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Grade-Point Averages of Oversears Military-Dependent Students Compared to Grade-Point Averages of Non-Military StudentsEddy, Robert John 01 January 1972 (has links)
The major purpose of this investigation was to make a comparison of grade-point averages, earned by military dependent students in overseas Dependent Schools, with the grade-point averages of a comparably non-mobile student society with whom they graduated in the united states. The study of the situation existing in the Novato High School, Novato, Marin County, California over a period of years prompted the investigation conducted during the school year 1971-1972. Data for the investigation was derived from the permanent record cards of 2,173 graduated students over a period of five graduating classes, 1966- 1970. The Novato High School has been for many years, the terminus of high school education for military-dependent students whose parents are assigned to the Hamilton Air Force Base, which is located within the city limits of Novato, California. Procedure for the investigation was to identify those permanent records of military-dependent students who had studied in one Overseas Dependent School for at least one semester of their four years of high school work. Ninety-nine identified students were included in the investigation and designated: Group A (Military-Dependent) students.
.;.,
The number of overseas military-dependent students identified represented less than ten percent of the class they graduated with. Employing a table of random numbers as the method for selection, 99 non-military and non-mobile students of the same graduating classes were chosen as the comparison group and designated: Group B (Non-Military) students. A total of 198 students were included in the study. The criterion variables used in this investigation
were the following: 1) Class Year, 2) Sex, 3) Grade-Point Average, 4) Area of overseas Study; viz, Europe or Pacific 5) Number of Semesters Studied overseas. Variables 4 and 5 were for correlation studies within the military-dependent group, only. Statistical design for analysis of the data employed the use of the G4 CAL T Test for multiple analysis of variance procedure; two-tailed t tests were used to test the null hypotheses generated by the investigation. The analysis was made through employment of the computer at the University of California, Berkeley. As a result of questions proposed during the investigation five null hypotheses were tested for significance at the .05 level of confidence with the following results:
1. There is no significant difference in mean grade-point averages of Group A (Military-Dependents) and Group B (Non-Military) students. The null hypothesis was rejected.
2. There is no significant difference in mean grade point average achievement between military-dependent males and non-military males. The null hypothesis
was rejected.
3. There is no significant difference in mean grade point average achievement between military-dependent females and :n,on-mili tary females. The null hypothesis was accepted.
4. There is no significant relationship within the military, between the area of study and any other variable particularly grade-point average. The null hypothesis was accepted.
5. There is no significant relationship within the military between semesters overseas and any other variable studied particularly grade-point average. The null hypothesis was accepted.
As a result of this investigation it is recommended that similar studies be conducted in school districts that have a transient military-dependent student body from overseas. To validate the findings of this investigation it is suggested that additional variables, comparable to both groups, be added to measure achievement as proof that mobility affects achievement. Studies should be made to assure that the curriculum of secondary schools meets the needs of a society that is apparently more mobile than in any other time in the history of the United States. Investigations should also be made of mobile students whose parents are employed by national corporations owning subsidiary companies in foreign lands, and for whom movement with family to these foreign posts is necessary. Where these students obtain their education, and achievement recorded, is important to further comprehension of academic success of Am
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A Follow-Up Study of Utah State Agricultural College Graduates in 1948, 1951, 1954, Who Obtained Secondary Teaching CertificatesLow, Wendell Blair 01 May 1956 (has links)
Many educators consider the shortage of qualified teaching personnel as one of the most serious problems in education. In the past this shortage has been primarily confined to the elementary level. However, the United States Department of Education states: Long-run forecasts of population indicate that employment of secondary teachers should be higher throughout the forty-year period 1960-2000 than in 1950. The long-range trend for a rising proportion of young people to attend high school is expected to continue. Greatly increased Federal and State aid to education might expand enrollments considerably. The trend toward enriching curriculum, offering special subjects, and extending instruction to adult classes may also further increase the demand for secondary school teachers.
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Fire Insurance of School Buildings in UtahJeppsen, Elmer 01 May 1932 (has links)
What practices have been followed in insuring school buildings in Utah? Is our present system of insuring school buildings an economical system?
