Technology in agriculture has changed more in the past hundred years than in the previous thousand, and the rate of change seems to be accelerating. No longer can one farm successfully for the duration of a lifetime with the same knowledge, understanding and skill which he possessed as a young farmer (1). Senators and representatives recognized the need for the continuous preparation of farm people for proficiency in their chosen field and in 1917 introduced and passed the Smith-Hughes Act. This enabled school administrators to offer vocational instruction in agriculture to young and adult farmers by providing additional funds to local districts for classes in vocational education. The act also provided for agriculture education in the high school curriculum (15).

The Constitution of the United States brought a “new look” throughout the western world toward the position the American school was to play in the protection of the cherished and newly won freedoms. Congressional action, backed by majority public opinion, legally bound the responsible power of school maintenance and operation over to the state and local governments. It was believed that the first line of defense for the protection of democracy lay in the foundation of good schools, and their activities could be best augmented by the strong support of the family community life cooperatively working for the welfare of a united local, state and national government. This idea coupled with other material controls such as transportation, finance, and other limiting economic factors brought about the desire to establish within walking distance a public school for every child of school age residing within the territorial boundaries of this country. Thus, the district, or ungraded one-teacher school, was born at a time when life was simple, families large, roads new and poor, and when education beyond the simplest rudiments was looked upon aa somewhat of a luxury but still a vital necessity to the development of this, then, “spawning” country. The small school was created to meet an immediate need. It has rendered an inestimable social and scientific contribution to the American way of life. For 200 years its social importance has paralleled that of the church and the home.

In-service growth has been defined as: “The growth which takes place after the teacher is on the job.” It is the continuation of the professional development which began during the preservice period of preparation. In-service education is a process inherent in any planned program designed to make the individual a more effective teacher. This type of education is generally considered by school administrators' as an integral part of any school program.

Free men cannot be taught properly by slaves; courageous citizens cannot be properly educated by scared hired men. In Ogden, Utah, education is big business. With capital assets of approximately $8,000,000, a current budget of $3,065,000, a staff of 570 full-time employees, and an enrollment of 12,650 students, education ranks high insofar as its effects are felt by the citizenry of the community.

Current literature may not agree, but it seems safe to say that to the educator, the academically superior student has always held a great deal of interest. All institutions of learning desire to attract and retain students with high scholastic potential. This is evidenced by the present concern as to whether or not superior students are being adequately provided for in the schools.

Instruction for developing students' number sense is a critical area of research in mathematics education because of the role number sense plays in early mathematics learning. Specifically, number system knowledge has been identified as a key cognitive mechanism in number sense development. The purpose of this mixed methods study was to explore variations in second-grade students' number sense development as they engaged in a counting-focused instructional treatment, geared towards developing number system knowledge, for differing amounts of time. Sixty second-grade students participated in number sense assessments and two students participated in in-depth, task-based interviews to provide quantitative and qualitative data to investigate the change and development of students' number sense during the instructional treatment. A generalized estimating equations (GEE) analysis showed an associated average increase in test scores for students participating int 9 weeks of the instructional treatment as compared to students participating in 3 weeks of the instructional treatment. This indicated that the counting-focused instructional treatment influenced and changed students' number sense. An important implication of this result is that it highlights the importance of number sense developing over time with multiple, connected experiences. The in-depth analyses of two cases showed learning growth from pretest to posttest for a low-achieving and high-achieving student. However, the two students' number sense developed in different ways and their access of number system knowledge varied. Shifts in learning mainly occurred after 6 weeks of the instructional treatment and depended on the student's existing use of number sense. The implication of this result is that the multiple access points and the high-ceiling of the instructional treatment benefited low- and high-achieving students in this study. Findings from the study showed that the counting-focused instructional treatment provided number sense learning opportunities for students from a wide range of abilities and backgrounds within the classroom setting. For many teachers, it is difficult to orchestrate differentiated, whole-class mathematics instructional activities due to their students' wide ranging mathematics abilities. This study identifies a promising instructional practice for elementary mathematics teachers that can facilitate opportunities for students to develop their number sense during whole-class mathematics instruction.

The purpose of the study is threefold (1) to formulate standards in health work for rural schools (2) to ascertain the conditions pertaining to health that exist in the Cache County schools (3) to apply standards to the existing conditions.

Modern education today is concerned with the growth and development of the whole child. It is the school’s obligation to report to the parents the progress the child is making. The system of reporting the progress of students to parents is important in any school because it is often the only contact between the parents and the teachers. The modern school should seek to provide the most satisfactory types of reports known. Continuous evaluation of the reporting system is of prime importance in order to assure a good report of the child’s progress to the parents. As experience points the way to improvement, it seems the methods of reporting should be revised accordingly.

