The problem of this study was to determine the present status and effectiveness of the Kindergarten programs in the public schools of Texas.

The problem of this study was the identification of practices which, in the opinions of school administrators, practicing teachers, and a jury of experts in the field of school administration, are useful to the selection of teachers for Texas Public Schools. Identifiable practices in this study were categorized into two major areas: informational items and procedural items.

The aim of this study was to evaluate the in-service training program in the Sweetwater Public Schools, Sweetwater, Texas from 1945 to 1949; and to show that an in-service training program is a necessity in progressive schools.

Thesis (M. Tech. (Fashion, Dept. of Visual Arts and Design)) -- Vaal University of Technology. / INTRODUCTION: Supporters of school uniforms argue that uniforms serve as a social and economic equaliser, reducing competition regarding clothing and reducing demands on parents to buy expensive, trendy clothes. Other benefits mentioned are functionality, time saving, appearance, safety, and improved academic standards and behaviour. Opponents of school uniforms differ maintaining that compulsory uniform infringes on learners’ constitutional rights to self-expression. The problem statement encompasses the desirability and viability of obligatory school uniforms in South Africa. AIM: The broad aim of this study is to determine the perspectives of parents, learners and educators at public schools in Vanderbijpark on obligatory school uniforms. METHODOLOGY: A structured questionnaire was used to gather data. Section 1 comprised general information, section 2 dealt with the advantages and disadvantages of obligatory school uniforms and section 3 contained options for more trendy school uniforms. A random stratified sample of learners in two grade 10 classes and their parents and educators was chosen from four selected schools. RESULTS: Most of the parents were between 41 and 45 years of age, by far the majorities was white, nearly a quarter had a diploma/certificate and another quarter a degree, nearly three-quarters were married or traditionally married, and nearly a third spent R901-R1200 per year on school uniforms. Most parents and educators and nearly two-thirds of the learners were highly in favour of school uniforms. Regarding the advantages and disadvantages of eight factors with reference to obligatory school uniforms as perceived by parents, learners and educators, the educators rated seven of the eight factors higher than parents and learners did, while parents rated the same factors higher than learners did, implying that learners were the least positive. The order in which they ranked the advantages was often the same or similar. They all ranked the competition aspect first, the academic aspect seventh and the economic aspect eighth, while functionality was ranked either third or fourth. Regarding preferences for more trendy uniforms, three-quarter pants and sandals were rated very low in popularity. All the stakeholders were in favour of the more traditional pants, shirt and proper shoes for both boys and girls, with a slightly more informal jacket instead of the traditional blazer.

Thesis (Ph.D.)--Boston University / Problem and Limitation. Our society has become increasingly alarmed with what is apparently a weakening of ethical conduct. This result has at least been coincidental with a failure to recognize the significance of religion for daily life. Tbe public school, by its limited handling of religion, has contributed to this situation. Among the various proposals for remedying the condition, while maintaining the American principle of separation of Church and State, teaching about religion is held in high regard. Although there have been several studies advocating teaching about religion in public education, it remained to be seen whether or not a suitable teacher guide could be prepared for this purpose. The need of such a guide has called into being this work. The study under consideration has been curtailed by: (1) other works in the field, (2) limitation of the areas of study, (3) limitation of syllabi, and (4) careful selection of bibliographical entries. Procedure. The body of this study, eliminating the introductory and concluding chapters, may be divided into two sections of three chapters each. The first section lays the context out of which the teacher's guide is developed in the next three chapters. These contextual chapters consist of a historical evaluation of the development of religious liberty, and the public school system, and a description of the various proposals for solving the present difficulty. Those three chapters which make up the teacher's guide deal with criteria for the selection and use of material, creating and maintaining a favorable atmosphere, and a selected syllabus for teaching about religion in American History on the Senior High School level. The first two of these subjects provide a general guide, and the last a specific aid for a given course and age group. The criteria for selection and use of material were developed by the writer, with motivation supplied by a variety of works. These were refined by consultation with the 1954 Seminar in Religion and Public Education at Boston University. Materials for the chapter on creating and maintaining a favorable atmosphere were drawn primarily from (1) group dynamic studies, and (2) inter-cultural works. In this case, as with the chapter on criteria, hypothetical instances were used to illustrate and sharpen the issues involved. The selected syllabus was geared to David Muzzey's widely used text, A History of Our Country. The content of this specific guide was affected by the critical appraisal of Dr. Charles Peltier and certain of his colleagues of the history department of Newton High School (Newton, Massachusetts). However, this should not be construed to mean an endorsement by the staff. Findings and Recommendations. The contextual chapter's have yielded the following conclusions: 1. The United States is deeply rooted in religion in general, and the Hebrew-Christian tradition in particular. It is equally committed to the ideal of freedom of religion, a position not maant to repudiate its religious foundations. 