mediador. Quanto à obra selecionada para a aplicação da pesquisa, foi escolhida uma adaptação do livro Dom Quixote, de Miguel de Cervantes, fornecida pelo Programa Nacional Biblioteca na Escola- PNBE. Para o desenvolvimento da pesquisa foram planejados cinco momentos, inspirados no método recepcional de leitura de Bordini e Aguiar (1993), bem como nas teses descritas na Teoria da Estética da Recepção de Jauss (1979), além do efeito estético descrito por Iser (1979). No que tange a prática da dialogia, buscamos referência em Bakhtin (2000) para referendarmos as mais diversas vozes existentes na prática de leitura. Para a validação da teoria, propomos o dese... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work was developed for the Professional Master's Program in Basic Education Teaching, at Unesp Bauru / SP. The theme was inspired in the in-class practice, rather than in theory. The aim was to contribute for an effective reading practice in the Basic Education (Middle School) classroom.The research was carried out with twenty students enrolled in the sixth grade at a municipal public school in the interior of the state of São Paulo. The aim of the work was to develop, apply and evaluate the Reception Theory through literary workshops, by focusing on the dialogue readerbook, reader-reader, reader-author, and reader-book-author-mediator.The book selected for the research was an adaptation of the classic Don Quixote de La Mancha, by Miguel de Cervantes and recommended by the Brazilian National Library Program - PNBE. The Reception Theory (Jauss, 1979) (Iser, 1979) inspired this work. Regarding the practice of dialogue negotiation, we sought for a reference in Bakhtin (2000) in order to listen to all different voices during the reading practice. The methodology was composed of five moments (steps) based on the receptive method developed by Bordini and Aguiar (1993). Among them, there were fourteen literary workshops, which motivated students to develop activities such as shared reading, role-playing, oral and silent activities, card games, lottery game and presentation of paper sketches. All the activities were based on the book chapters because the intention was to discuss... (Complete abstract click electronic access below) / Mestre

Thesis (M.M.)--Boston University