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Halter, C. R. Arrested development of the brain, experimentally produced by irradiation in-utero, as related to maze-learning of the albino rat. Doctor's thesis, 1931. New York university, New York, N. Y. 97 p. ms.

This study was made with the hope that it might throw light not only on the clinical aspects involving human beings, but as a new method of investigating brain mechanisms. It constitutes an inquiry into possible association between brain mas and simple maze-learning ability in the common albino rat.

Hanna, Paul R. The relative effectiveness of three methods of problem solving. Doctor's thesis. 1929. Teachers college, Columbia university, New York, N. Y.

For this study three methods of solving problems in arithmetic were used: (1) The dependencies (graphic or diagrammatical); (2) the conventional-formula (four steps); and (3) the individual method (absence of any formal method). Twelve fourth grades and 12 seventh grades were selected for the experiment. In the final analysis of the results one would not be justified in advocating the use of the conventional-formula method nor could one say definitely whether the dependencies method has most value for aiding children to solve arithmetic problems.

Hawaweeny, Olga F. A critical study and evaluation of new type testing methods in high school history. Master's thesis, 1931. New York university, New York, N. Y. 42 p. ms.

A survey was made of the literature pertaining to the subject. A study and evaluation was made of different forms of the new type tests in history, followed by a study and evaluation of the existing new type tests in history. Findings: The new type test in history possesses the seven essential qualities of a good test. Although some of the existing tests in history have much in their favor, a large number of them are not satisfactory because they are obsolete in material used and do not test the attainment of the basic aims of history teaching.

Hendrix, S. Gertrude. Teaching devices on the high school level. Master's thesis, 1930. University of Illinois, Urbana. Urbana, Ill., University of Illinois, 1931. 42 p. (University of Illinois bulletin, vol. 28, no. 42, June 16, 1931. Bureau of educational research bulletin, no. 56.)

The purpose of this study was to collect, classify, and evaluate original specific teaching procedures being used by high-school instructors. Data were collected on six groups of high-school subjects.

Howard, Herman B. Correlation between reading and arithmetic. Master's thesis, 1931. New York university, New York, N. Y. 68 p. ms.

The purpose of this investigation was to determine the relation between the ability to solve problems in arithmetic and the ability to comprehend in reading as found in the sixth grade of the public schools of Highland Park, Tex., in 1929-1930.

Hussey, Marguerite M. Principles and methods of teaching health. Doc tor's thesis, 1931. New York university, New York, N. Y. 176 p. ms.

The purpose of this study was the evaluation of present methods of teaching health by means of specific principles which are used as criteria and the establishment of general principles which should serve as guides for a methodology in teaching health. Hwang, Pu. Errors and improvement in rating English compositions by means of a composition scale. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y New York city, Teachers college, Columbia university, 1930. 67 p. (Contributions to education, no. 417)

Two composition scales were used in this study: the Hudelson English composition scale and the Van Wagenen narration scale. The results of this study seem to indicate that the best condition of rating English compositions by means of a composition scale, from the standpoint of reliability, is to rate compositions written on similar topics, showing a wide range of quality, with an objective scale of the general merit type.

Jenkins, Lulu-Marie. A comparative study of motor achievements of children of five, six and seven years of age. Doctor's thesis, 1930. Teachers

college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 54 p. (Contributions to education, no. 414)

Three hundred white children enrolled in the public schools of Montclair and Englewood, N. J., were given the motor achievement tests. They were classified according to age; five, six, and seven years. Each age group was equally divided according to sex, there being 50 children in each of the six age-sex groups. Some of the motor achievements which may be expected of five, six, and seven year old children have been shown in this study. Comparisons giving significant likeness and differences between age-sex groups have been pointed out.

Kiernan, Frances M. Field work in high-school geography in the New York area. Master's thesis, 1931. New York university, New York, N. Y. 30 p. ms. Status of field work and suggestions for its increase and improvement. Findings: It is very feasible in the New York region because of the abundance of rich material found.