2. Earlier mistrust and controversy which helped usher secularism into the schools, seems to be giving way to a more favorable attitude conducive to increased experimentation in finding a more important role for religion in public education. 3. The approaches for bettering the present educational situation may be divided into those (1) outside, and (2) inside the school system. The proposals outside of the public schools are (1) improving education in the church and home, (2) marginal time education, (3) released time education, and (4) sectarian schools for instruction. The proposals inside the public schools are the (1) common core approach, (2) teaching of moral and spiritual values, (3) use of religious exercises and observances, and (4) teaching about religion approach. 4. That teaching about religion is a live option can be seen from other studies in the field, and the evaluative historical chapter on the development of religious liberty and the public school system. 5. Those who advocate teaching about religion recommend that it be done either (1) in context, or (2) by way of special units. Only the former proposal can break down the illusory dastinction between religious and secular. 6. Religious subject matter appears to have been lacking in the schools, except where teachers have been particularly concerned about and adept at providing for this lack. In any case, the teacher is the key to the success of this approach, and must be properly equipped for the task. 7. The community approach has been advocated as the best way of securing the goals set forth, and in maintaining the relations necessary for the program's continuance. The following findings are drawn from the three chapters constituting a teacher's guide: 1. Six criteria of complex character have been presented, and illustrated by appropriate hypothetical cases. They are (1) student relevance, (2) intelligent understanding, (3) integration, (4) preparation for choice, (5) variety, and (6) community awareness. "Student relevance" means that the material selected must have pertinence for the pupil; his maturity, needs and interest, and training in and for life. "Intelligent understanding" indicates that the material must aid the student in better understanding the subject matter and himself. "Integration" points out the role of religious material in unifying the varied elements in the subject matter and the self. "Preparation for choice" recognizes that life choices are made, and seeks to allow freedom in, show the importance of, and accept as of worth the pupil's religious decisions. "Variety" as a criterion is valid as it reflects upon subject matter and method. "Community awareness" signifies the recognition of one's debt to and responsibility for the community of which he is a part. In the context of this study, the religious community is particularly in view. These criteria are significant whenever relevant to a given area of study, but are contingent on the actual teaching situation. 2. Group-dynamic insights will help provide and maintain a conducive atmosphere for this study. The diverse religious convictions of the pupils can be protected by a democratic process of preparing, sharing, acting, and evaluating together. 3. The teacher must set the example in good personal relations. He must function as a (1) person, (2) learner, (3) research person, and (4) leader. 4. Careful effort must be maintained to guard against emotionally strained situations. Methods of control include prevention, suppression, exhortation, diversion, exemplification, mediation, consideration, consolidation, and visualization. The best of these methods is prevention, but a combination of effective means can be employed. Lines of communication must be kept open between all those affected by the proposal. 5. The history of the United States is rich with materials for teaching about religion, as well as weighted with explosive issues. Religious subject matter must be presented in context, with the objectivity demanded in any other realm of study. 6. History in general, and religion in particular have relevance for daily life. Students should be aware of religious alternatives, with the understanding that decision is their prerogative and that of their religious affiliation. Among the areas demanding further study are the following recommendations: 1. There is a need for extensive work in the realm of semantics. Much misunderstanding is due to lack of clarity at this point. 2. What is the role of the school in religious counseling? It cannot expect to deal with life issues without soon confronting religion in one form or another. 3. The preparation of pamphlets on religious themes and movements, would be most helpful. There is a dearth of religious material suitable for school purposes. 4. Public school text books should be written which will adequately deal with religious factors. 5. Until such books are provided, a multiplication of adequate syllabi is called for. 6. Attempts to deal with religious preparation on the teacher college level is needed. The new Danforth Foundation study is in the spirit of this recommendation. 7. The proposal to teach about religion would benefit from the experience of experimental pioneer communities. This would permit the principles to be put to work, and allow for evaluation. 8. There is need for experimentation with controlled classes dealing with religious themes. This would help clarify the problem of tension control. 9. How can the teacher measure the effectiveness of his efforts? It would be profitable to ascertain effective means of testing.

