A Study of Children’s Understanding of Certain Statistical Concepts in Social Studies

Citation preview

a m s m of ^mmMTm niu6''OP^om TAi^ smxs$iCAi» coHCBFfs m ;soosad.m m xsB

by lucy Scott

A dissertation submitted In partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Department of Education, in the Graduate College of the State University of Iowa

ProQuest N um ber: 10831783

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uest ProQuest 10831783 Published by ProQuest LLC(2018). C opyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C o d e M icroform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

The write? grata fully acknowledge s bar indebtedness to Dr# Ernest Horn for suggesting the problem and for M s guidance throughout the study,

She wishes to thank Dr, K, F* Einqutat

for his critical ©valuation of the teat items, 2?ke writer is grateful to the teachers, supervisors, and administrators of the public school systems la Clayton, Missouri, in Cleveland, Ohio, and in East Waterloo, Iowa, for their generous eo** operation in carrying on the investigation.

ui StSUS OF COHTBHTS Page

Chapter I

introduction Statement of Problem Purpose and Plan of Study

II

Textbook Analysis Selection of Books Analysis of Books

XIX

The Testing Construction of Test Administration of Test

X?

Test Hesuits Bank Bangs Median Average Deviations from the Average Samples Relationship between gets of Data Percentages and Amounts of Increase Comparison of Responses Made by Boys and Girls Comparison of Responses Made by Pupils of Grade Slat and Grade Bight

Y

1 1 9 12

12 14

21 21 30 32 32 41 51 53

08 77 88 @3

102 103

Summary of Investigation

106

Bibliography

121

Appendix

126

Supplementary Data Test Forms

127 193

iir

fable

Fo@o

1 S ta tistica l Concept* In fextboaka 8 Pereastae** of Raapanaea to Sxaraiaea an «*e Definition of Kaak ant Awaagawmfc of states &I3 Ij^PWWr -W® «W*1#S

15

m

5 Fafceatagaa of eowoct 8e*j>o*»a*a to * » » ! * •

aa os Piaiiins tfaa saafc a fita te e I r a an an*

A

m

Ssaeiieimlhfc^fc* ft# teatjranatraaittKai lift SliHlisiiyMiS on

FltuUfig isaaat mxS Higboat SMpemtiwea Ikon a M M

m

Girts to Sxoraisaa footing snaenataniing «f m %>& SxSSPitiset* {m felhft

A. Pa:PHft4infcitJ£ili& Of

PofltofIfrtoitt ^

Coamfcafcioii of Eo*i$»

43

thiatatassit'sn*jhn Fuseo 'fSottofo f3atiat»«■»***> Psra IftoraMMiiif-a***™*

f

Tootle® MmtaftiSiig of t&o smm&iitg of $&do 6 W

mud of sxigM Kaa&oa

4§

fnr < >^F>^W aFrSosoeaaftB to ^FFoxttORt&ttfifi ^|F P |FV< t» FP ^^M ^o^ a“«* FiKlBr F FoiF ‘^ffiyoiNH FFFtraPpF^F^'^^F*^F^^^umi bFo |FF(Fi M nod I F

m

VP MiMMMlMlMto^faafeciAdib^i4tk&9*fS£'4fctig'fefcAt ^ mi MtoRjikmftmKdomi % os *go omoodlfe iTWFWw^iNl^Fll I't fdapWwPlff fJ f t&Joottfeo&i BIW&

by oirts to kxerelaes testing Ungti-afcanding el Kongo

m

10

m U

Faaaaataeaa cd KeapoMM to SaBtw&aes on the oif d$063*(t66

m

t l&aaaOidOOOO®©® Mfcanengfcaa-m-tnnt Ow m±4P OwlPOOOO ff mtaiCiifii■t> oOdORraNP ■*-— ---■—■ —.- * . IjililttMPOefcOOO a..— ..oo ... *tft ' * iip.B

6OSB^0®SHd

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Xf fmmmtem® of d l# | Boipmsooo Oo mmmlma m mm wm *n fo r Oompi^io@ tM

m

60

U M by Oirta ttt Bxoreisea SOating Badorstandlng Of A w a g *

66

IS Pareaatagaa for Saoh Baaponaa to Sxareisas - aft sovtfttiona fra# ti» Ataraga

71

17

Foroantagaa of Rigbt RoapOBaas by to o . and

to 6 M i to SaamXit* Soottag BBdarabandlng

18 19

80

81

of Smrtottono fra# tbs Araraga

76

Ftrtanfengaa for Boob Response to Eassreiaea on selecting m s m m m u m smpioa

78

Percentages for Saab aeapaaae to Exareiass on GanersliBlng froa law Aaaraga of o Kayraama* tatlra Sample

