The problem of this study has been an investigation and comparison of the school dropout rates of Mexican American and Anglo Students and their reasons for leaving school in a large metropolitan school district in Texas. The specific purposes were (1) to ascertain the dropout rates of Mexican American and Anglo students within similar socioeconomic status and to compare these rates; (2) to compare the reasons for dropping out of school given by Mexican American and Anglo students; and (3) to delineate the implications for the school district's instructional program and its operation. Based on an analysis of the findings of this study, the following conclusions were formulated: (1) the school district studied is not meeting the needs of Mexican American students, particularly Mexican American females; (2) it can be expected that Mexican American female students are more likely to drop out than are Anglo females; and (3) Mexican American and Anglo dropouts do not believe that there is anyone on the school staff in whom they can confide their decision to drop out.
This study compares present policies and procedures for selection of school board members in districts of The Council of Great City Schools with those advocated by board members, professional educators, and representatives of lay organizations. To determine present selection policies for school board members, a questionnaire was sent to the business manager of each participating district. Replies were received from twenty-one of the districts and presented in tables including number and percentage of respondents for each item. To determine opinions of board members, professional educators, and members of lay organizations, a thirty-five-item questionnaire was mailed to 190 board members, 22 school superintendents, 19 college professors, 19 PTA representatives, 22 NAACP representatives, and 11 chamber of commerce representatives. After a return of 200 usable questionnaires, data were presented in separate tables including number of respondents and percentage of respondents. Using the contingency coefficient technique for statistical analysis, null hypotheses were formulated to test relationships between the opinion of respondent groups and selection policies and procedures actually in use. The chi square test was applied to test the relationships, with the .05 level of significance as the criterion. Results were tabulated collectively. Tabulated results indicate that board members should be elected at general elections on a non-partisan basis representing at-large districts, should serve four-year, overlapping, unrestricted terms, should meet local legal requirements, should receive some type of compensation, and should not represent occupational and other special interest groups. Based on this survey, it is recommended that a similar study be made in districts with less population than those districts studied to determine if policies and'procedures for selection of school board members in the districts are comparable.
The purpose of this study was to report the evaluation ratings and describe the Arkansas NCA secondary schools, as indicated in the Summary Reports of the Evaluative Criteria, 1960 edition, and to compare ratings on all sections and divisions, section D-J, by size classifications.
The purpose of this paper was to investigate the structure and process of selected social influences during adolescence in one large high school. It was hypothesized that adolescents would be more oriented to peers and activities outside school and less oriented to academics, athletics, and other school-related activities. The study sought to answer questions about the social climate of the adolescent in a large high school and to analyze the implications of these findings for administrators and others who are interested in the optimum adjustment of teenagers.
The problem of this study was to assess and compare selected student and environmental variables in seven open-area elementary schools carefully matched with seven traditionally-constructed elementary schools on eight different criteria. The hypotheses were formulated to carry out the following four purposes of the study: 1. To determine the differences between the achievement test scores in reading, language, and mathematics of students attending open-area elementary schools and scores of similar students attending traditionally-constructed elementary schools, as measured by the California Achievement Test and the Comprehensive Tests of Basic Skills administered in grades one, two, and three. 2. To determine if there was greater individualization of instruction in open-area elementary schools as measured by the Individualization of Instruction Inventory. 3. To determine if students attending open-area elementary schools evidenced a greater number of positive actions toward school, as indicated by attendance, number of acts of vandalism, and number of suspensions from school shown in official records of the school district.
This study was concerned with examining the process of educational policy-making at the central government level in the Republic of Korea through an application of systems analysis. The purposes of this study were (1) to examine the relationship existing between politics and education; (2) to construct a systems analysis for examining the process of educational policy-making; and (3) to identify problems and limitations in the educational policy-making process in the Republic of Korea. To accomplish these purposes analytic and descriptive methods were used as a research technique.
