The purpose of this study was to determine whether any differences in academic achievement existed between full-day and half-day kindergarten students at the end of their kindergarten and first-grade school years. Two public schools considered comparable in size, philosophy, and socioeconomic levels of a large school district in Texas participated in the study. One of the schools provided a full-day kindergarten program; the other school provided a half-day kindergarten program. Kindergarten students from each of the two schools were match-paired according to birthday and sex. The total sample size was fifty students. All students were tested in December, 1985, with the Metropolitan Achievement Test. Preprimer Level, and in May, 1986, the end of the kindergarten year, with the Primer Level of the Metropolitan Achievement Test. The Metropolitan Achievement Test. Primary I Level, was additionally administered to the subjects in April, 1987, at the end of their first-grade school year. During each testing period, the subjects were administered the Reading, Language, and Math subtests of the Metropolitan Achievement Test. The following supplemental data also were gathered on the students: The Metropolitan Readiness Test II scores and the TEAMS test scores. The data obtained from the testing batteries were statistically analyzed using …

The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.

The purposes of this study were (I) to determine the relationship of teacher temperament to effectiveness in the classroom and (2) to determine the relationship of the teacher's temperament to the teacher's sex, to the grade level taught, to the area taught (special education or regular education), and to the subject taught. It was hypothesized that (I) there is no significant relationship between the teacher's temperament and his effectiveness in the classroom, (2) there is no significant relationship between the teacher's temperament and sex, (3) there is no significant relationship between the teacher's temperament and the grade level he teaches (elementary or secondary), (4) there is no significant relationship in the teacher's temperament and the area he teaches (special education or regular education), and (5) there is no significant relationship between the teacher's temperament and the subject he teaches.

The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.

The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings. Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district. Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing. The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse. Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found. Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found. Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how …

Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.