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Certain Factors of Mortality From College as Determined by a Study of the 1925 Freshmen Class at the Utah State Agricultural College and Replacements as Determined by an Analysis of the 1929 Graduating ClassPeterson, Dean F. 01 May 1933 (has links)
Administrators and University professors who have a vital interest in young people and who believe that a four year's college course is good preparation for life's activities today are wondering why so many students leave college.
These teachers and administrators bewail the small percentage of upper classmen on the campus and the supefluity of first and second year men. They want to know why it is that so many students leave and what can be done about it.
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Class Size and Student Achievement: Evidence from FloridaUnknown Date (has links)
Reforms and interventions in education attempt to address a wide number of educational inequities and inequalities. One method of improving educational outcomes for all students in Florida included a policy that reduced class sizes for all grade levels. Using a non-experimental approach, this dissertation studied whether class size in Florida had an effect on student achievement in grade levels 4 through 8. This study asked if there was an association between class size and student achievement by subject areas of reading and math for student subgroups as specified by gender, minority status, English language learner status, exceptional student education status, or socio-economic status. Hierarchical linear modeling was used to statistically analyze a nested data structure consisting of students within classrooms. The first research question determined whether or not an association existed between class size and student achievement by subject areas of reading and math and found that yes, an association does exist between class size and student achievement for both reading and math. The second research question determined whether or not an association existed between student achievement and class size by subject area and student subgroups and found that yes, an association exists between class size and student achievement in both reading and math for most subgroups. The primary result of this study was the statistically significant association between student achievement and class size, with all models showing positive effects (0.07 to 1.92) on student achievement as average class size increased. This was true for both reading and math subject areas, with patterns holding true for students in all subgroups except ELL. Effect sizes for class size were typically very small (0.07 to 0.25), with larger effect sizes of 1.59 to 1.92 seen only for students with disabilities in both reading and math. Recommendations for further research include analyzing class size and student achievement at more granular levels within a single school district to account for additional educational interventions and using more advanced forms of hierarchical linear modeling to examine growth in student achievement over time. A final recommendation is for policy makers to consider alternative reforms or strategies to improve student achievement that are more cost-effective or have been proven to result in larger impacts on student learning than class size reduction. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2019. / April 4, 2019. / Includes bibliographical references. / Carolyn Herrington, Professor Directing Dissertation; Frances Berry, University Representative; Marytza Gawlik, Committee Member; Toby Park, Committee Member.
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Federal Special Education Law and Discipline of Students with Disabilities: A Description of the Factors Influencing Key Actors Involved in the Development of Sections 612(a)(1)(A) and 615(k) of the Individuals with Disabilities Education ActMagill, Cheryl Corona 01 January 1999 (has links)
Until the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), policies regarding discipline of students with disabilities were set primarily by case law. In 1995, the debates over reauthorization of the IDEA focused on proposed provisions designed to describe. at the federal level. the measures and procedures to be used by public school officials when disciplining students with disabilities.
The purpose of this study was to describe and analyze the factors influencing key actors involved in the development of the two sections ofthe I997 IDEA that address discipline of students with disabilities. A review of the literature suggested that certain factors had influenced the development of other federal special education legislation. These factors were: case law: special interest group activity: views of federalism: and other related federal legislation passed at about the same time.
The design of this study was a case study. Interviews were conducted with key informants from government and special interest groups identified through a review of historical documents addressing the reauthorization of IDEA and through snowball sampling techniques. Interview data were corroborated with appropriate historical documents.
Analysis of the data revealed that the key actors’ goal was to develop a federal discipline policy that balanced maintaining school environments conducive to learning and safeguarding the rights of students with disabilities. They used a policy development model to balance seven policy issues and seven influential factors as they developed the 1997 IDEA discipline provisions. The influential factors were: beliefs; other federal legislation: case law: conflicts between doctrinal. functional. and strategic views of federalism; lack of data: stories: and emotions. Of these, the factors that most influenced key actors were their beliefs and their functional view of federalism.
The study suggested further research on the applicability of the policy development model and its aspects to the development of other federal-level education legislation. Further research was also recommended on the influence of case law on future versions of special education legislation.
The study suggested that policy development at the state and local school levels focus on data collection, proactive approaches to managing discipline of students with disabilities. and means by which all students suspended long-term or expelled from school can continue to receive educational services.