This study is a description and analysis of the effect of criterion referenced test data on the acquisition of math skills and the mastery of selected objectives in fifth-grade students.The first chapter includes the introduction, statement of the problem, purposes of the study, statement of the hypotheses, background and significance., definition of terms, limitations, basic assumptions, and procedures for collecting data. The second chapter is a review of the literature pertaining to criterion-referenced testing and also includes a review of studies utilizing criterion-referenced test material. The third chapter describes the population being studied, the instruments used to measure achievement, and procedures for treatment of the data. The fourth chapter presents an analysis of the data collected for the study and a discussion of the findings. The fifth and final chapter presents a summary of the study, findings, conclusions, and recommendations pertaining to future research in the utilization of criterion- referenced testing. The subjects in this study were sixty, fifth-grade students attending Lakeland Elementary in the Lewisville Public School System who comprised the experimental group and sixty, fifth-grade students attending Central Elementary in the same district, who comprised the control group. The Comprehensive Test of Basic Skills (Form G Level 2), and the Prescriptive Mathematics Inventory (Aqua Level), were administered to both groups, with the pretest occurring in September, 1973 and the posttest being administered in April, 1974. Analysis of covariance and chi square goodness of fit were the techniques used to analyze the data statistically. Significant change was found to take place in the experimental group in mastering a greater proportion of the objectives selected for this study. The socio-economic level and educational background of the parents of the subjects in this study proved to be a significant factor in mastering the objectives selected for this study. The hypotheses utilizing …
This study investigates the effect of the student teaching experience on attitudes toward the use of punishment in the classroom. Student teachers in large innercity and suburban secondary schools furnished data, which were analyzed with a semantic differential technique and the Purdue Attitude Scale Toward Any Practice. The study seeks to determine the effect of student teaching on attitudes of prospective teachers toward punishment in the classroom for discipline purposes, as measured by a semantic differential; to determine differences in attitude changes when student teachers were grouped according to sex in pretests and posttests; to determine differences in attitude changes between those in inner-city schools and suburban schools; to determine the effect of student teaching on the attitudes of prospective teachers toward corporal punishment in the classroom as measured by the Purdue Attitude Scale Toward Any Practice. This study concludes that a beginning student teacher's attitudes toward punishment in the classroom changes significantly with experience. Attitudes of student teachers in inner-city schools do not change significantly more than those in suburban schools. Attitudes of female student teachers toward corporal punishment change more than those of males. The rules of the particular school in which the student teacher does his teaching influence the student teacher appreciably.
The purpose of this study was to determine the effects that certain classroom management techniques would have on the self concepts and choice status of sixth grade students and to assess the potential of these techniques. All sixth grade students (86) enrolled in one elementary school participated in this study. There were four class sections, two of which made up the experimental group and two of which made up the control group. Only those students who were enrolled at the beginning of the study were included in the final data analysis. The IPAT Children's Personality Questionnaire, What You Do and What You Think (1963) provided a measurement of self concept. This instrument was reported to be a standardized self evaluation scale that assessed fourteen factors of personality. The sociometric test of specific criteria was used to identify students of low choice status. These two instruments were administered in January of 1972 and again in May of 1972.
The study is concerned with the change in mathematical conceptual understanding and computational skills of elementary school pupils during an academic period of twelve months in selected schools using mathematics resource personnel. Researching instructional techniques for mathematics concepts being taught in the elementary school and assisting in the implementation of the research into classroom procedure were the functions of the resource personnel. A total evaluation of the data was used to form the following conclusions confined to the population used in the study and the experimental procedure which was followed: 1. The use of mathematics resource personnel did not prove effective in improving the computational skills of the first or third grade elementary school pupil. 2. The use of mathematics resource personnel did not prove effective in improving the conceptual understanding of the first grade elementary school pupil. 3. The use of mathematics resource personnel did prove effective in improving the conceptual understanding of the third grade elementary school pupil following a six month period of treatment. 4. The use of mathematics resource personnel did not prove effective in improving the conceptual understanding of the third (now fourth) grade elementary school pupil following a twelve month period of treatment.
This study develops guidelines and an in-service model for secondary teachers supervising student teachers. The study provides guidelines for developing in-service teacher supervision activities in secondary schools that serve as student teacher centers. The study seeks to determine selection criteria for supervising teachers; to ascertain in-service program activities considered valid by experienced supervising teachers, administrators and college coordinators; to measure professional reaction toward recent co-operative implementation of Senate Bill Eight; and to assess current in-service programs for supervising teachers in the North Texas area and test their conformity with criteria stated by known authorities. The study reviews literature in topical areas considered by known authorities to be those in which secondary-school supervising teachers must function. A questionnaire was developed, validated and mailed to an aggregate of 239 secondary supervising teachers, college co-ordinators, principals and central office administrators in selected public schools, and colleges and universities in the North Texas area. Collection of data resulted in a 73.6 per cent return in a ten-day period. Degrees of differences among the beliefs of participant groups were revealed by the chi-square measure of significance. It was found that the supervising teacher is the most influential feature of the entire student-teaching program and that in-service staff development programs concentrating on supervision of student teachers are both wanted and needed. It was further found that there is no central trend, in the North Texas area, to meet the desired need. Only ten per cent of the supervising teachers have had formal training in the supervision of student teachers. Those who were least familiar with Senate Bill Eight and the Texas Education Agency's guidelines supported one to three two-hour, inservice sessions per year. Central office administrators supported from four to six two-hour, in-service sessions per year.