16

Percentages for 8«ab Reopooee to Bxeroisea on tow Baa of Averages of Biased and Bepreaentatiro Sample#

86

Faraaatagea of Right Response# by Boys ana by stzla to Batmans Besting Understanding $teft HdH $f

39

#f Ri^it $?®tfng

03

86

$7

t® B&«reia©« «»

h itm a n mtm ol Data

00

«f Big&t Be*|N3»i*0 by Egy* and % @ H | i to fluting Ability to Hot© M U M M f e t i * befcwesi a#tft of J>aba

93

on tb® 0io. of Foi»oont«gos $gg& Amounts of moreooo . In foiMlstSon

97

Fsrsaatagss of Right Responses by Bora and by Girl# to Rxeratsas Tasting the Ability to Baa Percentages awoosta of inoraaaa la Popalation

101

mwaeiaoa for Btaeh Grade Bight Bad Higher Faroaatagas of Right Answers than Grade Six

106

■

88 .

O^lipil

Table 27

Exercises for Which Grade Six Had Higher Percentages of Right Answers Than Grade Eight

28

Age-Grade Distribution of Pupils Who Partici­ pated In the Testing

29

Test Results for Olayton, Missouri

30

TestResults for Cleveland, Ohio

31

TestResults for East Waterloo, Iowa

32

Incorrect Answers by Grade Six to Exercise 6, The Average Number of Points Scored by a Ball Team

33

Incorrect Answers by Grade Eight to Exercise 6, The Average Number of Points Scored by a Ball Team

34

Incorrect Answers by Grade Six to Exercise 33, The Range in Temperature for a Day

35

Incorrect Answers to Exercise 34, The Per Capita Income for A Certain City

36

Incorrect Answers by Grade Six to Exercise 61, The Relationship between the Amount of Water Used for Irrigation and the Yield of Wheat per Acre

37

Incorrect Answers by Grade Eight to Exercise 61, The Relationship between the Amount of Water used for Irrigation and the Yield of Wheat per Acre

38

Test Results for Campus School, State Teachers College, Towson, Maryland

Chapter I

umxmmnm Xn a eouistry in which the constitution provides

for freedom of speech and of press, many different points of view on questions of current interest are presented to the people through magazines, newspapers, news reels, radio, public lectures, forums, end panel discussions* People are continually facing the necessity of making de* etalons, of forming and expressing opinions in regard to issues, some of which are of vital importance to their welfare* Among the many understandings and abilities that persons must possess in order to exercise the privileges and the responsibilities that arc afforded by freedom of speech and press are the understanding of and the ability to use certain statistical concepts*

These achievements

are required not only by persons whoso reading is extent sive, but also by those whose reading is limited to the daily newsp&pexv

Readers of the sections of The New York

Times which feature news reports and articles find a know* ledge of certain statistical concepts necessary*

The fre­

quency of occurrence of statistical concepts in the "News,1* in the Review of the Week,fl and in the Magazine* sections of The Nag York Times for June 30, 1940 is shown in the following lists

Statistical Concepts

Frequency

Rank

Average-arithme tic mean

=l »

Average-typical Range ng

A

Percentage of increase

IS

From an analysis of the Sunday edition of two metropolitan newspapers* fhe |J& 3Ej«Eft lipfe!

J M SMMfig

Tribune for August 6* 1999* it appeared that statistical concepts occur in the discussion of a wide variety of topics* Average* meaning typical or usual, occurred in statements about the followings

diplomats* German doctors, dog owners,

applicants for jobs* listeners to radio, housewives, auto workers* men, 0erman lunch tables, and laundering* the arithmetic mean* also called the average* was used to present information about the followings

dally*

weekly* and week-end attendance at the fairsf monthly earn* ings as the basis for social security payments; fire losses In Raw fork for various years; temperatures In weather re­ ports; weekly and daily market prices; daily* weekly* and monthly livestock statistics; batting and pitching averages in baseball; speed and weight of plane a; horse-power of American automobiles; department store sales; amount spent for food; length of skulls of bears; production of plane units in lagiand; monthly reduction on mortgages; number of workers employed; loss of weight per month; and sines of building lots* In the sports section* rank appeared frequently in articles about polo players, football coaches, tennis

3 player*, baseball clubs, and race horses.

