This study examines the issue of educator power in the classroom and suggests a practical mechanism by which educators can reflect on their power use and develop a deeper consciousness of it in their teaching. A review of the literature conducted for this study revealed a gap in the discussion of educator power between the theoretical and practice-oriented literature bases. This study considers whether a comparable gap exists in actual practice and through phenomenological interviews investigates the perceptions of classroom power use for ten faculty in higher education. Through classroom observations, these perceptions are compared to classroom practices for all participants and gaps are seen for all ten participants. The theoretical frame of analysis for this study is drawn from the review of the educational literature including critical and feminist pedagogy, multicultural, social justice, humanistic, and teacher education, as well as faculty development and self awareness literatures. The examination of this literature highlights the areas of educator power presently underinvestigated in both theory and practice. Specifically, this review lead to the development of two models for understanding educator power: the Spheres of Educator Power and the Sites of Educator Power. The Spheres model is an organizational schema that groups educator power into three primary ‘spheres’, Public, Private and Intimate, with the bulk of the literature addressing the Public and the Private leaving the Intimate significantly underinvestigated. The Sites model further explores the Intimate Sphere and identifies seven fundamental sites of educator power in the classroom—social identity, teacher education programs, educational biography, personal history, content mastery, student abdication, and institutional conferrence. These two frames for understanding educator power, combined with the interview and observational results, are the foundation of an action—reflection model, the Power Praxis model, designed to assist educators in becoming more conscious of their use of power in the classroom. Rooted in the aforementioned literatures, it is believed that a deeper awareness of the use of educator power in the classroom as a result of this model will lead to a more empowering educational experience for both students and educators.

One fundamental purpose of American education is to provide an equal and quality education for all children. Unfortunately, evidence that schools are failing to meet this important challenge is abundant. One barrier to equal educational opportunity is the practice of ability grouping, which is widespread despite research showing that it does not consistently benefit any group of students and may be detrimental to students in lower-ability groups. Teachers favor ability grouping, but little is known about why. Two major research questions guide the present study: (1) How do Coalition elementary schools group students for instruction? (2) What do Coalition elementary school teachers perceive are the effects of existing grouping practices on student learning? The study employs qualitative research methods to describe the practices and perceptions of a particular group of principals and teachers in relation to school and classroom grouping. Data are drawn from 47 interviews with principals and teachers representing Grades K-6 in 12 elementary schools associated with the Coalition for School Improvement. Data show that principals in all 12 schools attempt to create heterogeneous classes. However, teachers create groups within classes to reduce the heterogeneity of student abilities in some subjects. Usually, reading is taught in ongoing, similar-ability groups. Most other lessons are introduced to entire classes and are followed by ad hoc similar-ability groups for a specific skill lesson or mixed-ability groups for peer tutoring or cooperative learning. Teachers defend similar-ability groups on instructional grounds, usually to maintain appropriate content and pace in reading and math. They defend mixed-ability groups because of social benefits to children, usually in science and social studies. Teachers' perceptions of groupings' effects on students' personal development are mixed. The study concludes that within-class ability groups operate with different learning conditions for different groups. Teachers hold unexamined assumptions and are remote from research linking grouping and student learning. Grouping decisions also are influenced by forces outside of teachers' control, including mandates, norms, and requirements

This was an exploratory study concerned with the identification of similarities and differences between 38 associate degree and 46 baccalaureate degree graduating nursing students in the application of the nursing process to a case study situation. Nursing competencies were identified from a review of the literature and served as the basis for the design of the Nursing Process Application Test. Eleven competencies were identified. Each competency had criteria to distinguish basic and advanced levels of competency. The test data were analyzed to determine whether there were any differences between the two groups of subjects regarding nursing process competencies. The similarities and differences between the two groups were also compared with the findings derived from the literature to determine whether the participants applied the steps of the nursing process in ways that were congruent with the competencies expected of graduates of associate degree and baccalaureate degree nursing education programs. Results of the study showed the following: (1) There were no significant differences between associate degree nurses and baccalaureate degree nurses for 16 of the 22 competencies tested. (2) Significant differences were identified for 6 of the basic and advanced competencies: the baccalaureate degree nurses scored significantly higher in five competencies--basic assessment, advanced nursing diagnosis, basic teaching, basic discharge planning, and basic identification of psychosocial needs; the associate degree nurses scored significantly higher in the advanced planning competency. (3) The associate degree nurses and baccalaureate degree nurses participating in the study did not apply three of the four steps of the nursing process in ways that were congruent with the competencies expected in the literature. Conclusions drawn from this investigation, although they cannot be generalized beyond the scope of this study, are the following: (1) Associate degree nurses and baccalaureate degree nurses have many of the same competencies in regard to the application of the nursing process. (2) The Nursing Process Application Test has demonstrated its potential value in gathering this kind of data.

