The problem undertaken in this survey was to determine the value of motion pictures in the social-studies program of the elementary school, with special emphasis upon the learning and retention of facts and general information related to the social studies at the sixth-grade level.

The investigator undertook to make an analytical study of boys in the sixth and seventh grades in the Trinity Heights Elementary School of Dallas, Texas, who tend to be non-participants in playground activities and, on the basis of the study, to draw implications for the future guidance of such boys in group participation in such activities.

The problem of this study is to determine whether or not superior reading ability in a given reading skill is significantly related to successful achievement in each of the three areas of arithmetic, social studies, and science, and to determine whether or not the different reading skills are related to areas of achievement in different ways.

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.

Authors of some research studies and other concerned citizens have questioned the relevance and appropriateness of the teaching of science as it is currently done for the transescents in the middle schools. Some suggest that teachers merely attempt to teach scientific facts without regard for students' characteristics, needs, interests, and input. The premise that student input is desirable suggested the need for this investigation of the sixth grade science course. The purposes of this study were: 1. To determine the degree of interest expressed by students in ·topics and in specific items within topics, 2. To determine differences in the degrees of interest expressed by students of different teachers, 3. To determine differences in the degrees of interest expressed by male and female students in the topics taught, 4. To determine if student interest in science is related to achievement as indicated by final grade in science, and 5. To determine teachers' perceptions of their students' interests in topics and specific items within topics. A survey was conducted with an instrument that listed all of the science topics covered in the sixth grade course. Beginning seventh grade students were asked to express their interest in each concept and indicate whether they thought they were taught or not taught in sixth grade. They rated each concept as definitely interesting, of some interest, or not interesting. Appropriate statistical procedures were used to analyze the data and the following conclusions were drawn: 1. Students were generally interested in the sixth grade science program„ However, for most of the concepts students indicated "some" interest as opposed to "definite" interest. 2. There were significant differences among the levels of interest of students taught by different teachers on five topics: Classifying Animals with Backbones; Classifying Animals without Backbones; Elements and Compounds; Sources of Energy; and Atmosphere, Climates of the World, and Natural Cycles. 3. There were significant differences in the levels of interest between male and female students only on two topics: Life Cycles, Heredity, and Living Things; and Sources of Energy. 4. Student achievement and interest were significantly related only on the topics of Classifying Animals without Backbones; Properties of Light; Sources of Energy; and Electricity and Magnetism. 5. Teachers perceived all the science items to be of "definite" or greater than "some" interest to the students. / Ed. D. / incomplete_metadata

This paper presents the thesis that a major emphasis on craft activities in the creative art program for early adolescence is indicated as an aid in the adjustment of the child to the more mature status in which he finds himself. As a test, during the school years 1955-56 and 1956-57, children in grades six and seven at the W. W. Bushman School in the Dallas Independent School District, Dallas, Texas, participated in various projects in crafts as part of the course of study in art, which also included drawing and painting. A description and evaluation of these problems are the subject of this paper.

The intent in formulating this study was to examine social perception, as related to several sociometric variables. By social perception is meant the ability of an individual to estimate correctly the feelings of his associates toward him, in terms of their desiring or not desiring him as a close friend.

The purpose of this study was to determine the effects that certain classroom management techniques would have on the self concepts and choice status of sixth grade students and to assess the potential of these techniques. All sixth grade students (86) enrolled in one elementary school participated in this study. There were four class sections, two of which made up the experimental group and two of which made up the control group. Only those students who were enrolled at the beginning of the study were included in the final data analysis. The IPAT Children's Personality Questionnaire, What You Do and What You Think (1963) provided a measurement of self concept. This instrument was reported to be a standardized self evaluation scale that assessed fourteen factors of personality. The sociometric test of specific criteria was used to identify students of low choice status. These two instruments were administered in January of 1972 and again in May of 1972.

The problem of this thesis is to study the types, causes, and effects of maladjustments found in analyzing certain pupils of the sixth grade. Also the problem seeks to determine why the present curriculum is not meeting the needs of these maladjusted children of the Decatur Elementary School.

The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.