The purpose of this study is to examine the extent to which fifth-grade teachers, teachers in special education, and child psychiatrists hold similar views regarding the seriousness of commonly observed student behaviors. In addition, the views of these three groups are compared to research regarding which behaviors in children are predictive of future delinquency. The Wickman Scale, consisting of fifty commonly observed children's behaviors, and a fifteen-pair Semantic Differential Scale, designed for use in this study, were administered to a group of fifth-grade teachers, a group of special education teachers, and a group of child psychiatrists.

The problem with which this investigation is concerned is the effect of work-study method instruction upon the achievement of students in fifth grade social studies. The purpose of this investigation is to determine the effects of the SQ3R (Survey, Question, Read, Recite, Review) Study Method instruction upon the achievement of students in fifth grade social studies. The subjects ranged in age from ten years two months to thirteen years three months. Th I.Q. for the subjects ranged from 70 to 135. Of the 102 subjects involved in the study, 42 were male and 60 were female. The I.Q. score from the California Test of Mental Maturity, S Form was used to structure the subjects into three intelligence levels. Fifty-four subjects served as the experimental group, and forty-eight served as the control group. The instrument used to obtain pretest and posttest scores on the variable relating to achievement was the SRA Assessment Survey, Blue Level. Form E was used for the pretest, and Form F was used for the posttest. The subjects were assigned to four classes which were near equal. Two classes were selected by the principal to serve as the experimental group. The other two classes served as the …

The first purpose of this study is to determine whether significant differences exist among the perceptions of principals, librarians, and teachers with respect to the following categorical practices or conditions relative to the learning-center concept in open-space elementary schools: (1) teacher preparation for use of the learning center; (2) student preparation for use of the learning center; (3) learning center personnel and their role; (4) operation of the learning center; (5) facilities, materials, and equipment in the learning center; (6) use of the learning center for individualizing learning; and (7) use of the learning center for developing independent learning skills. The second purpose of this study is to determine whether a significant correlation exists among specific categories. The third purpose of this study is to establish the degree of emphasis placed upon various practices or conditions relative to the learning-center concept in open-space elementary schools of Texas.

The purpose of this study is to determine the effects of three different types of in-service or preservice training on the attitudes of sixth-grade teachers in selected Texas school districts toward the "new" social studies. The types of preparation compared are the following: completion of a social studies methods course within the last two years, attendance at a social studies in-service training session at least three hours in length within the past year, a major or minor in one of the social science disciplines, or combinations of these. Additional variables such as age, teaching experience, classroom organization, degrees held, and textbooks being used are also considered. Three hundred twenty-four respondents from thirteen school districts completed a two-part questionnaire. Part A seeks biographical, educational, and experiential information. Part B contains thirty-nine statements about social studies education to which the participants respond on a six-point Likert-type scale. Data are treated with a one-way analysis of variance, and hypotheses are retained or rejected at the .05 level of significance. When a significant F-ratio is found on data having more than two groups, the Fisher's t for multi-type comparisons is applied to determine where the significant differences occur.