It is hoped that the facts revealed in this survey will aid in the passage of a law in Indiana concerning Music Education, similar to the law in effect in Indiana dealing with Vocational Education. It is further hoped that these facts will show a need for better programs of music education. The purpose of this survey is to collect data showing what is being done so that better things might be accomplished.

The purpose of this study…is to compare the seventh and eighth grade American history textbooks adopted for use in the Indiana public schools during the past century, more specifically, from 1854 to 1946.

This study was concerned with a review of the events preceding and following the 1949 action of the Indiana Legislative Assembly as it applies to the School City of Indianpolis, located in the Capitol City of Indiana.

No description available.

Forty nine public school mental health practitioners (i.e., school counselors, school psychologists, and school social workers) completed a survey about working with dreams when counseling students. Most practitioners in this sample reported having at least one student bring up dreams during counseling and spent some time in counseling working with students' dreams. Practitioners addressed dreams more frequently in situations where the student was having troubling dreams or nightmares, and/or was dealing with death and grief. They also acknowledged working with dreams with students who were diagnosed with Post Traumatic Stress Disorder, were emotionally disturbed, suffered from recurrent dreams, were depressed, and had learning disabilities. This study shows that practitioners were less likely to talk about dreams with students who had adjustment disorders, psychosis, were oppositional or ill, struggled with substance abuse problems, or had eating disorders. Furthermore, most practitioners indicated receiving no training and did not feel competent to work with children's dreams. However, most surveyed practitioners were interested in learning more about dreams in general.

The region under study in this report consists of Daggett County, Utah, the northwestern section of Moffat County, Colorado, and the southwestern area of Sweetwater, Wyoming. It is an area about fifty miles in length and seventeen miles in width, with a population of some four hundred and fifty persons in 1950. The economy was based upon agriculture which prevented the growth of large towns and determined a characteristic of a sparse population living in a comparatively large area. Isolated from Utah by a huge mountain range, the people of Daggett County were closer, in many respects, to the affairs of Wyoming, than of their parent state.A region which was one of the earliest to be visited by white Americans, it remained frontier country, even into the twentieth century. The earliest settlers were ranchers, who situated themselves along the creeks where water would be available for their stock. They, in turn, were followed by the Mormon colonists at about the turn of the century, who founded the hamlet of Manila, which was to become the center of education in the region.Schools in the area began about 1869, with a total of some thirty institutions in session at different times over the ninety years since. The sparseness of population, coupled with a lack of adequate roads, prevented the consolidation of smaller districts. Other schools were so completely isolated, that a school had to be maintained as a matter of practical necessity.Because of the isolation of the entire region from association with school districts in their respective states, most of the schools tended to have the same general characteristics in regard to administration, finance, curriculum, equipment, and school plant facilities, wherever their location.With the advantage of consolidation, increased state equalization, and a larger population grouped in one area, the Manila schools developed more rapidly than the schools in Wyoming and Colorado located near the Daggett County boundary. Having the only high school in the entire region tended to attract students from the Wyoming schools to Daggett District. When the new school plant was erected in 1955, and increased allocations were made by the state of Utah, the Manila School became the center of public education in the region.The development of the Flaming Gorge Project resulted in the building of a community in Daggett County with a population larger than all of the hamlets in the region under study, combined. With it has come a new problem, that of providing school facilities for a tripled school enrollment.Daggett District, perhaps more than any other area in Utah, has benefited from the program of state equalization. Without it, the district could not hope to maintain a program to the extent that it is doing at the present time.

The purpose of this study was to examine student perceptions of the deterrent effect of School Resource Officers on crimes that may occur on school campuses and the factors that may influence those perceptions. The first school resource officer (SRO) program was implemented in 1953 and gained popularity in the 1990s. This study (conducted in 2008) reveals that the majority of students perceive that school resource officers are a deterrent to specific crimes and the overall crime rate on school campuses. The results of the survey indicated that the crimes of rape (74.1%), homicide (73.7%), aggravated assault or threat with a weapon (70.5%), sexual assault (67.0%), robbery (64.9%), and weapon possession (68.4%) had the highest percentage of students who responded agree (strongly agree or agree) that the school resource officer was a perceived deterrent to those crimes on the school campus. The incident with the lowest perceived deterrent effect was truancy with 48.9% of the students responding with strongly agree or agree. Based on a multivariate analysis, this study found that the factors that influenced the students' perceptions of the School Resource Officer as a deterrent to crime were students' age, class standing, school attended, exposure to a SRO, friends' crime history, and family crime history. The students' race, past crimes, income level, and gender were not statistically significant for any of the dependent variables. The examination of the ordinal logistic regression showed the percentage of variance the model explained was low. Based on this research with the limitations presented, the SRO is perceived as a deterrent to crime on school campuses. The deterrent effect was not stronger in any one demographic group. Peer pressure was one factor that was an influence in the majority of studied crimes.

Racially restrictive housing covenants, their diffusion, and the motivations of those who created them in the northern cities of America in the early 20th century are thoroughly covered within the discipline of political science. Despite the existing literature about racially restrictive covenants, there is very little existing literature or research that covers outcomes (education, political participation, power distribution, income disparities, etc.) in relation to racially restrictive covenants. This thesis investigates how the legacy of racially restrictive housing covenants impacted modern educational outcomes, specifically graduation rates, in the city of Chicago. The methodological approach includes both qualitative and quantitative analysis of historical maps, population demographic distribution, court cases, housing policy, and high-school graduation rates (from 1999–2014). Based on historical background and data analysis, the racially restrictive housing covenants in the city of Chicago led to pervasive patterns of neighborhood segregation that contribute to the racialization of educational outcomes. These findings help to provide quantitative evidence that the legacy and impact of racially restrictive housing covenant policy still impact modern living conditions and outcomes in education and possibly beyond.

The problem is this study is to locate and analyze the retarded pupils in the Stockton Elementary Public Schools. A retarded pupil is defined as one who is eight years or over in the first grade; nine years or over in the second grade; ten years or over in the third grade --- and so on. The following chart shows the ages that are considered normal for each grade: [see PDF]

This thesis will trace the major developments in the field of health education in the public schools or the Territory of Hawaii from the beginnings made in 1009 to the present time. Some attention will be paid to developments on the Islands or Hawaii, Maui, and Kauai; but the greater emphasis will be placed on the work done on the Island of Oahu. The public schools of the Territory of Hawaii are at present carrying on an extensive health program. The special health class work seems to be receiving more attention in the non-English standard schools. The need is more pronounced in these schools than in the English standard schools, and this, no doubt, accounts for the greater degree of interest shown. Perhaps the greatest progress has been made in some of the plantation schools. While these schools are a part of the public school system, they are also an integral part of the plantation community. In many instances, the entire school population of a plantation school is made up entirely of children whose parents work on the plantation. The officials on the plantation are vitally interested in the welfare of their workers and their families, and they are eager to do all that is possible to improve health conditions. This study is based on information obtained on several trips to Hawaii. It includes observations, made over a period of more than three years and experiences as an exchange teacher in a health class at Ewa, Oahu.