Comparison and contrast of perceptions of current and ideal levels of Involvement with 50 tasks by 45 district level school library media supervisors in Texas public schools was accomplished using a survey instrument eliciting information in three areas: Curriculum and Instruction, Public Relations and Communication, Actainistration and Budget. Using tasks based on a Texas Education Agency publication, i, tests for correlated means were used to determine statistically significant differences between means for current and ideal levels of involvement for supervisors grouped by age, degree and certification as well as for the group as a whole. Findings showed that most demographic groupings perceived a need for greater involvement with various curriculum planning and design activities, evaluation of noncertlficated library media personnel and with various public relations activities.

No description available.

The Oregon School Bill of 1922 would have required all school age children to attend public schools. Beginning as an initiative measure sponsored by the Scottish Rite Masons it was passed by the voters in the general election in the Fall of 1922. Shortly after its passage representatives of private and parochial schools began a court battle against the bill which ended in the United States Supreme Court. Affirming the decision of a lower court it declared the Bill to be unconstitutional. While public interest in the Bill was great during the campaign, it soon dwindled and by 1925 the School Bill held little interest but to historians.

The purpose of this study was to explore school principals' accountability with student academic performance. Charter and public-school principals are responsible for the learning process and academic development. Previously published literature did not reveal a clear understanding of the policies and practices that contributed in obtaining the desired student academic outcomes. Parsons's theory of action served as the foundation for analyzing principals' decisions to achieve accountability and comply with the policies established by the regulating authorities. A snowball sampling of school principals included a public charter school principal and 5 traditional public-school principals in the state of New Jersey. A multiple case study approach with semi structured interviews and open-ended questions was used to collect data, which was then transcribed, coded, and processed in Dedoose software program. Gaining insight may prove beneficial to the accountability of principals' duties disposed by school policies and practices. The study findings helped identify accountability standards common for both types of educational establishments. The study found that academic accountability goes beyond school principals and that school principals spend the least amount of time as instructional leaders. Finding contributes to positive social change by highlighting the need for regulatory agencies to identify and set clear guidelines of accountability, implement effective monitoring and measuring tools of accountability, and hold all stakeholders accountable for promoting student academic performance and achievement.

A Educação Ambiental (EA) surge no âmbito das sociedades modernas forjadas com a Revolução Industrial. Os problemas advindos desta se dão devido à maneira como o homem passa a se relacionar com os recursos naturais, onde há um descompasso entre o tempo da produção e o tempo da natureza ocorrendo uma consequente degradação. Neste sentido, a EA discute formas de apropriação do meio ambiente e a possibilidade/necessidade de relações mais harmônicas com o mesmo. Este trabalho se caracterizou por investigar as potencialidades e entraves/dificuldades à efetivação da Educação Ambiental nas escolas públicas em um município do Vale do Paraíba, e compor um perfil para os coordenadores pedagógicos das escolas municipais dessa região, em relação à EA. O levantamento de dados foi realizado por meio de um questionário, construído com base na escala Likert de 5 pontos, respondido pelos coordenadores. A tabulação foi realizada levando-se em consideração a localidade da escola de atuação dos coordenadores (escola urbana e central, escola urbana e periférica e escola rural); em seguida procedeu-se a validação dos dados com a utilização do programa Biostat 5.3, no qual foi realizado análise de variância seguindo o teste de Kruskal Wallis e nos casos em que resultou em variâncias significativas, foi realizado pós-teste em Student Newman Keuls para comparar duas a duas as variáveis e identificar as diferenças significativas entre elas. Os resultados apontaram para um perfil dos coordenadores pedagógicos que ainda estão centrados no cognitivismo, assumindo trabalhos/ações pontuais e desconexas em relação à EA. Observou-se, também, que as concepções dos coordenadores pedagógicos são recortadas e que isso replica nos professores que segundo os coordenadores não se articulam enquanto equipe de docentes, tampouco o fazem com a comunidade a qual a escola se insere, o que reforça o caráter cognicista da EA. Notou-se que na região rural, apesar de compor um pequeno número de unidades, existe um pensamento, por parte dos coordenadores e por consequência de toda a escola, no campo pedagógico, de mudança de direção na concepção e abordagem da EA. Esse cenário, apesar de estágio inicial, constitui-se enquanto possibilidade à EA e pode corroborar para auxiliar na mudança de paradigma da EA nesta rede de ensino. Da mesma maneira, a EA enquanto transversalidade e vista sob a ótica emancipatória, pode contribuir para que a escola assuma seu papel, enquanto espaço propício para a escola, no uso de sua autonomia declarada, se constituir enquanto espaço público de formação para o exercício da prática cidadã. / Environmental Education (EE) is the product of the modern social values forged by the Industrial Revolution. The conflicts regarding EE revolve around differing views of natural resources and concepts of commercial time-in-production and the limited time in nature that results in environmental degradation. In this temporal sense, EE reveals viable ways of environment management and examines the possibilities for a harmonious relationship with nature. This work is an investigation of the potentials and obstacles in implementing EE in public schools for the Brazilian municipality of Vale do Paraíba and the composition of a formulary for EE curriculum coordinators in the municipal schools of that region. Data was collected through a questionnaire sent to the coordinators based on the five-point Likert scale. Calculations took into account the participants\' locality and demographics (urban and central school, urban and peripheral school, or rural school), which was validated using the Biostat 5.3 program that applied the Kruskal Wallis test for variance analysis. A two-variable Student Newman Keuls procedure identified, in the data, a significant variability. Findings showed pedagogical coordinators for environmental education remain centered on cognitivism with emphasis on punctual and disconnected works/actions. Coordinators\" pedagogical concepts are fragmented and strongly reflected in the isolation of teaching staff who, according to the coordinators, act without exchanges or teamwork. Coordinators stated that faculty members do not engage in community outreach nor show involvement with the community schools or the environment itself. This pattern of behavior reinforces the cognitivist attitudes for EE. Though rural locations had a lesser number of scholastic units, a noticeable variance was found in pedagogical coordination regarding both the focus and approach to EE concepts which, consequently, had schoolwide impact. Even in this early stage, findings show the use of alternatives and recognition within teaching organizations for the imperative of positive changes regarding EE. When circumstances allow, the multidisciplinary nature and independence of those teaching EE can align well with the social autonomy of schools in providing spaces for public education and citizen participation.