Rank was also

used in the discussion of air and land travel, American air aces, automobiles in the United States, speed of diesel engines, production of coal in Germany and in the world, exporting centers, wage®, premiums in insurance, appropriations by Congress, mortality rates, and temperatures. Range was used in discussing the ages of members of a band, of grandmothers, and of stowaways; the prices of stocks, bonds, llve-atoek, and real estate | wages and salaries| temperatures in weather reports! cost of produc­ ing moviesf and height for dropping bombs. References to sampling were made la the reports of two surveys of the Institute of Public Opinion, one about the political parties in Ohio in 1940, the other about the one hundred thirty hour law for i f A workers. There was a brief summary of a scientific research study that had used samples.

In some advertisements* the results

of sampling studies were quoted. From the foregoing analysis, it is evident that readers of newspapers need an understanding of certain statistical concepts*

Children in school also find an

understanding of some statistical concepts necessary. The Committee on the Teaching of Geography for the Rational Society for the Study of Education Includes in the list of specific attainments for different grade levels the development of certain abilities to use statistics.

For grad* fiwe they are: "When given a list of cities and fch© popula­ tion of each- to find the largest five cities, the largest ten, or to arrange the whole list in order of else* *When given a list of states and the amount or value of the production a certain crop or mineral, to arrange the states in order of importance of such production,1*! For grade six is listed the ability: nTo use statistics to calculate popular tion densities of countries and to calculate per acre yields* *$q use correctly such technical terms as per acre yield*#® In Junior high school pupils should be able: *$0 read the relationship between the several kinds of Information shown on a combination graph* *$0 make inferences and to raise geograph­ ical problems from a variety of statistical tables,

wTo know the value of accurate statistical material in securing geographic information and in forming tentative conclusions* the most comprehensive statement of the statisti­ cal concepts which are necessary for effective thinking in social studies by children in the elementary school is made by Professor Ernest Horn*

' Aflftifftef.for Jte ftudy of Education, Jhg> MCfflBf f f a i b ^ SeSooi Sibliahing tfcSpany, gtoaf Illinois, pp* 259-260* Bl & aae UwXXQjUffU ww»*ii| li/W UUXVW* lewa* Iowa City* 1934; Short| Harry Claudius, Comprehend slon of Certain quantitative Terms Used in Seventin giggSoelai Safe^e M ^ r p i e * ffni^bliaSHr master*e thesis* w ‘'“ir ualverelty of Iowa* Iowa City* 1933* ^Buswell* G. T* and John* Lenore* The Vocabulary of Arithmetic. Supplementary Educational Monograph, so* 38 ■fanuary* IWI# University of Chicago* Chicago, 111,

8 quantitative materials#15 Difficulties which children have la reading graphs# verbal statements, and statistical tables were reported upon#

In a study made by Thomas, the

ability of children to read graphs was measured#15

Thorp

conducted an investigation "to determine how well pupils can handle geographic tools.*1^

In a study by Howe, the

ability of children in grades four# five# and six to use map sys&ole was investigated#15

lord made a study for the

purpose of determining the ability of seventh-grade children to make geographical use of the ideas of longitude and latitude#15

Rogers made a survey to determine how effectively

^Waahbume# John H#, "An Experimental Study of Various Graphic# Tabular# and Textual Methods of Presenting Walter si# ~

—

—

------ -- -

*“

-

Iowa City# 1936. l^Thomas# Katheryne 0## "The Ability of Children to Interpret Maps#^ in /atlond Society for The Study of Education# pp# 49S-506. 14Tfeorp# Mary T»# ‘’Studies of the Ability of Pupils In Grades four to Eight to Gee Geographic Toole#11 in Thirty-second Yearbook, National Society for the Study of Education#'pp.# 1SI-SS8# 15Sow©| George F#t "A Study of the Ability of Elementary School Pupils to Head Maps" in Thirty-second Yearbook. National Society for the Study of Mueaiion# pp. 16Lord, F* E*, "The Ability to Make Geographical Gees of the Ideas of Longitude and Latitude." in ThirtySecond Yearbook# National Society for the Study of Education# pp* 460-468#

study skill© Involved in the location of materials and the use of graphs and maps have been developed by pupils in grades six, seven, end eight* ^ Purpose of the study Ths first part of this study is given over to a

report upon recently published and widely used textbooks examined in order to ascertain which statistical concepts occur in history, geography, and social science books, for the upper elementary grades and junior high school and to note how these concepts are used in making generalisations* The second part of the study is feiven over to an invesblga* tlon of the understandings which children have of these statistical concepts*

rank, range, median, average, deviations

from the average, representative and biased aampleg, relation­ ship between seta of data, end percentages and amounts of A written test is the instrument to be used in measuring understanding >of the concepts*