Servant leaders work for the betterment of their followers while also seeking to achieve goals for the organization. Servant leaders, in particular, are among those who strive to work for the greater good of those they serve. Servant leaders possess ethical and moral traits that allow them to serve as an example for followers within an organization, including the public school system. Permission to use the Servant Leadership Measures Survey was given by the lead author of the survey. The survey measured the degree that leaders exhibit leadership characteristics that are most associated with the servant leadership dimensions of Emotional Healing, Creating Value for the Community, Conceptual Skills, Empowerment, Helping Subordinates Grow and Succeed, Putting Subordinates First, and Ethical Behavior. A 28-item survey was distributed to the 4 Directors of Schools that self-identified as servant leaders. The same 28-item survey from the employee perspective was distributed to teachers within the participating school districts. The purpose of this study was to compare the self-reported servant leadership scores of Directors of Schools to their faculty members’ scores. Participants included Directors of Schools and teachers from 4 public school districts from the First Region of Tennessee. A non experimental, quantitative approach was used to determine whether Directors of Schools shared the same perception of their leadership style as the teachers who work within their school district. According to the findings Directors primarily scored themselves within the high range for showing servant leadership traits, and teachers in all districts scored their Director from the moderate to high range for demonstrating servant leadership characteristics. However, despite scores typically falling within the same range, there were overall significant differences between scores as teachers’ scores were significantly lower than their Director’s scores for several of the dimensions.

Esse trabalho é uma pesquisa da produção arquitetônica do Fundo Estadual de Construções Escolares - Fece, o primeiro órgão do governo do Estado de São Paulo a ter como única atribuição planejar, projetar, construir, ampliar e manter a rede pública estadual de ensino. Foi o pioneiro no Brasil e na América Latina a ter essa incumbência. O estudo identificou cerca de 900 novos edifícios escolares construídos pelo Fece em seus 10 anos de atividade, entre 1966 e 1976, quando foi substituído pela Companhia de Construções Escolares do Estado de São Paulo - Conesp. O objetivo desse trabalho é investigar o que a arquitetura pública paulista produziu nesse período, e até mesmo a arquitetura paulista de forma geral, uma vez que suas histórias se confundem ao longo do tempo. Cerca de 230 arquitetos elaboraram projetos para o Fece. Selecionamos 15 edifícios escolares como representativos dessa produção, de autoria de Abrahão Sanovicz, Décio Tozzi, Eduardo Corona, Francisco Petracco, João Baptista A. Xavier, Luiz Carlos Costa e Francisco Crestana como colaborador, João Clodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, Júlio Teruo Yamazaki, escritório Rino Levi, Ruy Othake, Sérgio Ferro, Rodrigo Léfèvre e Flávio Império. O período é caracterizado por uma grande explosão de demanda de vagas na área educacional e é o momento da ampliação da rede física de ensino em larga escala. Até 1965, existiam aproximadamente 2.260 edifícios escolares. Em apenas 10 anos foram construídos pelo Fece o equivalente a aproximadamente 40% do que havia sido construído nos 75 anos anteriores, desde o início da República. Pelo que pudemos observar, essa produção com tamanhas proporções foi permeada por questões econômicas, visando construir o maior número de edifícios possível. Tais parâmetros estão expressos nas Normas Fece Para Elaboração de Projetos de Arquitetura Escolar. Nos 15 projetos selecionados constatamos que a resposta dos arquitetos paulistas face a esse desafio é excelente. Com recursos espaciais, construtivos e plásticos muitas vezes extremamente simples e de baixo custo, projetaram edifícios que surpreendem tanto espacialmente como também pelo aspecto plástico e volumétrico. Esperamos com esse trabalho contribuir para que tantas outras análises sejam feitas a partir do levantamento documental dessa produção. / This work is a research on the architectural production of the State Fund for School Buildings- FECE, the first government agency in the state of São Paulo to have as its only commission to plan, to design, to build, to enlarge and to maintain the state public education network. It was the pioneer agency in Brazil and in Latin America tobe entrusted withthis assignment. The study identified around 900 new school buildings constructed by FECE in its 10 years of activity, between 1966 and 1976, when it was replaced by the State Company of School Buildings in the State of São Paulo (CONESP). This work aims at investigating what the public architecture in São Paulo has produced in this period, and even further, what the architecture in São Paulo brought forth in general, once their stories are interwoven along time. Around 230 architects produced designs for FECE. Fifteen (15) school buildings were