Klein, Charlotte. Frequency in the use of adjectives and the correlation between the use of adjectives and the intelligence quotient in a 5A class. Master's thesis, 1931. New York university, New York, N. Y. 41 p. ms.

This study took into consideration all adjectives both descriptive and limiting used in a 5A in Brooklyn, N. Y. There is no actual correlation between IQ and frequency in the use of adjectives, but a positive correlation exists between IQ and the use of good adjectives.

Kramer, Sister Mary Immaculata. Permanence of improvement and the distribution of learning in addition and subtraction. Doctor's thesis, 1931. Catholic university of America, Washington, D. C. Washington, D. C., Catholic university of America, 1931. 83 p.

Bibliography: 79-81.

This study is concerned primarily with the retention of gains made by childien as a result of drill in the processes of addition and subtraction while they are participating in regular classroom work. Findings: The most economical procedure in the fixation of number associations is spirited competitive written drill; short drill periods as limited as three minutes daily are more conducive to economical learning than are periods of double or triple this length; distributed learning periods give greater permanence of results for total amount of time spent in drill than do concentrated time periods for learning; older children have a greater retentive power for such skills than have younger children.

Kuhlmann, Martha J. The relationship between vocabulary scores and school marks. Master's thesis, 1931. New York university. New York, N. Y. 27 p. ms.

Determination of correlations between scores on Terman vocabulary test and final test marks for 123 children in grade 5B. Findings: Slight but positive correlation between vocabulary and all school subjects, greatest correlation between vocabulary and reading.

Leonard, J. Paul. Practice exercises in teaching capitalization and punctuation. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 78 p. (Contributions to education, no. 372)

A summary of this study is printed in the Journal of educational research, 21: 186–90, March 1930.

Punctuation and capitalization for junior high school levels are taken up in this study. Findings: The use of practice exercises to teach punctuation and capitalization is an effective and economical method of teaching children to punctuate their own compositions. The learning gained is of a permanent nature.

Lucas, Ida Childs.

Master's thesis, 1931.

This study gives the

A study of acceleration in the schools of Reading, Mass.
Boston university, Boston, Mass. 48 p. ms.

results of a promotion plan which has been in effect in the schools of Reading, Mass., for the past five years. The types of pupils studied were

those who have been allowed to complete the work of the six grades of the elementary schools in five years; the gifted children who have taken the full six years to cover the work of the elementary school; the dull pupils who have been put into the junior high school at the end of their sixth year in school; and the pupils put on a special program who have taken seven or more years to reach the junior high school.

Lupica, Benedict.

The development of a conception of relaxation through its values in various activities. Master's thesis, 1931. New York university, New York, N. Y. 57 p. ms.

Relaxation principles applicable to the ordinary man, to education, and science and to physical education and industry, were found.

McNee, Marcia Agnes. Factors related to reading achievement of college freshmen. Master's thesis, 1931. University of Chicago, Chicago, Ill. 121 p. ms.

A study of 257 college freshmen enrolled at the University of Chicago during the fall quarter of 1930-31. Findings: Intelligence is a conditioning factor in reading achievement as shown by the fact that 84.19 per cent of the poor readers and none of the good readers were found in the four lowest percentile ranks. A significant degree of relationship was shown between the scores on the three sections of the Sones-Harry highschool achievement test and their reading achievement.

Mallett, Effie B. Binet tests and the school progress of 560 children. A study of the progress of children in the primary grades over a period of years. Master's thesis, 1931. New York university, New York, N. Y. 27 p. ms.

The purpose of this study was to determine to what extent a Binet test is valuable in predicting school progress and in determining school placement of children seeking admission to the first grade. Binet tests were given to 560 children in the first grade, and a progress record kept for four years for the children tested.

Mendenhall, James E. An analysis of spelling errors, a study of factors associated with word difficulty. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 65 p.