The purpose of

the testing is to obtain data valuable in answering the following questions In regard to the understanding that children in the sixth and the eighth grades have of the statistical concepts enumerated in the foregoing* 1)

How adequate are the meanings which the

17Eogers, J* Lloyd, A gurbey of the immhmmwmmhh »e Relative Effectiveness with Which Iowa ilementaryr Schools are developing berj&lh B a s i c g k i l l s * Unpublished Unpub11 si 'doctor*a disiertaiion, State unTversity of Iowa, Iowa City, 1955*

- ..-O'

children tested attach to the terms? a)

What degree of skill have they In simple

computations using these statistical measures? 3)

What inferences do they make when the average

is used to represent group data? 4)

ire they able to detect sources of M s s * in

3)

When the average for a representative sample

gBB li

is kaownf how do they generalise in regard to the popula­ tion which the aample represents? 6}

Are they able to interpret the relationship

between two sets jS|f dj^ts? 7)

When they use a table of percentages in in­

crease* do they consider the else of the base? the answers to these questions should be useful to those who are Interested in teaching social studies in the elementary grades and junior high school and to those who prepare reference materials which are to be used by pupils of these grade levels. before testings

These assumptions were made

15 If from the results of the investigations

It is evident that children have an adequate understanding of these terms in such situations as they may be expected to use them* then specific instructional materials and pro­ cedures will not be needed*

8) But if the test results

indicate that children have vague* or erroneous ideas of these terms* then specific instructional materials and procedures may be desirable*

Teachers* authors* and

publishers of textbooks— all may be able to contribute to the development of better understanding of* and greater skill is the use of* these statistical concepts which are of value to students in developing the ability to think for themselves.

Chapter IX mXKBQQK ANAIYSXS

la public schools, textbooks are commonly used and are regarded as m essential source of information in the social stadias*

In a surrey of the investigation of

current practise in teaching the soeial studies, Horn found that textbooks constitute the basis of instruction in the sOclal studies in American schools.18

Bowman in

his statement of the limitations of the textbook admits that it is a necessary medium of instruction in geo* graphy*3^

the purpose of this part of the study is to

ascertain which statistical concepts appear and to note how they are used in making generalisations In the new and widely used texts in history, geography, and social studies for the upper elementary grades and junior high school* In order to find which texts in geography and history are widely used, data on best-selling books were requested from publishing companies*

According to the

information secured from the publishing companies, the Atwood-fhcmae and the Barrows-Parker series of geography texts and the Kelly history books are used extensively*

^Horn, Ernest, Methods of Instruction in the Scribner1s Sons, New York, 1987, ^^owman, Isaiah, Geography in Relation to the Social Solenees* Charles Scribner*s Sons, New York, 1934, P* ©5V

Due to the fact that there are sot many texts to choose froa,there was little difficulty in selecting the social studies textbooks,

Hg| j£g Jtt£ Changing Society bg Rugg,

0 * * J t o s£ U r l m

by Wilson, and jgw Sew grontler 3oeial

Science Series by Freeland and M a m a are the three outstanding aeries of textbooks in social studies.

Two books

f v m each of the geogft^hy aeries, two Eelfey histories, and

two books from each of 'the social studies series wore chosen for examination#

Two of the sooial stadia a books, America.^.

