This phenomenological retrospective study investigates the transitional experiences of five graduates from one rural schools classes. The study has two guiding themes: (a) the factors which influence graduating students decisions for their futures, and (b) the transitions they experience following those decisions.<p> High school graduation and the subsequent transition to life after high school was the phenomenon that each participant had undergone. During semi-structured interviews, participants discussed their decisions before and after that delineating moment. The research question was: What supports do recent graduates perceive to have existed in a small rural school to assist students in their transition from school to post secondary education or the workforce? Follow up interview questions were: (a) What challenges have recent graduates faced as they transitioned from high school to their current positions as post secondary students or employees? (b) What supports do recent graduates believe should be implemented to assist future graduates in their upcoming transitions from high school to post secondary education or the workforce?<p> The study results indicated that graduates perceive schools role as peripheral or tangential to their transition to their post secondary lives. The caring and interested relationships developed between students and school personnel while important, are at best, incidental and not perceived to be instrumental and in one case may be seen as limiting. The data reveals the significant influence of family, or social habitus and cultural capital on both the career and life decisions and on the transitions experienced by the participants as they adjusted to life after high school. Challenges and transitions were recounted and participant suggestions for schools were discussed. I indicated the need for increased professional development for teachers in the area of career development and transitioning, as well as the need for an expanded recognition of the pivotal roles held by family members in the transition to adulthood. Finally, I reflected on areas for further investigation which include gathering more insights from young adults and students as well as their families, investigating the transitions implicit in entering the workforce, and exploring the issue of providing hope for rural communities and schools.

The purpose of this study was to examine the effects of a modified LORS technique on the ego identity formation of adolescent high school students. In order to investigate this relationship, a group of eighty volunteer high school students was randomly divided into an experimental and a control group. The experimental group was further divided into four sub-groups, each consisting of ten members. Both groups completed a battery of personality inventories comprised of 1) the Dignan Ego Identity Scale; 2) the Inventory of Psychosocial Development; and 3) the Personal Orientation Inventory. The group of experimental subjects took part in dramatizing typical adolescent crises, involving situations such as self-consciousness, sexuality, values clarification, vocational choice, and conflict with authority. The situations were designed to utilize the LORS Experiential Technique (Hollis, 1975), and were facilitated by trained process involvers. While the experimental subjects participated in the LORS situations, the control group members continued their regular school schedule. Following the completion of the treatment for the experimental group, both experimental and control group subjects repeated the aforementioned battery of personality tests. Statistical procedures were then applied to the data in order to test hypotheses written concerning the relationship between the variables involved.The analysis of data first required a preliminary test in order to determine whether or not the four experimental sub-groups were sufficiently enough alike that they could be pooled into one group. The results of the preliminary test showed that the four experimental subgroups could be treated statistically as one group. The preliminary testing was followed by a regression analysis to determine whether the covariates were related sufficiently to be useful as covariates. The results yielded an F value of 6.3376 and a P of less than .0001. Using the factors of "sex" and "grade level" as blocking factors, a three-way multivariate analysis of covariance was conducted. With an F value of 6.102 and a P of less than .0001, the major hypothesis concerning the relationship between experimental and control group vector of means was rejected. To determine which of the dependent measures (adjusted covariates) contributed to the overall rejection of the major hypothesis, the univariate F statistics were computed. The F values indicated that all of the dependent measures, except one, contributed to the rejection of the null hypothesis. The one exception was the reduction of identity diffusion as measured by the Inventory of Psychosocial Development.The purposes of the study were, first, to investigate current theory and empirical knowledge about the relationship between ego identity formation in adolescence and a treatment designed to help facilitate this development. A second purpose of this study was to provide data for use by teachers and counselors who work with adolescent high school students. To an important degree, both of these purposes were achieved in the present study.

This phenomenological retrospective study investigates the transitional experiences of five graduates from one rural schools classes. The study has two guiding themes: (a) the factors which influence graduating students decisions for their futures, and (b) the transitions they experience following those decisions.<p> High school graduation and the subsequent transition to life after high school was the phenomenon that each participant had undergone. During semi-structured interviews, participants discussed their decisions before and after that delineating moment. The research question was: What supports do recent graduates perceive to have existed in a small rural school to assist students in their transition from school to post secondary education or the workforce? Follow up interview questions were: (a) What challenges have recent graduates faced as they transitioned from high school to their current positions as post secondary students or employees? (b) What supports do recent graduates believe should be implemented to assist future graduates in their upcoming transitions from high school to post secondary education or the workforce?<p> The study results indicated that graduates perceive schools role as peripheral or tangential to their transition to their post secondary lives. The caring and interested relationships developed between students and school personnel while important, are at best, incidental and not perceived to be instrumental and in one case may be seen as limiting. The data reveals the significant influence of family, or social habitus and cultural capital on both the career and life decisions and on the transitions experienced by the participants as they adjusted to life after high school. Challenges and transitions were recounted and participant suggestions for schools were discussed. I indicated the need for increased professional development for teachers in the area of career development and transitioning, as well as the need for an expanded recognition of the pivotal roles held by family members in the transition to adulthood. Finally, I reflected on areas for further investigation which include gathering more insights from young adults and students as well as their families, investigating the transitions implicit in entering the workforce, and exploring the issue of providing hope for rural communities and schools.