A shortage of manpower during World War II and in the immediate years following, the war forced the American farmer into an era of mechanized agriculture. His investment in machinery tripled. With this evolution in farming additional training became necessary for the successful operation, care, and maintenance of his machinery. The farmer became, through no choice of his own, a mechanic. Many times, the success or failure of his farming enterprises was a direct result or how well he operated his costly farm machinery.

The purpose of this study was to compare the bookkeeping and/or accounting tasks being performed by entry-level workers with bookkeeping and/or accounting tasks being taught in Utah secondary schools. The study was limited to entry- level employees in 24 randomly selected Utah firms in three size classifications. Standard Industrial Classifications were used to provide a diversity in type of business surveyed. Bookkeeping and/or accounting supervisors were contacted and interviewed in each of the selected businesses. Entry-level employees performing bookkeeping and/or accounting tasks were identified and questionnaires were distributed to them. Usable questionnaires were secured from all businesses. From a list of teachers provided by the Utah State Board for Vocational Education, questionnaires were mailed to 100 teachers who were or had been teaching bookkeeping and/or accounting classes. Of the 100 questionnaire s mailed, 77 were returned. Of these, 48 were usable, 7 were partially completed and 22 indicated they were not teaching bookkeeping and/ or accounting. The questionnaire contained a list of bookkeeping and/ or accounting tasks. Respondents were asked to rate the tasks in three categories: frequency, performance and importance. Frequency related to how often the task was performed. Performance related to the degree of supervision required of a person performing the task. Importance related to the importance of the task for securing and maintaining an entry-level bookkeeping and/or accounting position. Analysis of variance tests were used to determine significance between the responses of the entry-level employees and teachers on each task. Means and standard deviation s were calculated for teachers, all businesses combined, small businesses, medium businesses and large businesses. Tasks were ranked from high to low in each of the categories. The following conclusions were made: 1. When considering frequency, teachers and entry-level employees of all businesses combined and small, medium and large businesses separately did not agree on most categories of tasks. They did not disagree on most tasks involving payroll and performing data processing activities. In most cases teachers rated tasks higher than did entry-level employees. 2. When considering performance, teachers and all entry-level employees combined did not agree on most categories of tasks. However, when responses of employees of small, medium and large businesses were compared separately, they did not disagree on many categories of tasks. In most cases, teachers rated tasks higher than entry-level employees. 3. When considering importance, teachers and all entry-level employees combined did not agree on many categories of tasks. However, when responses of employees of small, medium and large businesses were compared separately, they did not disagree on many categories of tasks. In most cases, teachers rated tasks higher than entry-level employees. 4. When ranking tasks for frequency teachers and entry-level employees ranked operating telephone equipment, calculators and ten-key adding machines, checking accounts, payroll preparation, cash receipts journals and accounts receivable ledgers high. Both groups rated tasks involved with financial statement analysis low. 5. When ranking tasks for performance, teachers and entry-level employees of all businesses ranked operating telephone equipment, calculators, adding machines, checking accounts and ledgers high. Both groups rated tasks involved with financial statement analysis low. 6. When ranking tasks for importance, teachers and entry-level employees of all businesses ranked operating adding machines, calculators, telephone and working with checking accounts high. Both groups rated tasks involved with financial statement analysis low. 7. When ranking tasks for frequency, performance and importance there did not seem to be many differences between the tasks performed by small, medium or large businesses. The following recommendations were made: l. Objectives of bookkeeping and/or accounting programs should be reviewed considering the results of this study. 2. The following general areas should be taught in the high school bookkeeping and/or accounting class: Operation of office equipment Handling cash, checking accounts and deposits Analyzing, journalizing and posting transactions Payroll calculations and reporting Preparation of input for automated processing 3. Emphasis should not be placed on the following areas in high school bookkeeping and/or accounting classes: Financial statement analysis Ratios and percentages Calculation of inventories Calculation of depreciation 4. Curriculum content should be reviewed periodically in light of rapidly changing business environments as well as be coordinated and articulated with bookkeeping and/or accounting programs in post-secondary institutions. 5. Follow-up studies of graduates of secondary programs should be undertaken yearly to see what tasks are currently being performed by those workers. 6. Additional research could be performed related to all bookkeeping and/or accounting tasks performed by all workers, tasks performed in other geographic areas, differences between types of companies and comparisons with other research.