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The Design And Implementation Of A Speech, Drama, And Communications Course For Junior High Students, Virginia H. Miller
The Design And Implementation Of A Speech, Drama, And Communications Course For Junior High Students, Virginia H. Miller
Abraham S. Fischler College of Education ETD Archive
A semester elective fine arts course for junior high students in speech, drama, and communications was designed and implemented by the author for a private Christian day school in a metropolitan Florida city. The school serves 630 students in grades kindergarten-four through nine. The project's goals were to expand the school's fine arts program, to address the personal needs of the adolescent, and to increase the interactions between the school's junior high and primary and elementary students. Following preliminary activities to assess and evaluate present skills, needs, and interests, students proceeded through sequence of activities to achieve objectives in four …
The Educational Effects Of And The Relationship Between Nonpromotion And The Dropout Rate, Sharon Slaughter Summers
The Educational Effects Of And The Relationship Between Nonpromotion And The Dropout Rate, Sharon Slaughter Summers
UNF Graduate Theses and Dissertations
The decision not to promote a student is a critical one; it could affect the rest of the student's academic career. It is imperative that such a decision be based on the best available research. This study reviews research that has been done on nonpromotion, dropouts, and the relationship between the two. Results from an examination of 1,024 dropouts' records show that 87.8% of dropouts had experienced nonpromotion one or more times. Recommendations for developing retention criteria and preventing dropouts are listed.
Reading Strategies, Tenth Grade World History, Florence Zeigler Baker
Reading Strategies, Tenth Grade World History, Florence Zeigler Baker
UNF Graduate Theses and Dissertations
Text specific reading/learning strategies that reflect recent theoretical research in the reading process were incorporated into the 10th grade world history curriculum. These methods were intended to afford success for a specific group of students who had a history of failure and so lead those students toward independent reading and learning. They were also intended to motivate the world history teachers to use procedures that are congruent with the findings of research in reading and learning.