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The first grade studies in retrospectSchantz, Phyllis J. January 2002 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.
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A Comparative Study of Achievement Made in a Phonetic and Non-Phonetic Approach to Reading and Spelling in Two First GradesLemley, Mavarine 08 1900 (has links)
The problem set forth in this investigation is to determine which of the two methods is more effective in teaching reading and spelling in the first grade. Recent investigations would lead one to believe that a phonetic approach to reading and spelling is more effective than the non-phonetic approach.
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Sacred stories of classroom, school, county, and state : navigating professional knowledge landscapes in the face of mandated reading initiativesDarden, Lora Webb 03 February 2010 (has links)
The purpose of this study was to examine the nature of collaboration among
members of a first grade team as they participated in a state mandated reading initiative. The second purpose was to examine how top-down mandates of state reading initiatives
and collaboration among team members translated into “secret stories” of classroom
instruction for the three focus teachers. The study also considered my role as the campus
reading coach, as I attempted to facilitate the translation of the reading initiative to meet
the diverse needs of the team members, while navigating issues of power among the
campus administration and the first grade team. Qualitative research methods were used
to document and describe (a) the interactions and collaboration of the first grade team
during grade level reading meetings; (b) the formation of micro-groups due to power
issues; (c) literacy practices of the three focus teachers and; (d) the secret stories of members of the first grade team as they navigated the troubled landscape of the second
year of the reading initiative. The first grade meetings were observed and documented for
five months, as teachers completed the reading initiative modules and attempted to
translate those practices in order to complement their existing classroom practices. Each
of the three focus first grade teachers was interviewed and recorded during classroom
instruction. Interviews with students were also conducted in order to gain the perspective
of literacy practices from a child’s point of view. Data for the study included field notes
from observations, student and teacher interviews, digital images of student work and
classroom texts, and digital video and audio recordings of interviews and classroom
instruction. The findings of the study indicate that teachers translated staff development
practices in accordance with their existing beliefs and tended to gravitate toward and
collaborate with those who shared common pedagogical beliefs. The role of the reading
coach was best served when the coaching protocols were transparent to all team
members. The study revealed the inevitability of conflict in an atmosphere of
collaboration as well as the notion that teachers are the true curriculum makers regardless
of the initiative. / text
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A Comparative Study of Kindergarten and Non-Kindergarten Children in the First GradeSyler, Rachel Lu 08 1900 (has links)
The problem of this investigation is to make a comparative study of first-grade children to determine, if possible, whether the child who attends kindergarten has any advantages over one who does not attend.
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A three year evaluation of a plan for reducing failure in the primary grades of selected public schools /Janda, G. Dale. January 1972 (has links)
Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 59-62.
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Texts and beginning readersBier, Leanne Doreen. January 2008 (has links)
Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Rachel A. Karchmer-Klein, School of Education. Includes bibliographical references.
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How implementing social programs with first grade students to improve their existing emotional and behavioral issues affects a new teacher's outlook on her classroom and students /Trussler, Rachel. January 2008 (has links)
Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
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First grade children's responses to teacher change in literacy contexts /Woolsey, Daniel Phelps January 1986 (has links)
No description available.
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DEVELOPMENTAL GUIDANCE ACTIVITY AND DISCUSSION GROUPS' EFFECT ON FIRST-GRADERS' SELF-CONCEPTS AND BEHAVIORSPeterson, Gary Glen, 1944- January 1977 (has links)
No description available.
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A Comparative Study of the Philosophy of Certain Authors Relative to Reading ReadinessStockstill, Zana 08 1900 (has links)
The problem of this investigation is to determine the amount of agreement or disagreement in the philosophies of certain authors relative to reading readiness in the first grade. Comparative data are included on evidences of the need for reading-readiness program, major factors involved, and desirable types of activities. The purpose of the study is to determine the apparent agreement or disparity found in current educational literature.
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