Progress In Civilisation ''and Where Our Ways of tiring Pome From are really history texts#

fhe books which were ex­

amined are listed belows Atwood, Wallace l#t and Thomas, H* g*, Tkm Americas. Glim ana Company, Beston, XsSfT Atwood, Wallace W*# and Thomas, H# G,, Nations Beyond the Seas* Gina and Company, Boston," 1^34. Barrows, Harlan B#, and Parker, Edith, Europe agd^Asia, Silver Burdette and Company., 9H$cago, Barrows, Harlan H#, and Parker, Edith, Waited S 4 1 w B w d *tte 8113 tfc®pany,

Salty, Mary 0*, J|wi Grprth oj the American People said Igtim* Ginn ana Sompany,' SoaSffi, IffiSl.' Freeland, George B#, and Mans, James f*, Frogreaa in Civilization. Charles K iS i S r » s sons,. new Ie^ S , i^SS# Freeland, George E*f and Mams, James T*, .Me.rie,a^and the lew Frontier. Charles Scribner *s lEsrieTToH; m r — ~

Rugg* Harold 0#, and Krueger, Louise# gilding of America. Ginn end Gcmipsmy/Boston Rugg. Harold G« * and Krueger, Louise, Man At Wo*k! m » Industrie a. Ginn and Co^inyTBoston m — Wilson, Howard E,, and Wilson, Florsnes H„, ' ■ * ■ ■■ * - -" ** *■■*— ) American Book ■orapany,

isgyipf

Wilson, Howard 1,, and Wilson, Florence H*f *“

•

Upon the basis of a preliminary examination of several books, it was decided to include rank, range, and average, in the frequency count of concepts In all the books# Undoubtedly other statistical concepts ar© utilised in the selection and organisation of evidence and appraisal of data for making generalizations, but the frequency of these concepts can not be easily tabulated.

Table 1 shows the

frequency of occurrence of the first three concepts, as tabulated in the books on the preceding list* The statistical concepts appear more frequently In the geography books than in the history or the socialstudies texts with one exception#

Certain statistical con­

cepts are used In statements regarding relationships and generalisations#

The following examples of usage of these

concepts ar© in&leatdg* of trends*

Some of the natural

factors that influence cultural patterns are described by us­ ing statistical measures*

It Is in providing the framework of

Table 1 statistical Concepts in Textbooks

Textbooks

Frequency of Concepts Hank Range Average

Geography Atwood-Thomas, The Americas ITations Beyond the Seas

641 1249

113 147

37 65

Barrows-Parker, United States and Canada Surope and Asia

176 490

126 127

24 58

16

3

1

11

6

7

Freeland-Adams t America’s Progress in Civi #» llsatIon 166 America and the New Frontier 140

26

14

37

68

Kugg-Krueger, Building or America Man at Work, Ills industries

16 7

24 23

7 17

Wllson-Wilson Whore Our Ways of Living Come From 6 Living in the Age of Machine s28

2 8

1 4

History Kelty, Beginnings of American People and Nation Growth of American People and Nation Social Studies

physical facta. In Identifying regional characteristics, and in comparing regions that statistical concepts are frequently used in geography*

Statements about average

and. range are used to describe the cliaa&'ib; condition® of regions*

For example, In discussing the cotton belt,

the corn belt, the hay and dairying belt? as well as ex­ plaining temperature, length of growing season, and the like, points are mad® in terms of aye r a p and range* The relative importance of cities, states, re­ gions, and countries is indicated by rank on one or more of the' following bases:

area, total population, population

density, v&u e of exports and imports, transportation facilities, water power, value of products and number of people engaged In farming manufacturing, lumbering, fish­ ing, and mining*.

Hank is employed to Indicate the leading

activities within the region as well as to show the relative Importance of tb© region*

The following examples taken

from the discussion of the Middle Atlantic states illustrate these two uses; Cities

Hank

Mew "fork

largest city and greatest seaport in the world, the greatest manufacturing center in the Ifni.ted States

Bayonne

greatest oil refining center in the world

Paterson

greatest silk manufacturing center in m United States

Philadelphia

Third largest city in the United States, second largest seaport on the Atlantic, Second greatest market In the United States for wool and leather

Elisabeth

Noted for the making of sewing machines, as largest single industry

Trenton

Noted for the making of pottery, as greatest Industry

Philadelphia

Noted for the printing of magazines, newspapers, and hooks as most important manufacture* for woolen goods, as the second most important) for tanning and finishing leather, as third most important

Camden

Noted for shipbuilding, as most impor­ tant industry) for tanning and finishing leather, as second most important

Similar lists could ‘ be made for agricultural, mining, lumbering, and fishing regions,

The chief differ­

ence would be In the products and the activities ©numerated, not in the statistical concepts used* Statlstleal concepts are ©specially useful in com­ paring regions#

For example, in one text, Britain is des­

cribed first) then in the discussion of Japan, natural features and the activities of the people of that country are compared with those of Britain*