selected as portraying this production, designed by AbrahãoSanovicz, DécioTozzi, Eduardo Corona, Francisco Petracco, JoãoBaptista A. Xavier, Luis Carlos Costa and Francisco Crestana as collaborator, JoãoClodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, JúlioTeruo Yamazaki, Rino Levi´s office, RuyOthake, Sérgio Ferro, Rodrigo Léfèvre and FlávioImpério. The period is characterized by a great explosion in demand for places in the educational field and this is the moment of large scale physical expansion of education network. Up to 1965 there were about 2.260 school buildings. In only 10 years FECE built an amount corresponding to approximately 40% of what had been built in the preceding 75 years, since the beginning of the Republic. As far as we could notice, such an extensive production was permeated by economic issues, aiming at building the largest number of buildings as possible. Such parameters are comprised in FECE Rules for the Production of School Building Designs. In the 15 designs selected, the answer of the architects in São Paulo in coping with this challengeproved to be excellent. Making use of spatial, constructive and plastic resources, which many times were extremely simple and economical, they designed buildings which strike onenot only in terms of space but also as regards plasticity and volume. This work attempts to further many other analyses which might benefit from the documental survey presented in this research.

The No Child Left Behind Act directs states to establish annual assessments to measure student mastery of state-established learning expectations. American public school students in grades 3 through 8, with few exceptions, take a series of state-mandated assessments each year; students in grades 10 through 12 take a series of state-mandated assessments at least once during those years. NCLB and state laws mandate considerable consequences if students do not perform well on the assessments. Research suggests that the standardized tests associated with NCLB affect curricula and pedagogy. What is not known is the level of control teachers believe they have over the curricular and pedagogic changes, and how that level of perceived control affects teachers’ perceptions of their ability to prepare students for the state-mandated tests. The purpose of this research study was to examine how teachers’ perceptions of autonomy affect their perceptions of efficacy regarding state-mandated testing. Data were collected with the Teaching Autonomy Scale (Pearson & Hall, 1993) and follow-up interviews with teachers from a suburban Connecticut public school district. The findings of the study suggest that teacher perceptions of autonomy do not significantly affect their perceptions of efficacy regarding the state-mandated tests associated with NCLB. The findings also suggest that teacher perceptions of autonomy do affect how teachers view the state-mandated standardized tests. Teachers with high perceived autonomy tended to report that the state-mandated tests had less of an impact on their classroom practices; had some discretion regarding how to use curricular materials in their classes; said that their students performed well on the state-mandated tests because the students engaged in authentic learning exercises that taught the students the skills and concepts assessed by the tests; tended to view the state-tests as assessments of the reading, writing, and math curricula; and tended to report that the state-mandated tests had mostly positive effects on education. Implications for practice, public policy, and further research are presented. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Analisa-se o estado nutricional, bem como alguns de seus condicionantes, de 257 escolares, com 7 a 13 anos de idade, matriculados nos Centros Integrados de Educação Pública- CIEP\'s em Americana, estado de São Paulo. Para o diagnóstico do estado nutricional considera-se a altura do escolar, adotando classificação com base nas unidades de desvio-padrão (escore Z de altura para idade). Avalia-se o consumo alimentar de 244 crianças da amostra utilizando-se o registro dos alimentos ingeridos pela criança, durante três dias não consecutivos da semana. Analisa-se a adequação de energia e nutrientes de acordo com o padrão nutricional definido para a população brasileira. Observa-se proporção de 15,6 por cento de crianças desnutridas crônicas (ZAI < -2). Ressalta-se que através de análises estatísticas detectou-se entre outras, a influência estatisticamente significativa das variáveis rendimento familiar per capita e freqüência à creche durante a idade pré-escolar, sobre o escore Z de altura para idade da criança. Isso mostra a importância de condições de vida que precedem o ingresso da criança no CIEP e que certamente afetaram o seu crescimento em períodos em que a criança é biologicamente mais vulnerável. Observa-se que o consumo alimentar revela-se deficiente em energia para 28,3 por cento dos escolares, evidenciando problema relativo à quantidade dos alimentos ingeridos. No tocante à qualidade, verificam-se percentuais de proteínas e lipídios, acima dos níveis recomendados. Inversamente, no que tange os carboidratos, os percentuais médios