The problem involved in this investigation is to determine and evaluate the need of a functional guidance program within the Sanger, Texas, Public School, and to effect an organization which will adequately meet the needs of the students, both individually and collectively.

The purpose of this study is to make a survey over a period of two complete school terms of the public-relations program of Bowie Public Schools, Bowie, Montague County, Texas.

The specific purposes of this study may be briefly stated as follows: (1) to determine the present status of administrative certification in the United States; (2) to determine whether the various states have set up requirements which will insure that their public schools shall have administrators who are capable of directing and supervising the educational program; (3) to indicate the degree of uniformity of requirements in the various states; (4) to secure recommendations for the certification of public school administrators from leading educators in the United States; and, on the basis of such data, (5) to make certain recommendations for a sound administrative certification program.

The problem of this study was to determine the extent to which the results of the use of the "Evaluative Criteria" set up by the Southern Association of Secondary Schools agree with the evaluative criteria drawn from standard objectives in an activity program of the Era High School.

The object of this study is to present a brief, though detailed, account of the various methods used to install and to operate a twelve-year curriculum in the Texas Public Schools that have pioneered in this field.

This study was conducted to analyze the effect of implementation of Texas House Bill 72 on budgets of selected Texas public school districts and to ascertain educational benefits to students derived from implementation of the bill as perceived by superintendents. Questionnaires were sent to superintendents of the Region 10 Education Service Center to determine perceived educational benefits to students. A demographic data sheet provided information for classifying respondents by educational experience, superintendent experience, and district enrollment classifications. Sixty-two districts responded. Official public school budget data for each district were analyzed for fiscal years 1983 through 1986 as were data from the questionnaire. Overall statistical information was gleaned through CONDESCRIPTIVE. Mean total expenditures, mean total tax rate, and state fiscal aid data were compiled, tabulated, and reported for each enrollment classification and entire sample. In addition, a t-test between the difference of two independent means at a probability level of .05 was applied. The two independent means were the averages of data for the two years prior to and after implementation of the law for expenditures, tax rates, and state fiscal contributions. Data comparing local and state expenditures were compiled, tabulated, and reported for each group to compare local and state fiscal effort prior to and after implementation. One-way analysis of variance was used to compare demographic variables with perceived educational benefits. Item and factor analyses were applied to establish reliability.

The legibility of the digitized copy is limited due to the quality of the original document. McMaster Digitization Centre, 18 March 2019. / The original document does not provide an abstract. McMaster Digitization Centre, 18 March 2019. / Thesis / Master of Arts (MA)

No presente trabalho realizamos a investigação do que denominamos de dinâmica de interferências, conjunto de intervenções diretas no tempo-espaço da aula, que ocorre nas escolas públicas (redes municipal e estadual) localizadas no município de São Paulo. Diversas instâncias da instituição escolar intervêm diretamente nas escolas públicas paulistanas, interrompendo o trabalho que os professores realizam com seus alunos. A partir da análise de textos oficiais e de enunciados de professores (proferidos entre 2010 e 2014, no âmbito de grupo de pesquisas e estudos), verificamos que a dinâmica de interferências é resultado de um acúmulo de projetos implantados nas escolas, muitos deles com o objetivo de garantir uma educação escolar de qualidade. O atual modelo de gestão em rede dos sistemas municipal e estadual proporciona as condições necessárias para que essa política educacional tenha uma distribuição relativamente homogênea, posto que há intervenções no tempo-espaço da aula em praticamente todas as escolas públicas de São Paulo. Essa dinâmica de interferências acarreta problemas para os professores, especialmente no que tange a aplicação do plano de trabalho docente, que é frequentemente interrompida. Os professores adotam diferentes estratégias para lidar com as interferências, buscando formas de garantir a aplicação do seu plano, mas o resultado final fica aquém do esperado pelos professores. Assim, apesar de as políticas educacionais se pautarem no discurso da qualidade de ensino, a dinâmica de interferências no tempo-espaço da aula vem prejudicando o trabalho docente e, consequentemente, a educação escolar. / In the present work we investigate what we call the \"dynamics of interferences\", which consist of a series of direct interventions in the class space-time in public schools (state and municipal systems) located in the City of São Paulo. Various education institution bodies intervene directly in public schools of São Paulo, interrupting teachers work with their students. Based on the analysis of official documents and teachers statements (made between 2010 and 2014, within the scope of a research and study group), we have verified that the interferences are the result of an accumulation of projects implemented in schools most of them aiming to ensure the quality of school education. The current network management model, at state and municipal levels, provides the necessary conditions for a relatively homogenous implementation of such educational policy, since interventions in the class space-time occur in nearly all public schools in São Paulo. These dynamics of interferences cause problems for teachers, especially regarding the execution of their work plan, which is frequently interrupted. Teachers make use of various strategies to deal with the interferences, searching for ways to ensure the execution of their plan, but the result ends up being below teachers expectations. Therefore, despite the fact that educational policies are implemented on the grounds of quality of education, the dynamics of interferences in class space-time have been proving damaging to teachers work and, consequently, to school education as a whole.

No presente trabalho realizamos a investigação do que denominamos de dinâmica de interferências, conjunto de intervenções diretas no tempo-espaço da aula, que ocorre nas escolas públicas (redes municipal e estadual) localizadas no município de São Paulo. Diversas instâncias da instituição escolar intervêm diretamente nas escolas públicas paulistanas, interrompendo o trabalho que os professores realizam com seus alunos. A partir da análise de textos oficiais e de enunciados de professores (proferidos entre 2010 e 2014, no âmbito de grupo de pesquisas e estudos), verificamos que a dinâmica de interferências é resultado de um acúmulo de projetos implantados nas escolas, muitos deles com o objetivo de garantir uma educação escolar de qualidade. O atual modelo de gestão em rede dos sistemas municipal e estadual proporciona as condições necessárias para que essa política educacional tenha uma distribuição relativamente homogênea, posto que há intervenções no tempo-espaço da aula em praticamente todas as escolas públicas de São Paulo. Essa dinâmica de interferências acarreta problemas para os professores, especialmente no que tange a aplicação do plano de trabalho docente, que é frequentemente interrompida. Os professores adotam diferentes estratégias para lidar com as interferências, buscando formas de garantir a aplicação do seu plano, mas o resultado final fica aquém do esperado pelos professores. Assim, apesar de as políticas educacionais se pautarem no discurso da qualidade de ensino, a dinâmica de interferências no tempo-espaço da aula vem prejudicando o trabalho docente e, consequentemente, a educação escolar. / In the present work we investigate what we call the \"dynamics of interferences\", which consist of a series of direct interventions in the class space-time in public schools (state and municipal systems) located in the City of São Paulo. Various education institution bodies intervene directly in public schools of São Paulo, interrupting teachers work with their students. Based on the analysis of official documents and teachers statements (made between 2010 and 2014, within the scope of a research and study group), we have verified that the interferences are the result of an accumulation of projects implemented in schools most of them aiming to ensure the quality of school education. The current network management model, at state and municipal levels, provides the necessary conditions for a relatively homogenous implementation of such educational policy, since interventions in the class space-time occur in nearly all public schools in São Paulo. These dynamics of interferences cause problems for teachers, especially regarding the execution of their work plan, which is frequently interrupted. Teachers make use of various strategies to deal with the interferences, searching for ways to ensure the execution of their plan, but the result ends up being below teachers expectations. Therefore, despite the fact that educational policies are implemented on the grounds of quality of education, the dynamics of interferences in class space-time have been proving damaging to teachers work and, consequently, to school education as a whole.

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