The purpose of this study is to discover through the use of the descriptive evaluation technique information about children's reading which may be of value as suggestions for classroom teachers who teach reading in the intermediate level. It is hoped that through the use of this technique the relation of the reading level of the individual children in a fourth and fifth grade group to the reading level of the material the children would read if left to their own choice in its selection may be determined.

The dual purpose of this study is to survey the interests of boys and girls who are in the sixth grade and to suggest a program of school work based upon these interests. The writer presents the study with the hope that it will contribute to a better understanding of what children's interests are and the part they should play in planning the curriculum and complete school program.

The purpose of this study is to make a comparative analysis of the adopted textbooks for the sixth and seventh grades in social studies in the public schools of Texas from 1913 until the present time, 1949, to determine changes in concepts of presenting and teaching social studies during this time.

The problem is to endeavor to discover whether children who were placed in a double or combination grade (a room containing two grades) could be expected to advance as rapidly in their educational achievement as children in rooms containing only a single grade.

The purpose of this study is to make a thorough investigation of the state-adopted readers for the first and second grades to determine if they have literary qualities that would encourage the reading and appreciation of good literature.

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.

Aggression/victimization in school is a problem that is associated with internalizing and externalizing behaviors which may develop into long term emotional problems for the child.Sixth grade is a transitional period in a child's life, whereby a child experiences hormonal changes, enters a new school and establishes social status. Depending on the child's emotional well-being, these are antecedents that are related to experiencing aggression/victimization. Children develop within a context. Within this context there are parents, adults, siblings, peersand teachers whereby the child learns behaviors through proximal and distal interactions which may impact the child's life either positively or negatively. Within this context the child developsresilience, which is a protective factor that enables the child to "bounce back" from negative situations. The goal of this study is to establish a connection between the environment in which achild develops and the impact emotional well-being, peers and adults have on a child in relation to experiencing aggression and ultimately becoming a victim. The findings indicate that childrenwho suffer from emotional distress are more likely to become victims and children who have supportive adults in their lives are less likely to become victims. Overall, emotional distressplays a negative role and resilience plays a positive and protective role in a child's life. This outcome suggests that prevention/interventions should be created whereby a child has more supportive adults in their lives creating a resilient environment.

No description available.

The problem of this investigation was to determine the effectiveness of the Cuisenaire method of teaching arithmetic to fourth graders, as compared with a traditional conventional method. Furthermore, a secondary aspect of the problem was to compare performances of the experimental and control groups when classified according to sex.

This study examined the effect of a freshmen transition program on student success. Success was measured by achievement in test scores and grades, retention, attendance, and discipline. This study also examined the differential effects of student outcomes by student characteristics to include, sex, race, previous middle school, economic status, disability status, and proficiency in English. There were no significant differences between participant and control groups in the bivariate analysis. There were limited findings when considering students characteristics. There were main effects on Earth Science and World Geography test scores when previous middle school was held as a constant, and there was a main effect on the Earth Science test when disability status was held as a constant. There were two interaction effects. One of these was a negative effect in which males in the participant group actually scored worse on the Algebra I SOL score than did males in the control group. The other interaction effect was that black students in the participant group had fewer disciplinary incidents than did black students in the control group.