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THE PERCEPTIONS OF VIRGINIA PUBLIC SCHOOL SUPERINTENDENTS WITH RESPECT TO KEY ELEMENTS OF THE VIRGINIA PUBLIC PROCUREMENT ACTLilly, Gwen Edwards 01 January 1988 (has links)
The purpose of this study was to: (a) determine the perceptions of Virginia public school division superintendents regarding key elements of the Virginia Public Procurement Act (VPPA); (b) determine the relationship between the perceptions of the superintendents regarding the VPPA and selected demographic variables; (c) determine the superintendents’ perceived strengths and weaknesses of the VPPA; and (d) determine changes that the superintendents feel should be made in the VPPA.
Data utilized in the study were derived from a survey instrument (Superintendents’ Perception Survey on the Virginia Public Procurement Act). Participants included all 134 division superintendents in Virginia. Data were reported by means, standard deviations, percentages, and correlation coefficients.
Major findings of the study were:
1. Superintendents agreed that the VPPA has increased competitive procedures, increased the time spent on purchasing, improved cost effectiveness, increased the amount of time needed to write specifications, improved purchasing ethics, and increased the potential for litigation against the school division.
2. Superintendents agreed that school division purchasing procedures were adequate before the VPPA and that purchasing codes and procedures should be left to local school divisions.
3. Superintendents disagreed that the VPPA has improved the quality of goods and services, improved the meeting of delivery deadlines, increased the number of awards to sole-source vendors, and increased the number of awards to local vendors.
4. Superintendents disagreed that adequate training has been provided to comply with the VPPA.
5. Significant relationships were found between superintendents' perceptions of the VPPA and division size, experience as a superintendent, purchasing experience, division classification (rural or urban), and computerized purchasing systems.
6. No significant relationships were found between superintendents’ perceptions of the VPPA and age and race.
7. Superintendents identified increased competition as the major strength of the VPPA, being too time consuming as the major weakness, and make no changes in the VPPA as the major recommendation.
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A Study of Two Leadership Styles and School Cultural Norms in Small Middle SchoolsMarks, Deborah Evans 01 January 2002 (has links)
The purpose of this study was to explore and compare small, public middle school principals’ and middle school teachers’ perceptions of the leadership style exercised by principals in these schools. The study also investigated the relationship between the principals’ and teachers’ perceptions of the principals’ leadership style as well as the principals’ and teachers’ perceptions of the presence of the 14 school cultural norms in their school cultures.
The sample used in this study included building principals and their instructional staffs from 32 small, public middle schools across the Commonwealth of Virginia. Onsite visits were conducted by the researcher to administer the surveys at scheduled faculty meetings or to train a staff member on the administration of the surveys.
Leadership style was measured by Bass and Avolio’s (1996) Multifactor Leadership Questionnaire. The 14 school cultural norms were measured by Sagor’s (1996) School Culture Survey. Descriptive and inferential statistics and Pearson’s r, the correlation coeflicient, were used to investigate the relationship of the perceptions of the teachers and of the principals in regards to the principals’ leadership style and the school cultural norms.
Some of the findings of the study were:
Middle school principals and their teachers differ in their perceptions of the leadership style exhibited in their schools. A significant difference was found to exist between the perceptions of principals and teachers in regards to the degree in which the middle school principals exhibited transformational leadership style behaviors. Both principals and teachers perceived that transactional leadership style behaviors were exhibited by these principals but to a lesser degree.
Middle school principals and their teachers perceived that the 14 school cultural norms “generally” exist in their present positive school cultures. The middle school principals in this study perceived the 14 school cultural norms to exist at a higher degree than did their teachers.
A correlation was found to exist between transformational leadership style behaviors and the one cultural norm, protection of what is important fiom the middle school principals’ perceptions. Seven cultural norms were perceived by the teachers in this study to be significantly correlated with the transformational leadership style behaviors exhibited by the middle school principals.
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The Determinants of Juvenile Justice Policy in France and GermanyMeyers, Jacqueline A. 01 January 1999 (has links)
This dissertation assesses the factors that influence the development of juvenile justice policy in France and Germany within the context of systems theory, The project utilizes an open/closed systems framework as a way to conceptualize determinants of juvenile justice policy. France and Germany serve as two single case studies for demonstrating the open and closed dichotomy that characterize system theory with France being characterized as a closed system while Germany is characterized as an open system. This difference is demonstrated through a discussion of historical, cultural, political, social and economic variables, which shape policy development in each of these countries. This project contends that a significant contribution is made to the understanding of policy making using the open and closed systems framework.