Pupils in Public school 165, Manhattan, New York, N. Y. were tested. From 300 to 500 words were given to about 100 pupils at each grade level; list of words given was one grade level above that of pupils tested. It was found that omission of letters and substitution of letters are most prominent types of errors; the hard spot of a word is located either at the center or right of center; early syllables of a word are consistently easier to spell than later syllables. The principal source of spelling difficulty rests with a few particular letters, singly or in combinations, rather than with any general features of words such as length, etc. The writer suggests grouping words according to common visual elements and common errors.

Newlun, Chester Otto. Teaching children to summarize in fifth grade history. Doctor's thesis, 1929. Teachers college, Columbia university, New York, N. Y. From this study the following conclusions seem justified: (1) Summarizing is a desirable study skill; (2) children as low as the fifth grade can be successfully taught to summarize in history by using only a portion of their class time; (3) the most important skill in summarizing is the ability to distinguish between the important and the less important for the purpose in mind, etc.

O'Shea, Harriet Estabrooks. A study of the effect of the interest of a passage on learning vocabulary. Doctor's thesis. 1930. Teachers college Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 122 p. (Contributions to education, no. 351)

The subjects for this experiment were children in the fifth, sixth, seventh, and eighth grades in public schools. The evidence produced suggests that perhaps the final conclusion should be that mild interest in a reading passage is more favorable to vocabulary improvement than either great or little interest. There were some indications that children ranked closer to their intelligence level in their amount of improvement in Vocabulary on a given book as the intensity of their interest in the reading increased.

Robacker, Earl F. The relation of formal and of creative teaching to results in creative writing. Master's thesis, 1931. New York university, New York, N. Y. 77 p. ms.

The study deals with 200 cases in a controlled experiment involving junior high schools in four cities offering unusual cultural advantages. Findings: A high IQ is commensurate with outstanding creative ability and achievement in school systems where creative teach. ing is stressed; whereas in schools having nothing to do with creative education, there seems to be no relation between IQ and creative ability or achievement. The implication of the study is that schools of the old, formal type are by no means living up to their educational possibilities.

Sammartino, Peter. Improvement curves in the comprehension of printed French and in the acquisition of French vocabulary. Doctor's thesis, 1931. New York university, New York, N. Y. 231 p. ms.

The purpose of the study was to establish learning curves in significant phases of language learning. Findings: Plateau during the first five weeks or so of each semester; usually steady progress thereafter; upward spurt during last two weeks.

Schnyder, Dorothy M. A study of the correlation of museums with public schools in art education. Master's thesis, 1931. New York university, New

York, N. Y. 66 p. ms.

A study of museum-school correlation in New York City, the historical background of the problem; its present status and relation to visual education. The data tend to show that the efficiency of the museums in organizing programs which meet the art instruction needs of the schools exceeds the efficiency with which the schools make use of the opportunities offered. Teacher opinions maintain that growth in interest, appreciation and knowledge of art principles is apparent as a result of museum-school correlation.

Serven, Edward J. The relationship of height and weight and educational achievement of school children. Master's thesis, 1931. New York university, New York, N. Y. 114 p. ms.

A total of 1,682 boys and girls, ranging in age from 5 to 16 years, in a city in New Jersey were examined. Data obtained on 1,502 children, 798 boys, and 704 girls, indicate that intelligence or school achievement does not seem to be comparable to a simple physical trait such as height or weight.

Shaffer, Laurance F. Children's interpretations of cartoons. A study of the nature and development of the ability to interpret symbolic drawings. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 73 p. (Contributions to education, no. 429)

"Ten cartoons dealing with social, political, and economic problems were presented to approximately 150 children in each school grade from grade 4 through grade 12. The question asked was, what does this cartoon mean, and the children wrote the answers. In all 1,344 children in one group interpreted the first five cartoons and 1,407 children in a second group interpreted the second five. These children were widely distributed throughout the United States. Intelligence-test data for 1,727 pupils showed no wide discrepancies from the norms."

