Twenty-one original prose selections were written for use by junior high school students of oral interpretation. A survey of textbook publishers and junior high school teachers revealed a need for material of appropriate length and of suitable reading and interest levels for oral reading in the junior high school classroom. The selections were read and evaluated by a group of junior high students and a junior high teacher of speech. The responses indicate that the selections are effective and usable as an instructional aid in teaching oral interpretation in junior high school.

The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.

Teachers are asked every day to teach a variety of subjects to their students, but it is often challenging to find enough time in the day to teach every subject. Often, social studies is the subject that gets left out of the curriculum. The purpose of this project was to examine the research behind thematic units and determine their role as a strategy to teaching social studies in the intermediate grades classroom. I researched thematic units including how to create them and their benefits and challenges. Using the research, I then made a resource for teachers to create their own thematic unit. This resource includes the steps to use to create a unit and how to find quality children’s literature to use in the unit. It also includes how to plan the unit and examine the standards then brainstorm ideas for lessons in the unit. Titles of children’s literature that relate to the thematic unit are included. The resource also includes a sample social studies thematic unit that teachers can use as a guide to create their own units.

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The problem undertaken in this study was to determine the teaching duties, the administrative duties, the academic and professional status, and the social and personal relationships of the men physical education teachers in the approved junior high schools of Texas.

The purposes of this study are to make an investigation of practices used in a number of selected schools in selecting library materials for the school libraries and to evaluate these practices against criteria developed from a study of recommended standards and practices in the fields of library science and education.