Averages In rainfall

and ranges In elevations above sea level axe compared*

The

contrast In types of faming (grain farming in Japan and .stock and mixed farming in Britain) Is developed by giving averages for sizes of farms, for per-acr© yields of rice and o& wtarat, and for the number of people per square mile*

To show

differences In cultural patterns the two countries are ranked In these several ways, according to:

(1) proportion

of people employed In manufacturing, (2) value of Imports and exports, (3} number of people engaged in farming, (4) number of cattle possessed, (5) amount of water power, (6) amount of copper ore* and {7) density of population. Averages for incomes* sizes of fame, numbers of rooms in homes, and the per-eapita consumption of tea* sugar* coffee, meat* coal, and forest products are used as basic criteria In comparing standards of living for peoples in different countries# Id-''Contrasting the machine age with earlier periods In history* averages are frequently used to aid in developing an understanding of the increase of speed in ■ travel and ccmmsunle&tlan and the increase in amount of work accompli shed on farm and In factory through the use of' modern ■machine s* Average- Is sometimes used to designate the usual or the typical#

The phrases listed below are cited from

discussions of various topics in America and the Hey fron­ tier as examples of this use of averages Phrase®

Pages

Need for Improving the average daily newspaper

96

Profits of the average newspaper from advert Icing

96

Distance traveled by the average man of five hun­ dred years ago

ill

Effect of rapid transportation upon the life of the average man

115

Ford*s aim of cheap motor transportation for the average man

143

Phrase a

Fages

Recreational activities of the average Amerlean family The average man*® understanding of the services of the government SSI Patriotism of the average American

360

Medical care for people of average salaries

433

Opinion of the average American in 1914 in regard to the war

473

Knowledge of the average American citizen in regard to secret treaties

47©

the following paragraphs are quoted from The Building; .of. America as Illustrations of the authors* use of average and r m m to do scribe the climatic conditions which Influenced the life of the English colonists along the Atlantic seaboard# *Xa most of Sew ingland the temperature in Spring and autumn la cool# For short periods in July and August it is very hot, bat the average temperature in the summer is only about 70 degrees* During the winter it falls# however# and remains about freezing 30 to 33 degress# "The rainfall in the Earth is also different from that in the South# Much of Eew England gets an average of 40 to 60 inches a year# m i s is a generous amount of rain# about midway between the 10 to SO inches of the sandy desert and the heavy rainfall of the tropical lands (80 to 100 inches). %ven in the middle region# however# the temperature often fell below aero in winter# the summers wars very hot and moist# In the main# the average temperature ranged from 70 to 73 degrees in the summer and from 30 to 30 degrees in the winter# The rainfall was from 40 to 60 inches a year.

"The very first colonists in Virginia found a temperature that ranged from 75 to 80 degrees in the summer and from 45 to 50 degrees in the winter* The rivers almost never frosse* The rainfall in no part of the region was less than 40 to 60 inches a year and in some places it was even heavier*"^ From this examination, it Is evident that the writers of textbooks for the social studies agree with Bowman, who says, "To some degree, averages and generalise* tlons are necessary even in elementary teaching if we are to get breadth of view**®*

®%ugg* Harold and Krueger, &©uise# The Building of im M lm * Gt»» and Company* Boston, 1057* pp, l 3 ® 3 W y

PV 55*

7 .5

«Utl l^gSton^IFflin "C'ompany, Boston, ' WM*'

irT ■ .

Horn, Ernest*. Methods of Instruction ia the Social Studies, Gharffi's ¥e#lSar^s Sons, lew j W & i tMf*

Kelley, Truman L#, and Krey, A# 0*, Tests end Measurements In the Social Sciences# 'cKariea' scrlKeFfslms# liw^Torl,i9o4 » Lindquist, E* F*, A First Course in Statistics# Mifflin d o m p m j , "Boston, 1S83B* "

Houghton

H&tlonal Society for the study of Education, Thirty** aecoKd Yearbook# Public School PubHSSSSg Ompmj'l' m o m ^ n g t o n , 111#, 1955#

Atwood, Wallace W#, and Thomas, H# 0#, The Americas# Ginn and Company, Boston, 195'8, Atwood * Wallace w.. and Thomas, H, G«# Rations Beyond tto &***.

a i m end S m p m y , Soilon, T O T

Barrows, Harlan E»* and Parksr, Edith, Europe and Asia, Silver Burdette and Company, dhfeagdiiGle#” Barrows, Harlan H# , and Parker, Edith, united states and Canada# Silver Burdette and Company, "Chicago, Kalfcy, Mary 0.,

Baglrnilnga of

j M . r l o a n People.