There is a paucity of data on the resources, organization and management of secondary school libraries in Anglophone Cameroon. The few data available are based principally on casual observations and personal impressions, and in general, describe the collections as shocking and disgracefully meagre. The main objective of this study was to examine the current status of school library resources in selected secondary schools in Anglophone Cameroon. To this effect, attention was focused on book stock, periodical holdings, audiovisual materials, physical facilities and equipment, finance, management and use. In doing so, the principal method used was survey research method. This was supplemented with interview and observation, document analysis and participant observation techniques. The survey research instrument contained 59 item questions centered on the current status of secondary school libraries in Anglophone Cameroon. During visits to schools, the researcher interviewed relevant school authorities and also observed first-hand the state of the libraries. Information so obtained was cross-checked against responses to the mail questionnaire and also data gained from documentary sources. In all the schools studied there was acute shortage of such library resources as books, reference materials, periodicals, and audiovisual collections. Most schools also lacked adequate work space, seating accommodations for the pupils and basic working equipment for the libraries. In the issue of personnel, evidence showed that all the schools lacked qualified manpower. A few schools have full-time librarians who are neither qualified academically nor professionally. Some schools try, once in a while, to set aside some money for the needs of the library. But on the whole, the amount usually budgeted is grossly inadequate for even the basic needs of the library. Specific and policy oriented recommendations in the form of guidelines for the improvement of secondary school library services in Anglophone Cameroon were proposed.

This descriptive study identified the perceived influences that prompt teachers to initiate changes in curriculum and instruction. The study also examined teachers' perceptions of the Massachusetts Educational Assessment Program (MEAP) in relation to curricular and instructional change. Three major research questions guided the study: (1) What are the perceived influences that prompt teachers to initiate changes in curriculum and instruction? (2) How has the Massachusetts Educational Assessment Program (MEAP) been helpful to teachers in prompting them to initiate changes in curriculum and instruction? (3) How has the Massachusetts Educational Assessment Program (MEAP) fallen short in in prompting teachers to initiate changes in curriculum and instruction. Data are drawn from 52 teachers in 13 schools representing five different Kinds of Communities in Massachusetts; Urbanized, Economically Developed Suburbs, Growth Communities, Residential Suburbs, and Economic Rural Centers. Selection was based on reading scores from the Massachusetts Educational Assessment Program. Collection of data were accomplished through a free response interviews about educational change, written surveys of possible influences which might prompt change, and teacher interviews concerning the benefits and drawbacks of the Massachusetts Educational Assessment Program as a prompt in initiating changes in curriculum and instruction. Findings indicate teachers are most influenced by students' needs and a desire to make learning enjoyable, as well as by workshops, conferences, and courses. Testing was one of the lowest areas of influence for teachers. However, in several schools teachers were prompted by administration to initiate changes in curriculum and instruction because of the Massachusetts Educational Assessment Program. Teachers indicated the Massachusetts Educational Assessment Program helped them to evaluate and update their present curriculum and their instructional style. Many teachers were not influenced by the MEAP because they were not familiar with the test, did not understand the test results, were given no training, materials, or guidance by their own school system or by the State Department of Education.

The intent of the concentrated summer school program offered in Sacramento was to create a “saturated environment” in which the study of government would become participation in government in action rather than the study about government. The question posed was: Will instruction in government carried out in an environment saturated with study trips and resource speakers prove a more effective method for preparing twelfth grade students for citizenship than is instruction in a traditional government class? The experimental approach was approved by the school district and was scheduled for implementation during the summer session of 1969 at one high school in Sacramento with enrollment in the course open to any student in the district. This dissertation seeks to investigate the above question through the use of an experimental design to compare the experimental class, taught in a “saturated environment,” with a traditional class, both of which were offered during the same summer session in the same attendance areas with open enrollment.

The problem of this study was to develop a model for (1) statistical analysis of arrays of input in urban Compensatory Education programs, and (2) prediction of optimum arrays of such input as an adjunct to decision-making in future program formulation. The ultimate purposes of the research engaged in were: (1) improvement of administrative and curricular strategies in urban education by elimination of effort-duplication and expenditure-duplication; and (2) development of a statistical device with applicability to both decision-oriented and conclusion-oriented research for ongoing program improvement.

No description available.

No description available.

It was the objective of this study to collect and analyze data concerning how the dominant minority groups in California - Spanish speaking-speaking, Negro, American Indian, and Oriental American - have been and are currently portrayed in those state adopted reading textbooks that are/and have been the most commonly used in California elementary schools since 1953. The investigator used the process of content analysis to gather data in order to answer the following questions: (1) Are the identified minority group characters represented in the state adopted California elementary reading textbooks of the 1950’s?; (2) When represented, what is the portrayal of that character representation?; (3) Are the identified minority group characters represented in the state Adopted California reading textbooks of the 1960’s?; (4) When represented, what is the portrayal of that character representation?; (5) Are the identified minority group characters represented in the state adopted California reading textbooks of the 1970’s?; (6) When represented, what is the portrayal of that character's representation?; and (7) What evidence of trends is there in the presentation of the identified minority group characters during this twenty year period?