The purpose of this study was to explore the behavior of the principal¡¦s curriculum leadership in junior high schools in Kaohsiung city and Kaohsiung counties and Pingtung counties. The questionnaires were completed by 126 principals and 252 teachers in public junior high schools. Statistical methods used for explanation and analysis of results were based on proportion or mean, standard deviation, descriptive statistics, t-test, one-way variance analysis and Scheffe¡¦ method. As a result, the conclusions were drawn from the research results: 1. There are significant differences between a principal and teachers for the character of curriculum leadership¡¦s stakeholder in junior high schools. 2. The real behavior of the principals¡¦ curriculum leadership is lower than the expected behavior of the principal¡¦s curriculum leadership in junior high schools. 3. There are significant differences for the expected behavior of the principal¡¦s curriculum leadership in the different background of junior high schools. 4. There are significant differences for the real behavior of the principal¡¦s curriculum leadership in the different background of junior high schools. 5. There are significant differences for the expected behavior of the principal¡¦s curriculum leadership in the different background of the examinee. 6. There are significant differences for the real behavior of the principal¡¦s curriculum leadership in the different background of the examinee. Keyword¡Gcurriculum leadership¡Bstakeholder¡Bexpected behavior of curriculum leadership¡Breal behavior of curriculum leadership

Abstract Owing to the rapid development of democratized politics, liberalized economics and pluralistic society, the operation of educational administration at school is facing a lot of challenge in the reformation period. The Restructure Of School Organization is one of the means of the educational reforms. To handle changed opportunities to create new ones, and to make the school administrative organization fill flexible mechanism is the missions and duties that the school administrative organization shoulder. The purpose of this research is to study the basic concept of the organization through the four links, ¡§ Business Organized Reform ¡¨, ¡§ Government Reform ¡¨, ¡§ The Restructure Of The School Administrative Organization.¡¨ The research also coordinate with a new related theory of the organization , educational prescripts, important plans of the educational reforms, and the analysis of related studies of the school administrative organization to explore the stratagem of the restructure of the junior high school administrative organization. And set up an organization to a new model to be able to effectively resolve the problems which the junior school administrative organization faces. The research takes the study way of Delphi Technique and invite 16 consultants such as the experts and the scholars in Kaohsiung, the educational administrators, the junior high school principles, the leaders or the chiefs of the departments, teachers, and parents of the students to implement questionary survey three times. Synthesize the results of the documents investigation and the survey in Delphi Technique. About the reform of the administrative organization in junior high school, the conclusions are as follows : ¢¹. The reform of the school administrative organization is the extension of the reform of the government organization. To adjust administrative organization and operative standard is on the basis of the policy of the allocation numbers in local government and the managing the sum of numbers in central government. ¢º. A school contains two systems, administration and teaching, which presents the structure of Loosely Coupled System. However, educators are not in favor of the policy which merges the school organization into the administration department and the teaching department. ¢». The emphasis of the school reform contains ¡§ School-Based Manage- ment ¡¨ and ¡§ Teaching Professional Sovereignty. ¡¨ In addition, the reform of organization have to go with ¡§ Operation System ¡¨ ,¡§ Job Allocation ¡¨, ¡§ Management Mechanism.¡¨ Thus, it can work. ¢¼. At present, teachers take two jobs, teaching and the duty of the administration, like the leader or the chief of the department at school. They have double identities of being teachers and the members of the administration. Besides supplying the teaching department with support, the school administration should shoulder the responsibility of being professional leader. ¢½. In order to achieve the goal of the organization, the administrative apartment needs to develop the force of the integration, and Full Matrix is the best policy that can develop the function of the integration. ¢¾. The hinge of the reforms of the school administrative organization lies in abolition, combination or job allocation among the groups of the departments. ¢¿. To reform organization structure has to simultaneously consider the privilege allocation of the school organization and the change of the administration policy. Promoting it needs to accept various opinions and search for mutual understanding. ¢À. While reforming organization, we have to consider the operation mechanism of educational reform that has been promoted universally, including nine-year coherence curriculum and the unity experiment of teaching, discipline, and guidance. According to the conclusion of this study, some suggestions are follows: ¢¹. Suggestions to the heads of education administration organizations 1. Central government and local government should promote actively the revision of the relevant laws, and give schools the right of organizations to come true the spirit of the organization reform. 2. Ministry Of Education should play a more active role to offer the resources of the expenditure and the men of talent, and ask schools to immerse the spirit of the organization reform in the unity experiment of teaching, discipline, and guidance project. 3. School organization reform includes not only the adjustment of the administrative organization but also the change of the administration leadership, power distribution, curriculum & teaching, and school efficiency. The government should give schools more power of the personal, budget, and curriculum on the decision to satisfy the conditions and demands of different sections. 4. Adjusting the duty scope of the school administration or culture and education administration instead we should adopt technicians according to the different affairs, such as the engineer in the computer system, and professional shopping staffs. ¢». Suggestion to the school 1. ¡§ Community School ¡¨ becomes a developing trend , uniting community resources has already become the main business of the school administration. Besides, it also puts emphasis on regulation administration organization, adjusting the roles of the parents, teachers and students, and counting in the opinions the parents, students and the members of the community. 2. While a school is in the process of its organization reform, it should break through the organization of the teaching, discipline, affairs, and guidance. It replaces traditional administrative levels and the individual operation system with the teamwork. 3. When school is going to compose groups, it should consider professional knowledge, individual will, characters, individual job ( like academic specialists, administration ), and so on. It should compose a common teamwork, and put emphasis on strengthening self-determinant teamwork. Whether the school use teamwork organization depends on the administration affairs. 4. Technology and information have great influence on the operation of the administrative organizations. We have to reduce the administrative affairs and the members of the organizations to make the school administrative organizations will work effectively. 5. Through the redesigning and simplified procedure of the organizations work, we will make the administration affairs specialized and professional. The administration affairs excluding the core of the affairs ( teaching ) adopt the contractual way.

Thesis (M. Med. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-82).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 145-153).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 141-144).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 305-315). Also available in print.