The problem is : Does the business curriculum of Oakdale Joint Union High School meet the needs of the recent graduates who plan to enter business as a career?

This paper concerns the development of the instructional program in Broward County, Florida, from 1941 to the present. The purposes of the paper are, briefly, as follows: (1) to give the reader a general knowledge of the manner in which the instructional program has developed, (2) to trace the history and functions of the supervisory program since its initiation in the county, (3) to give a statement of the philosophy underlying the instructional program, (4) to reveal county-wide practices as these affect the improvement of instruction, ( 5 ) partially, to evaluate the effectiveness of the instructional program in the light of prevailing nation-wide practices, and (6) to make recommendations for next steps in the improvement. / Typescript. / "Aug., 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 49-51).

"The purpose of this paper is to show the importance of establishing routines in nursery schools and kindergartens. It will discuss the factors to be considered, procedures to be followed, and examples of establishing routines. This paper will not attempt to discuss in detail the establishing of routines in the home, but will show the relationship of the home and the school"--Introduction. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Typescript. / Includes bibliographical references (leaves 56-59).

Facing the growing competition in the globalized economy, Japan’s private sector has been looking out for human resources that can fill in the managerial positions of international branches. In response to this demand, policymakers conceived of the idea of Global Human Resources and launched several initiatives to internationalize education. Among these initiatives, this study focuses on the reform attempt to establish 200 International Baccalaureate (IB) schools. Interestingly, the cabinet led this initiative by forming complex relationship with the Ministry of Education (MoE), a traditional key actor in Japan’s education policy. Therefore, by studying the IB reform in Japan, this study intends to shed light on the interactions that occur within the government. Numerous studies have been conducted in the field of comparative education, exposing the changing relationship between public and private sectors or actors across different levels, such as international and local ones. However, scholars in the field have paid little attention to the complexity inside the government and how different actors within it interact and shape the policy process. Drawing on neo-institutional and organizational approaches, this dissertation examines the policy process of the IB reform through the three analytical units: institutions, ideas, and networks. In other words, it analyzes how different policy actors form networks and employ different ideas to promote their preferred modes of the reform under the institutional constraints that typically exist in the form of laws. To identify the aforementioned three elements relevant to the IB reform, I conducted a qualitative analysis by analyzing various kinds of documents, such as, policy reports, meeting transcripts, newspaper articles, and miscellaneous documents, which were either written by relevant policy actors or written for engaging them. In addition, I conducted 12 interviews with policy actors involved in the reform as members of policymaking bodies. To reduce the bias stemming from my positionality, I also held feedback sessions with three researchers in the relevant field. Finally, I performed a quantitative network analysis using lists of council members and identified which policy actor held strategically important positions. Through the analysis, I attempted to confirm the importance of key actors observed in the qualitative inquiry using the previously studied documents and conducted interviews. The study revealed how the interactions between the cabinet and the MoE arose from the changes in the three analytical units and influenced the consequence of the IB reform. Institutional changes in the policy process and education law enabled the cabinet to exercise greater influence on education since 2000. Particularly, the redefinition of the national curriculum as a minimum standard made it possible for the cabinet to introduce the IB, which did not align with the requirements of the national curriculum. Key policy actors emerged from both the cabinet and the MoE and formed a network to tap into the reconfiguration of institutional conditions, which led to the successful launch of the IB reform. However, the ideational gap between the cabinet and the MoE (particularly, its core segment, the Elementary and Secondary Education Bureau) persisted. While the former presented itself as a hub of novel ideas, intended to innovate education, and highlighted the need to raise talented students, the focus of the latter centered on maintaining the nation and increasing the standard of average or even low-achieving students. These normative differences were not easily reconcilable, and the network eventually broke into the two streams: the cabinet with the Association of National Universities and high-school stakeholders with the MoE (the Bureau). While the former introduced the IB as one mode of entrance exams, the former did not agree on using the IB as a tool for evaluating students’ thinking skills. This study contributes to the field of comparative education by presenting the analysis of the IB reform, in which novel actors emerged in education policy, that is, executives such as presidents and cabinets. Similar to private actors criticizing and attempting to intervene in public education, these executives intend to transform public education from within the public sector. More importantly, their primary interest is in producing elites. As shown in this study, the important task of educating the rest of the population may be assigned to the MoE, which suffers from financial shortage. If the executives coordinate with the business sector and concentrate resources on the select few, this division of work may threaten equity in public education.