This study involved using a classroom environment questionnaire in North Carolina to assess and improve biology classroom environments and to relate classroom environment to the student outcomes of achievement and attitudes. Part 1 of the study involved 364 Grade 9 and 10 students in Biology 1 at a large comprehensive urban high school in Charlotte, North Carolina. These students completed preferred and actual forms of a modified version of the What Is Happening In this Class? learning environment questionnaire assessing student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. Also an eight-item scale from the Test of Science Related Attitudes (TOSRA) was included to measure students' attitudes towards science. Finally, student achievement in biology was assessed using the results of a districtwide achievement test. Analyses of data collected in Part 1 of the study supported the WIHIC's a priori factor structure, internal consistency reliability, discriminant validity and ability to differentiate between the perceptions of students in different classrooms. Investigation of gender and ethnic (black vs non-black) differences in classroom environment revealed no ethnic differences, but there were gender differences for several scales (with boys perceiving more involvement and investigation and less cooperation than girls). / Various analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.

This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.

Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in the ACT Public School System is still strongly committed to the 'traditional' model, and makes only minor attempts to change educational patterns in pre-school education.

Middle schooling, although a contested phenomenon, has established its position on the huge landscape of secondary education. The philosophy of middle schooling claims that middle school has the best organisational structure for meeting the (educational, emotional, social and psychological) needs of adolescents1. This study is an attempt to see how successful schools of the Australian Capital Territory (ACT) are in implementing the middle schooling program with respect to the General Design for a Whole School Approach to School Improvement (Hill & Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools selected through purposive sampling for this study are considered exemplary for their implementation of programming consistent with the essential elements of middle schooling. The literature has recognised that, during last two decades, policy makers, educators, innovative reformers, and private foundations have manifested enormous commitment and interest in favour of the middle schooling program. The findings of this study indicate that, with certain adaptations, each of the three sample schools are implementing the salient features and characteristics of effective middle schools identified in the General Design and discussed widely in the literature. Each sample school is making its best efforts to improve the teaching and learning environment better to meet the needs of adolescents and is implementing middle school philosophy in accordance with the design. It is unlikely that any school can achieve "perfection" in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for improvement are always there. Certain significant issues related to students� security and connectedness are identified as requiring some attention by the school organisation. The main question of this study�how responsive middle school reforms are in the enrichment of the physical, social and emotional growth of adolescents�has largely been answered positively in this study. Based on the findings of this study it is concluded that the middle schooling program is not a wasted effort on the landscape of secondary education in Australia. The results of this study have certain implications for policy makers, educators and researchers. These include recognition of the need for teacher training programs to provide teacher training with a greater understanding of the teaching and learning needs of adolescents and the need for educators to make extra efforts in making the school environments safe, secure and inviting for adolescents. Longitudinal studies will be required to determine the long-term outcomes of the middle schooling program, as claimed by the proponents of the middle schooling movement.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 160-163). Also available in print.