The problem of this study is the development of a model curriculum for high school metallurgy students. The study was made at the Skyline Career Development Center of the Dallas Independent School District, Dallas, Texas. The study has three purposes. In addition to providing a model curriculum for high school metallurgy students, a second purpose is to describe the developmental processes by which the curriculum was derived. The third purpose is the evaluation of the basis of the content of the model curriculum. It was found that of the 76 concept-relationships stated, 64 were true as originally written according to the established rating criteria. It was also found that 64 of the 76 concept relationships stated were appropriate for understanding by high school students, although the two lists of 64 concepts were not identical. The unapproved concept statements were deleted or rewritten according to the established criteria. Only one of the 33 skills listed received a low rating. It was further found from a report of the metallurgy instructor that the 21 high school students in the metallurgy program had attempted a cumulative total of 374 of the 33 behavioral objectives in the curriculum and had accomplished a total of 289, or 78 per cent. Only 85 objectives, or 22 per cent, attempted were not completed, and 26 of these 85 were not finished because of a lack of time at the end of the school year.
Based on the position that perceptions about roles and functions within organizations affect the operational goals of those organizations, this study vas conducted to determine differences in perceptions among educational personnel in large Texas school districts as to the operation of purchasing departments. The data generated by the present study support the conclusions stated below: 1. All employee groups questioned feel that there is a significant discrepancy between current and ideal practices in purchasing departments. 2. Any tendency to protect the status quo appears to be limited to those involved with the purchasing system in its design and operation. 3. Being more closely associated with classroom operations causes a greater discrepancy in how purchasing department practices are viewed. 4. Secondary Teachers were either more intensely in favor of change or more willing to express opinions. 5. There exists the tendency to lose rapport with teachers the more removed one is from the classroom. 6. Communications gaps exist between purchasing departments and those in classroom operations.
The problem of this study is to refine the "policy-capturing" model used in the selection process of interns for the Administrative Leadership Training Program in a large metropolitan school district. The subjects for this study consisted of 416 candidates over a three-year period. The statistical procedure of multiple linear regression analysis was used to test the hypothesis that it would be possible to model the decision-making process so that the predictive value would be 90 per cent or higher. During the refinement process, the unique contribution of variance accounted for by each predictor variable was examined,and interactions between certain variables were tested. Two refined models were formulatedand the predictive value of each was calculated. The predictive values of all the models were less than 90 per cent; therefore, the hypothesis was rejected.
This study is an intensive examination of the role, position, and perceptions of women school board members in Texas as they perceive them. The purpose of this study is to examine the perceptions which women school board members have concerning their role, function, and relationships as they serve on school boards in Texas and to determine if sex prejudice does exist. There were eight basic questions to which the study sought answers. The findings indicate that the perceptions of women board members are not influenced by age, marital status, parental status, educational level, and years of experience. They also revealed that only a small minority of the Texas school board women responding had experienced instances of sex discrimination. Doubt was expressed through the responses of the women as to whether or not superintendents encourage the election of a man as board president. Size of the school district was found to have no effect on the number of women board members serving. It was found to be a factor in whether or not a woman was designated chairman of a board committee as only the larger districts were likely to have women serving in this capacity.
It has been just over twenty years since the Brown v. Board of Education of Topeka, Kansas decision was handed down by the Supreme Court. During this period, educators, and in particular, school administrators have found themselves in a unique position between two masters—the public that supports public education through taxes, and the orders of the courts they are legally required to follow. Therefore, school administrators, functioning as social engineers, have devised various practices to provide a smooth transition from segregated to desegregated school systems. This study was designed to determine the practices used by selected school districts to cope with this change and to determine the effectiveness of these practices as perceived by central-staff administrators. Selected large city school districts with enrollments of 30,000 students and above, located in the six southern states under the jurisdiction of the Fifth Circuit Court of Appeals, were selected for this study. These districts, of which there were thirty-four, also had to be under a federal court desegregation order to be included. The survey data reveal that the most effective desegregation practice for students is the provision of alternative schools and programs to assist students unable to cope with the regular school environment. Training administrators in conflict management was perceived to be the most effective practice for administrators, followed closely by training in the shared decision-making process. For teachers, the recruitment of minorities and using teacher aides were perceived to be the most effective practices.
This study was undertaken with four purposes in mind: (1) to describe the extent to which faculty members are now involved in decision-making in Texas junior colleges as reported by four reference groups: (a) board chairmen, (b) junior college presidents, (c) faculty association presidents, and (d) other faculty members; (2) to describe the opinions of these groups relative to the extent to which faculty members should be involved in decision-making; (3) to describe the opinions of the four reference groups in regard to some characteristics of existing faculty organizations; and (4) to make recommendations for junior college faculty organization and participation in decision-making in Texas junior colleges.
This biography of Prince Elmer Shotwell particularly emphasizes his contributions to Texas interscholastic athletics, to the University Interscholastic League, and to the Texas High School Coaches' Association. Data for this life study are from both primary and secondary sources, human and documentary as well. Shotwell's personal files and scrapbooks are used extensively, and supplementary data come from biographical data forms and tape-recorded personal interviews. The study includes biographical data of Shotwell's youth, educational background, marriage, and his endeavors in the teaching and coaching fields.The study discloses that Shotwell made contributions in various modes throughout his more than fifty years in the profession. Most of his professional endeavors were superimposed by his consistent personality traits of enthusiasm, industry, intensity, and persistence.
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