Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1981. / Source: Masters Abstracts International, Volume: 45-06, page: 2794.

Thesis (EDD)--University of Montana, 2009. / "Major Subject: Curriculum & Instruction" Title from author supplied metadata. Includes bibliographical references.

The problem of this study was to find ways of improving and enriching the curriculum through the use of the intelligence quotients obtained from the California Test of Mental Maturity. To reveal some of the needs of the curriculum and also to reveal the possibilities and limitations of testing for intelligence, statistical relationships between intelligence quotients and academic achievement as measured by both teacher marks and achievement tests were determined.

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1992. / Bibliogr.: f. [152]-158. Document électronique également accessible en format PDF. CaQCU

The purpose of this study was twofold: First, to analyze two methods of teaching mechanical drawing in the seventh grade by conducting an experiment to determine by which method the greatest amount of achievement was obtained by the students in the ability to visualize, sketch, letter, and understand three-view drawing; and second, to recommend a work plan and certain teaching techniques for teaching mechanical drawing in the seventh grade of the Santa Fe, New Mexico Junior High School, based upon the method by which the greater amount of achievement was indicated in the study.

This comparative study of methods used in teaching arithmetic was carried out in the La Vega Public School, McLennan County, Texas, during the 1941-1942 school term.

This thesis describes the experiment made by the author in two of her seventh-grade arithmetic classes comparing the effectiveness of the formal and activity methods of teaching on the progress of the students.

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 purpose of this investigation is to make a comparative study of compiled data obtained from the results of three standardized tests that were given to six classes of pupils enrolled in seventh-grade arithmetic and to determine, within the limits established for this study, the relative effectiveness of each of the two teaching methods employed: traditional and experience.

The purpose of this project was to design a values package to create awareness and understanding for seventh grade students in the value system so as to achieve a more complementary classroom atmosphere. The value system is a new concept based on Clare Graves' seven levels of psychological existence: Reactive, Tribalistic, Egocentric, Conformist, Manipulative, Sociocentric, Existential. In addition, the package was designed to integrate the affective and cognitive levels of learning into an experimental learning situation. The package included written material, games, and activities which are all designed to create self-awareness and maintain relevancy for the students.