Identification of four child growth principles in written situations by 254 sixth, seventh, and eighth grade teachers

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1967

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The Problem. The knowledge of how children grow has been available for teachers' use. Knowledge about children has been expressed in child growth principles. The problem of the present research was (1) to study the extent to which teachers of sixth, seventh, and eighth grades identified selected child growth principles in written situations, and (2) to explore the effect of certain teacher variables on the teachers' identification of the principles. The need for the study was apparent due to the lack of literature in the area of identification of child growth principles. [...]

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