Ginn and Company, Boston, 1930* Keltqr, Mary G., S £ Gggwffi. of the American People and S a t i d n T '"'Gihh a n d ^ o m p a n y , B o s t o n , 19&1#

I

'•c • .

Freeland, George S», and Adams, James $•, A^gltaja Charles server’s

I S r J i . ^ i c T 1^ Freeland

Harold 0*, and Krueger, LoaiHi Eh® Building of Ameriea* Ginn m& Company# Bost^, i9S7. Rugg, Harold 0 #f. and H ^ g a r , Louise, Mgn at Work* His

i# Gina and Company, Boston, 1956« Wilson, Howard 1», and. Wilson, Floronee H*f Whereof M y tea Soas Frqgu American lew x om,

ompany,

Wilson, Howard B,, and -Wilson, Florence E*f Birina in the r# Amerlaaa Book Company, lew'

& Bedwell, Margaret

rehenalon of Concepts of tu&?;

of Iow% Iowa City, 195B* Boswell, G* ft* and John, Lenore, the Voeahalary of Arltnmetle* Supplementary EducatlohaS Monographs, WiTW^lanuBry, 1951* University of Chicago, CMoago, lll# Clarke, Katherine, Tiw Effect on Comprehension of Simplifi* M M « O M g £ figading^lgep^ Second W a d e * Unpublished mater *s thesis* state Iowa, Iowa City, 1936* Crumrine* Haomi J* » An Analysis of the Comprehension of Certain ,. .. I r1'wS ^ lT s he S rrrsiSter^ The sis,rnS t a W uSlw3F5$ly of Iowa, lows City, 1934* Be way, Joseph, C*, A Case Study of Reading Comprehension Bfffflsuitlsslm' *ASrM ""doctor's dissertation, state"univefiSity "of Iowa, Iowa City, 1931*

Fostep, ChwloM*. |h£

SgSB M M 4 M Coyrehgnalon of

ihrasli^ Elementary Bx itorlo a T Materlal into Igjlli30^^Wrlj'tenvQeafaiary""of Children. HSBBft' laast&^s Thesis, State University of Iowa, Iowa City, 1931*

The Relative Effectiveness of Different Goetaeh, Walter Type a of Graphical Representation at tfceTEIF mantarr s^o ot ^'ifveX^ ujg^iishha doTSorTsT ITeaerieWmT”slaW^Univereity of Iowa,. Iowa City, 1936* CompreMnaion Kerr,- Waltor I*> A Case Study s* UnpubllsB»d BlffleuTtles'in Get maS'iSPTs*Wiests , H S t a l ! e ! ’o? Iowa, Iowa City, 1934*iCueneiaan Iowa, Iowa City, 1931* Meltaer, Hyman, Children^ Social Concenta; A Study of T h e ir 'fafe're^aoH 1 ",ncuM5ga to , IdueatlonT^oT^OlT’^WITHSrs College, Columbia Univeraifcy, Hew York, 1986, Of Simplification of Vocabul "*3 *9 a uaivefiity of Iowa, Iowa City,

folte, Karl F*-, on 0 .saer 1936* Rogera, J* Lloyd

varsity of Iowa, Iowa City,

iliseFtaWcm, 1933.# of the

RyanI Grace M*, m

published masi

antltaUve # ¥tate l?niv©rsl“ ty of

Iowa* Iowa City, 1935* ?reh©nglon of Certain Quantitative ?en^S rScience tpuhlXsB0d,,masW r * rs'1'thesis ,"3 tate Lweraity of Iowa, Iowa City, 1933*

Short, Harry Claudius, Used

'

Ability of Fourth Grade Children to ^o^raSMcaX^onoeSfea *^lfhpubXlahed'~ S 2 E M |] "Uhiveraity of Iowa, Iowa masters' Iowa City, 1035*

stolte, Helen B*,

Washburns, John IT*, *&n Itpertental Study of Various Graphic Tabular, and Eestual Methods of Presenting Quanti­ tative Materials*8 Journal of Educational Psycho-

xvm, **•

(selu^frxm) ;•pprw^-j^n^s-

The Chicago Trilraao* August 0, I960* The H e w T w * k Times. August 0, 1939# The H e w Y o r k T i mes- June 30, 1940*

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