Silver, B. Robert. An evaluation of various procedures used in meeting the needs of slow students in history. Doctor's thesis, 1931. New York university, New York, N. Y. 143 p. ms.

The purpose of this study was to select, apply, and evaluate educational procedures designed to aid students who are backward or definitely deficient in their work in the history course in a typical municipal high school. The Evander Childs high school in New York City was chosen for study.

Skalet, Magda. The significance of delayed reactions in young children. Doctor's thesis [1931]. Johns Hopkins university, Baltimore, Md. Baltimore,

Md., Johns Hopkins press, 1931. 82 p. (Comparative psychology monographs, vol. 7, no. 4, Serial no. 34, February 1931)

Four methods for measuring delayed reactions in young children were formulated in order to answer certain questions centering around the general problem. The children's responses after several trials gave interesting data as to the relative menmonic values of the stimulus given and the previous responses made by the child. 60 preschool children were used in this investigation; 49 were in the Child institute at Johns Hopkins university, 11 were obtained from the Arbutus Methodist nursery school. The first group ranged in age from two to five and one-half years; the second group from three and one-half to five and one-half years.

Stretch, Lorena B. The relation of problem solving ability in arithmetic to comprehension in reading. Nashville, Tenn., George Peabody college for teachers, 1931. 47 p. (Contributions to education, no. 87)

The purpose of this study is to increase, by special training, the problem solving ability of a group of elementary school pupils and to determine the extent to which this increase in problem solving ability is related to the comprehension in reading of these students. An experiment was conducted in the fifth grade of the Sul Ross school in Waco, Tex., from February 24, 1930, to May 23, 1930. There were 32 pupils each in the control and experimental groups.

Swartz, Bertha A. Is detention after school a more effective remedial measure for failure in geometry and algebra than independent work? Master's thesis, 1931. Pennsylvania State college, State College, Pa. 75 p. ms.

A study was made of a group of vocational boys completing the first semester of the second year of algebra during the first semester of the term 1930-1931; of a group of mixed junior and senior pupils completing the second semester of plane geometry during the school term 1930-1931; and of a group of junior vocational boys taking the first term of plane geometry during the second semester of the term 1930-1931, in the Altoona senior high school. Data indicate that detention after school is not a more effective method for correcting and preventing failures.

Thompson, Robert S. The effectiveness of modern spelling instruction. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 81 p. (Contributions to education, no. 436)

An eighth-grade elementary school of about 1,800 pupils in Brooklyn, N. Y. was studied. The test-study method of instruction was used in teaching spelling. Data were secured in ordinary course of instruction; teachers kept a record of the number of times each word of assigned weekly list was misspelled. Data indicate that too many words are taught in elementary school; the superiority of the test-study method has been too much taken for granted; and that spelling lists contain too many easy words.

Vogel, Marie. A study of immediate and delayed recall of seventh, eighth, and ninth grade pupils. Master's thesis, 1931. New York university, New York, N. Y. 99 p. ms.

A total of 156 seventh, eighth, and ninth grade pupils were used in a study of immediate and delayed recall. The particular phases of immediate and delayed recall investigated were those of grade, age, and sex differences. Findings: Recall is a highly specialized function for all types of materials learned. Girls had better recall than boys in both immediate and delayed recall. In the logical materials there was less sex difference than for other materials used. In all of the tests there was a greater degree of variability among higher grades than lower grades. Boys varied more than girls. In all series the first presented was the first recalled, the middle of a series proved most difficult. Pupils having good immediate recall were good in delayed recall; quick learners were also good in retention.

Wyckoff, Marion M. The worthy use of leisure time as an objective of teaching history in the junior high school. Master's thesis, 1931. New York university, New York, N. Y. 56 p. ms.

A study of the actual use of history in leisure time, involving an investigation of existing studies, data of 150 questionnaires, and a study of provisions for leisure time, from courses of study and 10 textbooks. Findings: History has a place in leisure time activity but indications are that slight emphasis is put upon this aim in teaching.

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