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Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth SchoolWhite, Carol. January 1985 (has links)
published_or_final_version / Education / Master / Master of Education
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The Effects of an Achievement Motivation Program on the Self-Concepts of Selected Ninth-Grade Students Representing Three Ethnic GroupsAllen, John G., 1925- 12 1900 (has links)
The problem with which this investigation was concerned was that of determining the effects that an achievement motivation program had on changing the self-concepts and academic achievement among ninth-grade students in a triethnically mixed junior high school. The subjects for this study were ninth-grade students from a large southwestern city. The experimental program was conducted in a junior high school composed of Anglo, Mexican-American, and Negro students of approximately 30 per cent, 40 per cent, and 30 per cent ratios, respectively. The comparison school was an adjoining area with approximately the same ethnic mixture. In measuring changes in self-concept, the Piers-Harris Children's Self-Concept Scale was used. Teacher-assigned grades converted to numerical equivalents were used in measuring changes in academic achievement. All hypotheses were tested at the .05 level of confidence by using two by three analysis of covariance. All data were entered on computer cards, using computer services of North Texas State University.
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A Comparison of the Academic Intrinsic Motivation of Gifted and Non-gifted Fifth Graders Taught Using Computer Simulations and Traditional Teaching MethodsDittrich, Christine Edwards 12 1900 (has links)
This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.
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The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)Curry, Daphney Leann 05 1900 (has links)
This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.
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A Study of Teachers' Attitudes Toward the "New" Social StudiesMcIntosh, Carolyn Jo Johnson, 1938- 08 1900 (has links)
The purpose of this study is to determine the effects of three different types of in-service or preservice training on the attitudes of sixth-grade teachers in selected Texas school districts toward the "new" social studies. The types of preparation compared are the following: completion of a social studies methods course within the last two years, attendance at a social studies in-service training session at least three hours in length within the past year, a major or minor in one of the social science disciplines, or combinations of these. Additional variables such as age, teaching experience, classroom organization, degrees held, and textbooks being used are also considered. Three hundred twenty-four respondents from thirteen school districts completed a two-part questionnaire. Part A seeks biographical, educational, and experiential information. Part B contains thirty-nine statements about social studies education to which the participants respond on a six-point Likert-type scale. Data are treated with a one-way analysis of variance, and hypotheses are retained or rejected at the .05 level of significance. When a significant F-ratio is found on data having more than two groups, the Fisher's t for multi-type comparisons is applied to determine where the significant differences occur.
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The Relationship of Self Concept to Participation in Extra-Curricular Activity Among Fourth Grade ChildrenCampbell, Kelli M. 12 1900 (has links)
This study attempted to determine the relationship between self concept and participation in extra-curricular activity: specifically, whether self concept differentiates between participants and nonparticipants and whether self concept scores differed between male and female participants. Sixty fourth graders were assessed on self concept by the Piers-Harris Children's Self Concept Scale. Participation or non-participation was determined by written parental response. Analysis of variance was used, with level of significance at .05. There was no evidence that participants can be distinguished from non-participants on measures of self concept. Scores on self concept did not differ for males and females.
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The Nature Interests of the First-Grade Children of the Demonstration School, North Texas State Teachers College Denton, TexasThurman, Ina Louise 08 1900 (has links)
"The following study was undertaken as an investigation to find out the nature interests of the First Grade-children of the Demonstration School, North Texas State Teachers College, Denton, Texas."--1.
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A Study of Certain Creative Dramatics Techniques as Applied in the Second Grade Classroom of the North Texas State University Laboratory SchoolWise, Nancy Susan 08 1900 (has links)
"It is the purpose of this thesis to employ some of the basic methods currently in practice in the teaching of creative dramatics, in a second grade class of the North Texas State University Laboratory School in Denton, Texas, and to record the results."--2.
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How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade ClassroomKostelnik, Joyce L. 12 1900 (has links)
In this study, the researcher investigated how computer use functions as an aspect of literacy development within a second-grade classroom. The researcher sought to gather data to help define the role that computer use plays in the literacy development of elementary school students by concentrating on how computers are actually used in the classroom being studied, and by looking for relationships revealed by students' and teacher's beliefs about computer use in the classroom.
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An investigation into the relationship between screen time, consumption of advertised foods, and physical activity among Texas 4th grade elementary school children.Agurcia-Parker, Carolyn A. Hoelscher, Deanna M., January 2009 (has links)
Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1619. Advisers: Steven H. Kelder; Ross Shegog. Includes bibliographical references.
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