revelam-se abaixo da recomendação. Ressalta-se que 68,9 por cento dos escolares apresentaram alimentação com conteúdo protéico acima do preconizado. Análise das correlações simples entre a adequação do consumo de energia e nutrientes com variáveis sócio-econômicas revela que os nutrientes cuja adequação se mostra estatisticamente associada com renda familiar per capita são: energia, proteína, ferro, riboflavina, niacina e ácido ascórbico. / The nutritional status as well as certain conditioning factors of 257 students from 7 to 13 years of age registered at the Integrated Public Education Centers - CIEP\'s in Americana, state of São Paulo, are analyzed. Height of students is used to determine the nutritional status, with the classification based on standard deviation units (for Z escore HAZ). Food intake of 244 children is evaluated through the record of food ingested in three non-consecutive days. Energy and nutrient adequacy are analyzed according to the nutritional standard established for the Brazilian population. A 15.6 per cent ratio of children chronically going through malnutrition (HAZ < -2) is observed. Statistical analysis shows that the child\'s height for age Z score is influenced by per captia family income and attendance to day-care centers during preschool age, among other variables. That shows the importance of life conditions prior to the child\'s entry to CIEP and which have certainly affected its growth throughout periods when a child is biologically most vulnerable. Food intake is found energy- deficient for 28.3 per cent students, thus stressing the problem concerning the amount of ingested food. As to quality, protein and lipid ratios above recommended levels are observed. Inversely, average carbohydrate ratios are under the recommendations. One should stress that the protein content in the nourishment of 68.9 per cent students was above the recommended allowances. Simple correlation analysis between energy and nutrient consumption with social-economical variables reveals that the adequacy of nutrients statistically associated with per capita family income are energy, protein, iron, riboflavin, niacin and ascorbic acid.

Concebo territórios conflagrados em sua particularidade jurídica, isto é, localidades urbanas de monopólio e prevalência do ordenamento jurídico criminal, transversalizadas pela ordem jurídica estatal. Por meio de relatos de biografias profissionais de diretores(as) escolares que atuam em tais contextos de pluralismo jurídico, este estudo responde ao seguinte problema de pesquisa: Quais são os efeitos da difusão dos mecanismos de poder do crime organizado no universo das escolas públicas para a cultura profissional dos(as) diretores(as) escolares?. Priorizei a respeito a seguinte hipótese: A difusão dos mecanismos de poder do crime organizado no universo dos estabelecimentos públicos de ensino suscita a emergência de um ethos específico e revela uma cultura de gestão escolar marginal preexistente, oral, ambivalente, acêntrica, produzida e reengendrada nas práticas anônimas dos(as) diretores(as) de escolas públicas as quais ressignificam e matizam a identidade e a cultura profissional dos diretores(as) de escolas públicas. A pesquisa confirmou essa hipótese inicial; entretanto, identificou mais dois efeitos primários. A saber: o fenômeno do poder adstrito das autoridades escolares em relação às autoridades do poder criminal instalado no lugar e o medo como critério para a tomada de decisões profissionais. O objetivo desta pesquisa foi descrever a gestão atual de escolas públicas situadas em áreas urbanas de São Paulo, capital, as quais se constituem epicentros mercadológicos da economia capitalista criminal em ascensão no mundo. / I understand conflicted territories in their legal particularity, that is, urban locations marked by monopoly and prevalence of a criminal legal order, transversed by the state legal order. Through the narration of professional biographies of school principals working in such contexts of legal pluralism, this study responds to the following research problem: What are the effects of the spread of organized crimes power mechanisms in the universe of public schools, for the professional culture of school principals? I focused the following hypothesis: The spread of organized crimes power mechanisms in the universe of public education institutions provokes the emergence of a specific ethos and reveals a preexisting, marginal schoolmanagement culture that is ambivalent, oral and acentric, produced and reforged in the anonymous practices of public school principals. Those practices re-signify and give nuance to the identity and professional culture of public school principals. The research confirmed that initial hypothesis. However, two more primary effects were identified. These are: the phenomenon of the restricted power held by school authorities before the authorities of the criminal power installed in the area; and fear as a criterion for professional decision-making. The objective of this research was to describe the current management of public schools located in urban areas of São Paulo city which are market epicenters of the criminal capitalist economy on the rise in the world.