"The literature on teaching and curriculum development for the past two decades has emphasized the importance of relating curriculum and teaching to the problems or concerns which are of significance to the pupils...As homemaking teacher in the Liberty County High School, the writer is anxious to make homemaking as effective as possible for the pupils in this school. Consistent with the principle stated above, the identification of the problems which are unique to these pupils is a first step in this task. The purpose of this study, therefore, is to identify the problems of youth in Liberty County as seen by the pupils enrolled in the Liberty County High School, and to explore their implications for the teaching of homemaking in that school. In many studies of this kind the researchers have administered either the Mooney Problems Check List or the S.R.A. Youth Inventory as a basis for identifying the problems of youth involved. The procedure followed in this study, however, included the development of a problems check list unique to this school. It was felt that this was necessary because of the nature of the school population itself, and because it was believed that in the Liberty County High School this procedure would be more effective in identifying the problems of concern to the pupils involved than having them simply check a standardized scale developed for use with large number of youth scattered throughout the country. In addition, the writer was anxious to get information concerning certain citizenship attitudes of the pupils, and their vocational and educational goals"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Science." / Includes bibliographical references (leaf 29).

There is a need for professional development for teachers that equips them for working with diverse students and creating supportive school climates. This pilot study (N=55) with K-12 teachers sought to identify predictors of a high school climate rating. The teachers were 78.2% (N=43) female, 81.8% U.S. born (N=45), 45.5% White (N=25), 30.9% Black (N=17), 14.5% Latinx (N=8), and 7.3% Asian (N=3). The teachers had moderately high knowledge and closest to moderately high self-efficacy for performing key behaviors deemed essential for working effectively with diverse students. Teachers reported experiencing (pre-pandemic) a school climate closest to moderately supporting, engaging, valuing, fairly disciplining, affirming, reflecting empathy for, and serving as a safe space for students from varied cultural backgrounds. Findings showed that about half the teachers or more had any experience of microaggressions that seemed related to their personal demographics or appearance while in school settings—pre-pandemic. Further, about three-quarters of teachers or more had any experience of witnessing microaggressions happening to students in school settings, pre-pandemic.

The purpose of this study was to explore the perceptions of students with disabilities who were participating in an inclusive physical education setting. The information gained will add to the existing knowledge base regarding the placement of students with and without disabilities in a common setting. Given the importance of ensuring that the students with disabilities are able to truly participate in an inclusive setting, the study focused on obtaining and evaluating perceptions with respect to both the inclusive physical education setting and physical activity in general. Participants were seven students with various disabilities from two high schools which utilize inclusive physical education programs. Gaining and understanding of the perceptions of those students required use of various methods, including observations, interviews and visual methodologies. Observations provided information as to the manner in which all students interacted in the classroom setting. Interviews elicited the thoughts of the students with disabilities regarding physical activity, their participation in such activities and their participation in the physical education classroom. Use of visual methods, including pictures and personal artifacts, elicited further thoughts by prompting memories and allowing for further expression of feelings. Students exhibited positive attitudes on physical activity, recognizing the importance of such activity and sharing the belief that a person with a disability is able to participate in physical activities. While students had a positive perception of the inclusive physical education setting, they indicated activity modification would enhance their level of participation. The perceived modifications were predominantly focused on being able to choose an activity during class, one in which they felt they were more likely to succeed. Findings suggest that consideration of students’ perceptions of physical activity, including the perceived impact of their disability must continue to be considered by educators in developing inclusive physical education programs. Such perceptions may impact the level of student participation in an activity and in the physical education class. This is critical for future practice in order to identify additional ways of ensuring that students with disabilities will continue to participate in physical activities, while accepting the limitations of a disability when necessary.

No description available.

"Campbellton High School is a small school of some two hundred thirty rural pupils in Jackson County, Florida. It is felt that the faculty is well acquainted with the personal feelings and desires of the student body. The members of the faculty know each student by name, and also know something of his family life, ambitions, economic status, and his favorite foods. Yet, with all this knowledge about the students, it is felt that school children do not always reveal their thoughts and ideas of what they think is right or wrong with their school. Since the school is being run for the benefit of the pupils, it seems desirable that the faculty also have this information in order for it to do the job thoroughly"--Introduction. / Typescript. / "January, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 102).

No description available.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.

The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process? Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process. Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.

This study analyzed male high school students' perceptions of the child development course and father role. A two-part questionnaire was administered to 192 males. In Part I, descriptive statistics determined that more males would enroll in child development if the female-oriented image was changed, if they knew more about the course, and if their friends enrolled. In Part II, a t-test was used to analyze the results of the FRO. Six hypotheses examined the perceptions of males with and without parent training toward father roles of nurturing, problem solver, provider, societal model, recreational, and total scores of both groups. Results indicated males without parent training had a more traditional view toward the problem-solver role.