The purpose of the study is to show the similarity and dissimilarity of the business curricula in the thirty-one Texas public high schools of District Eight, members of the Southern Association of Colleges and Secondary Schools.

No description available.

In a General Metal Shop, Art Metalwork is one of the activities used to round out a general study of the metals field. That it is a valid subject to be taught in this field of activity is shown by the fact that Art Metalwork is included as a center of activity in a number of state studies in the Industrial Arts curriculum. The Pennsylvania state study of Industrial Arts lists Art Metalwork as a center of activity in the Metals area. The Connecticut state study in Industrial Arts lists Art Metal under General Metalwork. The New York state course for Industrial Arts also includes Art Metalwork as a center of activity in General Metalwork.

This thesis aimed to determine how and why physical education made its apperance and has developed in in the senior colleges of Texas.

The primary purpose of this proposal is to evaluate the strengths and weakness of an Afrocentric education in an urban school to promote the academic achievement of impecunious black children. This study is important to understanding ways to improve the academic achievement of low-income and disadvantaged black students who are marginalized from the mainstream of American society. This proposal analyzes educational and social forces that prevent poor black children from achieving in urban schools and policies that separate them from the general school population. The study addressed the state of blacks in America today, and shows reasons why urban schools must change to save black students. The study also shows that the current educational system in urban communities does not work. The study discusses whether or not school integration has helped black children improve in their overall educational experience. This study examines and explores the development, characteristic, learning style, and cultural backgrounds of teachers and students who interact in traditional public schools in insolvent urban communities. This study also examines a critical pedagogy in the sociology of the black experience. This part of the study explores black children in a social and historical context in American society. The major finding in this study showed a significant improvement in students' academic achievement based upon documents from the state's DOE and it has renewed Bannker's charter. The sentiments from the major stakeholders appeared to be satisfied with the overall performance of the school and in the direction its going. The positive results on standardize norm reference test has soften the opposition once held by some of the stakeholders in respect to its radical departure from integration. Many parents have witnessed the positive changes in students' self-esteem and self-worth at Banneker and in the community. Therefore, many of the stakeholders believe that education programs of a cultural relevant motif designed does enhanced low-income and disadvantaged black students' academic achievement. This study was limited to low-income and disadvantaged black children attending urban schools where every effort to desegregated these schools has failed and the majority of children has failed and is continuing to fail.

"Ms. Cowhey, I have a text to world connection!"-Gabriella, first grader, is a critical ethnographic account of a highly successful and nationally visible white teacher, and her first grade students who named themselves the Peace Class during the autumn of 2002 when the United States declared war on Iraq. The study examines the teacher's use of critical pedagogy as it relates to Freirian concepts of dialogue and revolution, and her use of critical intertextuality as I call it, and the academic achievement and agency of her students. The teacher, who is the main participant of this study, is committed to issues of equity and academic excellence. She is engaged in an interest convergence that promotes success for the teacher, her students, and the larger school community. Ms. Cowhey is an excellent white multicultural educator and ally. This critical ethnography includes findings from data collected over a full school year of research. The teacher featured in this study retained her students as they looped from first to second grade, providing a rare opportunity for further research. It is a hopeful study with implications for teacher preparation programs, professional development and white teachers who want to gain the understanding and skills needed to respond to a changing demographic landscape and who are committed to social justice issues in education.