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Elementary Guidance Services In Urban And Rural Schools In Tidewater, Virginia, Berkley Edgerton Ashby

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to assess the relative importance of the ten most significant components of an elementary guidance program. A second purpose was to identify differences in guidance services provided in selected urban and rural schools and also the perceived effectiveness and adequacy of the services as viewed by counselors and teachers. The study was conducted with elementary guidance counselors and elementary teachers in 48 urban and 48 rural schools in Tidewater, Virginia.

The National Study of School Evaluation instrument for secondary schools was modified for use in this study. A pilot study of the revised instrument …

The Identification Of Gifted Children At The Kindergarten And First-Grade Level In An Urban And Rural Population, Flora Carter Roberts

Theses and Dissertations in Urban Services - Urban Education

This study examined the nomination procedures and assessment instruments employed in the gifted programs in ten urban and four rural southeastern Virginia school divisions. The procedures and instruments were examined in relation to the proportionate number of black and white children nominated for and determined eligible for the gifted program at kindergarten and grade one. The odds-ratio, a measure of association, was the primary data analysis technique employed.

In urban divisions in which K-1 membership was reported as white, black, other, white children were four times as likely to be a member of the gifted program at the end of …

The Effect Of Mobility On The Academic Performance Of Grade Six Students In An Urban School, Arnold Hugo Lindblad Jr.

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to examine the impact of mobility on the standardized achievement test scores of grade six students in an urban school. The study sought to (1) identify the degree of mobility experienced by grade six students in the Chesapeake Public Schools; (2) identify the degree of mobility within the Chesapeake Public Schools; (3) determine the socio-economic, gender, and ethnic characteristics of the extra-city mobile, intra-city mobile, and non-mobile grade six students; (4) determine if there were differences in the standardized achievement test scores of extra-city mobile, intra-city mobile, and non-mobile grade six students; and (5) …