The problem under consideration in this study is a description of teacher preparation for elementary school health instruction. The dissertation is organized into six chapters, which are as follows: Introduction, Review of Related Literature, Procedures for Collection and Treatment of Data, Input from Texas Teachers, Competency-Based Health Education, and Summary and Recommendations. The following recommendations are made: (1) the program should be implement into the undergraduate tacher preparation program; (2) revision should be made based upon data collected during implementation; (3) research to produce objective questions for pretesting and posttesting purposes in each of the competency areas would be beneficial; and, (4) the Dearborn College Health Knowledge Test should be administered to those students who complete the program, and a comparison of scores made.

No description available.

It is the purpose of this study to examine the work of visiting teachers or school-social workers in various places which have employed this service for a number of years and to determine some of the contributions which such service makes to the over-all program of the elementary school from the standpoint of services to the child, to his family, and to the teachers.

The purpose of this study is to present the appraisal of the Los Fresnos Elementary School in terms of the criteria in the Handbook for Self-Appraisal and Improvement of Elementary Schools as made by a committee of twelve teachers of that school. Attention is given to the seven major areas of the school and to certain subtopics under each heading.

The problem of this study is to demonstrate the use of Wells's criteria for evaluating the administration of the elementary school by evaluating the administration of two elementary school principals.

The purpose of this study was to make a critical evaluation of the San Saba Elementary School, San Saba, Texas. The strong and weak points of the school were considered, and suggestions were made for improvements where they are needed.

The Nominal Group Technique (NGT) is a group decision making process which was developed to minimize the process losses of the traditional, interacting method. While proven to be superior to the widely-used interacting method by earlier research studies, NGT does not appear in the school administration literature as a useful technique for participatory problem solving. Because the original NGT can take one or more hours to complete, the assumption was tested that NGT could be made more useful to school administrators if it were modified for use into two brief sessions on successive days. This study modifies the NGT process by dividing the phases of the process into brief, two day sessions. The NGT problem question was a problem identification task of identifying major teacher stressors in an elementary school setting. This study is a post-test only, control group design involving 36 elementary school teachers. Dependent measures were (1) the perceived satisfaction of participants with the processes and outcomes, and (2) the similarity of responses generated by NGT and modified NGT (MNGT) groups. Similarity of response data were analyzed using a chi-square test, and satisfaction data were analyzed by applying at-test. Conclusions of this study were that NGT and MNGT yield similar results with regard to participant satisfaction and similarity of responses. As a result of this study, school administrators have access to a reliable process for obtaining in-put from the total faculty within the contractual school day. / Doctor of Education

The problem of this study was to determine the relationship between self-concept, expressed sexual knowledge, and attitude toward sex education of a group of experienced elementary teachers. A second dimension of the problem was to investigate the relationship of the three variables above with certain other factors that could possibly influence the effectiveness of the elementary teacher of sex education. These factors were age of the teacher, sex of the teacher ,grade level of teaching, educational level of the teacher, teaching experience, marital status of the teacher, number of siblings of the teacher, and church preference or affiliation of the teacher.

This study analyzes the status and job functions of the 546 elementary school assistant principals in Texas during the 1985-1986 school year. It is concerned with the status of the position and the degree of responsibility assigned to the assistant principal for forty-eight specific job functions in the actual and ideal practice. A sample of 125 assistant principals, 125 supervising principals and a population of 135 superintendents whose districts employ assistant principals were included in the study. All three groups completed the role survey instrument. The results were analyzed by using the one-sample chi-square test to determine whether significant differences existed among the perceptions of the superintendents, principals, and assistant principals at the .01 level. The return rate was 60.8 percent for the assistant principals and principals and 84.6 percent for the superintendents.

The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.