This study is an evaluation of school experiences in the fourth grade of Lancaster School.

The purpose of this study was to determine the effect of certain interruptions upon fourth-grade pupils' comprehension when listening to the teacher's oral reading of stories. The interruptions made were (1) music being played over the address system (2) announcements being made over the public address system, and (3) pupils entering and leaving the rooms.

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No description available.

No description available.

The purpose of this study is to examine literature and thought in the field of elementary social studies curriculum, to establish criteria for determining the adequacy of a fourth-grade social studies program and to examine, analyze and evaluate the fourth-grade social studies programs of ten Texas public school systems in order to determine how effectively they meet these criteria.

The problem of this study was to determine what effect purpose, background and distractions have on the effectiveness of the listening act.

The purpose of this study was to examine whether teaching materials designed around fourth graders' preconceptions effectively produced conceptual change about light propagation. Four Taiwanese fourth-grade intact classes (194 subjects), taught by two teachers, participated in this study. The experimental group was exposed to the conceptual change materials (CCM), and the control group was exposed to the current traditional materials (non-CCM). A 10-item paper-and-pencil instrument for assessing conceptual change was developed, which included three categories: Category I, a window image, a phenomenon children observe in life experiences; Category II, a pinhole image, a classroom demonstration of how light travels; and Category III, shadows, an advanced application of light propagation. T tests were employed to assess differences between the pretest and posttest in each group. ANCOVA with the General Linear Model procedure was used to assess differences between the control and experimental groups. No teacher effect and no interaction between pretest and treatment were found in the procedure; therefore, pretest scores were used as the covariate and posttest scores were used as the response in the analysis. Results revealed that, both in the overall test and in Category I, significant differences existed between the experimental group and the control group after the teaching interventions. However, no significant differences existed between the groups in either Category II or Category III after teaching interventions. Children in the experimental group performed significantly better than did children in the control group in Category I (t=-2.44, p<.05 posttest; t=-2.57, p<.05 delayed posttest), but there was no significant difference between the groups in Categories II and III. CCM appears to work better in life application than in classroom activities and advanced application. The study suggested that the CCM teaching approach was effective, but the low percentage (55%) of the scientifically accepted concepts retained after teaching intervention needs to be improved. The test-retest stability between posttest and delayed posttest indicated that the CCM teaching approach had a lasting effect after two weeks. / Graduation date: 1996

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 30-33).

Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains vii, 58 p. Includes bibliographical references.