Design and methodology:
Single case studies : France and Germany
Development of common variables to be investigated across two systems
Focused interviews with key informants, non-random sample, one-on-one, in person, purposive, taped and transcribed
Content analysis of focused interviews
Content analysis of juvenile justice policies in France and Germany
Database searches of print media coverage
A review of documents: laws, policies, penal codes, newspapers, legislative minutes Comparative analysis
Data analysis: qualitative and quantitative techniques, mixed methodology
Gathering of public opinion poll information
Summary of the findings:
1) The preponderance of information indicates that the relationship between policy change
and media coverage is strongly related in both France and Germany
2) Public concern over juvenile crime in France has the greatest influence on the
implementation of policy rather than on policy development. The research indicates that
in Germany, public opinion has a decided influence on the formation of public policy
3) The evidence seems to indicate that the process of policy making in Germany is more
complex due to the open nature of the system, while in France the policy making process is simpler due to the closed nature of the system.
4) The evidence indicates that the French juvenile justice policy is as prevention-oriented as the German policy, in spite of France being characterized as a closed system.
The open and closed framework provides two mutually exclusive models that can be used to assess, in an eflicient manner, factors that influence policy development. Through comparison and contrast, a variety of factors that may shape policy can be articulated using the open and closed dichotomy.
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A NATIONAL SURVEY OF OCCUPATIONAL THERAPISTS IN THE PUBLIC SCHOOLS: AN ASSESSMENT OF CURRENT PRACTICE, ATTITUDES, AND TRAINING NEEDS REGARDING THE TRANSITION PROCESS FOR STUDENTS WITH SEVERE DISABILITIESInge, Katherine Josephine 01 January 1995 (has links)
Because occupational therapy involvement in transition planning is a relatively new area. little was known about the characteristics of school-based therapists who serve students in this age group. The purpose of this study was to determine their current level of participation in the transition process, the roles that therapists identified for themselves in this process, their attitudes towards best practices for serving students ages 14 - 22, and occupational therapists’ future training needs if they are to participate fully in the national transition initiative. A survey was mailed to 1,000 therapists on the American Occupational Therapy Associations Direct Mail List for School-Based Practice. A total of 755 surveys were returned representing a 76% return rate.
The results of this dissertation indicate that occupational therapists are minimally involved in the national transition initiative for students ages 14 - 22. Four hundred and sixty-five therapists (61.6 percent) indicated that they did not provide services to transition-age students during the 1993-94 school year. Of the 290 respondents who reported that they served these students. the majority indicated that their caseloads consisted primarily of students under 13 years of age. In addition, therapists reported minimal involvement in community-based instruction activities (e.g., evaluating students’ needs in community sites, analyzing or modifying community jobs for students’ paid employment, providing occupational therapy services for daily living tasks in community environments). Finally, occupational therapists reported that they do not fully participate in the transition team process. However, the findings from this dissertation seem to indicate that occupational therapists’ inability to attend team meetings. failure to discuss and develop students’ goals in collaborative teams, limited time to train other team members, and failure to participate in community-based instruction, in some instances, may be beyond the control of the individual therapists. Specifically, therapists expressed very supportive and positive attitudes toward many best practices for transition.
Statistically significant findings also were found between therapists’ attitudes towards best practices for transition and several work-related variables for school-based practice. Occupational therapists who indicated that they spent the majority of their time teaching other team members to integrate occupational therapy techniques into students’ daily activities expressed more positive attitudes toward transition best practices. Therapists who spend the majority of their workdays in therapy rooms expressed less positive attitudes toward best practices. Therapists who indicated that they had low numbers of transition-age students on their caseloads also expressed less positive attitudes toward transition best practices. Therapists who reported being a member of the Association for Persons with Severe Handicaps or having read journal articles from this association expressed more positive attitudes toward transition best practices. Other variables such as educational background, length of employment in schools, length of employment in other areas of practice, and employment relationship did not have a significant relationship with therapists’ attitudes toward best practices for transition. The results of this dissertation provide important information for university personnel, the American
Occupational Therapy Association and school administrators for facilitating occupational therapists’ involvement in the transition process.
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