Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Competitive cheerleading is a sport that has received very little research attention yet was of great interest to the researcher who has coached this sport for over six years. This research asks, "What is the impact of a competitive cheerleading experience on the development of female athletes?" The literature surrounding cheerleading, the sports environment, psychology of coaching, sociology of sports, and feminism in sports is reviewed. A case study approach using both quantitative and qualitative techniques for data collection was used. Participants were five females who had been involved in competitive cheerleading for a mean of 4.4 years. Each participant completed a questionnaire as well as an interview with the researcher. Seven themes were found in the narratives: athleticism, team dynamics, unique aspects of competitive cheerleading, social skills, negative impacts of competitive cheerleading, involving male athletes and peer perception. Within each theme, there were key findings. This study filled some of the gaps in past research by using female participants, qualitative research methods, and the analysis of one sport.

The purpose of this study is threefold: (1) to identify and compile recommended safety standards for woodworking laboratories concerning guarding of machines, electrical wiring, fire prevention, flooring materials, and aisles; (2) to identify the standards that pertain to the physical facility and equipment used in industrial arts laboratories and to make them available to teachers and administrators for use in renovation of existing facilities and planning new ones; and (3) to determine the extent to which industrial arts woodworking laboratories in Texas high schools are in compliance with the safety standards set forth by the Texas Occupational Safety Board.

This study is an experiment to determine the effectiveness of high-speed drill on speed and accuracy achievement in the first semester of beginning typewriting at the high school level.

No description available.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to explore the connection between teacher ideologies/beliefs and the teacher's use of cooperative/collaborative learning in the high school English classroom. An overview of the elements of educational philosophy and their interaction with innovative teaching methodology was presented to afford a better understanding of the connection between the individual teacher's epistemological ideologies/beliefs and implementation of cooperative/collaborative learning. This study utilized quantitative research methodology. Data were collected through use of survey responses and informal discussions with department chairpersons and teachers. The data analysis revealed that teacher's individual educational philosophy influences use of innovative methodology such as collaborative learning. In addition, data revealed that the collaborative learning is a type of methodology that can easily be incorporated into any teacher's pedagogical repertoire, despite the educational philosophy stance of the teacher. / 2031-01-01

Thesis (Ed.M.)--Boston University