The problem in this study is to show the possible relationship between improved physical skills and the total adjustment of boys at the junior high school level. A limited number of boys selected from the seventh and eighth grades who were without adequate physical skills were given special assistance for improving such skills, and a record was kept of the procedure and possible results of this instructional program.

It is the primary purpose of this study to determine any differences in the achievement abilities and teacher ratings of the boys and girls of equal intelligence quotients in the fifth, sixth, and seventh grades of the Alvord Elementary School, Alvord, Texas. A secondary purpose is to make a study of the environmental background of a number of pupils in order to determine certain other factors that might be considered as producing some influence upon the success or failure of the boy or girl.

To try to determine what the interests of boys and girls in the seventh grade are and how these interests are used in their school work, or are not used, is the purpose of this study.

This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.

This study sought to determine if there were differences in the types of reading interests of seventh- and eighth-grade pupils associated with their racial origins, their socioeconomic status, or their school environments. It also sought to consider the strength of reading interest scores as related to other variables and to consider the relationship between these scores and the number of hours spent in reading and the change in amount of reading since the previous school year.

Este trabalho tem como objetivo contribuir para uma melhor aprendizagem dos alunos da educação básica sobre o conceito dos números inteiros, em particular, a reta numérica. A metodologia utilizada é a pesquisa bibliográfica. Observamos que os documentos oficiais orientam para o uso da história como um elemento que contribui para a aprendizagem, nesse sentido, nos baseamos na ideia de sentidos contrários, dos comerciantes medievais, para entender os sentidos contrários na reta numérica dos números inteiros. Elaboramos uma sequência de atividades para o ensino, inicialmente, da reta dos números naturais que evidenciam seus elementos constitutivos: (a) sua origem, (b) seus sentidos e (c) seus deslocamentos, considerando as várias possibilidades de posição da reta, horizontal, vertical e inclinada. A esses elementos foi possível acrescentar a necessidade da expansão da reta dos números naturais, criando um novo lugar, que necessita de um novo número, os números negativos. Essa nova reta, a dos números inteiros, tem seus elementos constitutivos a partir da reta dos naturais, portanto, é uma expansão dela. Finalizamos com a sugestão de dois materiais didáticos manipuláveis que podem ser propostos como uma complementação da sequência de atividades, visando facilitar o processo de ensino e aprendizagem a fim de diminuir as dificuldades dos alunos nesse campo numérico. / This work aims to contribute to a better learning for students of basic education on the whole numbers, in particular, the numerical line. The methodology used is the bibliographical research. We note that the official documents guide to the use of history as an element that contributes to the learning, in this sense, this work is based on the idea of contrary senses, of medieval traders, to understand the opposite directions in the numerical line of whole numbers. We draw up a sequence of activities for teaching, initially, of the line of the natural numbers that evince its constituent elements: (a) its origin, (b) its directions and (c) its displacements, considering the various possibilities of position of the line, horizontal, vertical and slanted. To these elements it was possible to add the need for the expansion of the line of natural numbers, creating a new place, which needs new numbers, the negative ones. This new line, that of the whole numbers, has its constituent elements from the line of the natural ones, so it is an expansion of it. We conclude with the suggestion of two manipulatable didactic materials that can be proposed as a complement of the sequence of activities, aiming to facilitate the process of teaching and learning, in order to reduce the students a difficulties in this numerical field.

Este trabalho tem como objetivo contribuir para uma melhor aprendizagem dos alunos da educação básica sobre o conceito dos números inteiros, em particular, a reta numérica. A metodologia utilizada é a pesquisa bibliográfica. Observamos que os documentos oficiais orientam para o uso da história como um elemento que contribui para a aprendizagem, nesse sentido, nos baseamos na ideia de sentidos contrários, dos comerciantes medievais, para entender os sentidos contrários na reta numérica dos números inteiros. Elaboramos uma sequência de atividades para o ensino, inicialmente, da reta dos números naturais que evidenciam seus elementos constitutivos: (a) sua origem, (b) seus sentidos e (c) seus deslocamentos, considerando as várias possibilidades de posição da reta, horizontal, vertical e inclinada. A esses elementos foi possível acrescentar a necessidade da expansão da reta dos números naturais, criando um novo lugar, que necessita de um novo número, os números negativos. Essa nova reta, a dos números inteiros, tem seus elementos constitutivos a partir da reta dos naturais, portanto, é uma expansão dela. Finalizamos com a sugestão de dois materiais didáticos manipuláveis que podem ser propostos como uma complementação da sequência de atividades, visando facilitar o processo de ensino e aprendizagem a fim de diminuir as dificuldades dos alunos nesse campo numérico. / This work aims to contribute to a better learning for students of basic education on the whole numbers, in particular, the numerical line. The methodology used is the bibliographical research. We note that the official documents guide to the use of history as an element that contributes to the learning, in this sense, this work is based on the idea of contrary senses, of medieval traders, to understand the opposite directions in the numerical line of whole numbers. We draw up a sequence of activities for teaching, initially, of the line of the natural numbers that evince its constituent elements: (a) its origin, (b) its directions and (c) its displacements, considering the various possibilities of position of the line, horizontal, vertical and slanted. To these elements it was possible to add the need for the expansion of the line of natural numbers, creating a new place, which needs new numbers, the negative ones. This new line, that of the whole numbers, has its constituent elements from the line of the natural ones, so it is an expansion of it. We conclude with the suggestion of two manipulatable didactic materials that can be proposed as a complement of the sequence of activities, aiming to facilitate the process of teaching and learning, in order to reduce the students a difficulties in this numerical field.

Metaphorlc competence of learning disabled and normally achieving fifth and seventh grade male children was Investigated. Four measures were made of metaphorlc abilities. The first task was a multiple choice written test to determine the rate of metaphorlc preference. Part two consisted of children developing metaphors. Part three and four required explanations of the meaning of preferred metaphors and produced metaphors.

This study was undertaken in the belief that a greater relationship would be revealed between the Rorschach and intelligence test scores if the factors in the Rorschach which have been found in the past to be related to intelligence could be compared as a whole with scores obtained on mental tests. The purpose of this study was to determine whether it could be demonstrated that a higher degree of relationship does exist between several of the Rorschach factors, considered as a whole, and intelligence as revealed by the California Test of Mental Maturity.

No description available.