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Psychologists and leaders in the field of education have pointed out time and again that high school curriculums should be designed not only to teach a group of subjects, but also to meet the needs of a large group of individuals - the students. The boy or girl who spends four years in classes of mathematics, history, English, science, and a lot of other subjects does so not in order to parrot back to a teacher a long list of learned facts, but in order that he may prepare himself to take his place in a society as well adjusted and useful citizen in his chosen community. If this premise is true, then it would appear that one of the basic needs of the high school student is effective oral communication. As a consequence, one of the basic curriculum subjects would be a course in fundamentals of speech. This thesis is an attempt to find out if that need is being met by the high schools in the State of California. Briefly stated the thesis problem is: “Are the individual student’s speech needs being met by the California high school curriculums?”

No description available.

The orientation course in the Sacramento Senior High School has developed withint the school. In making a study of this orientation course, it seems important to make a study of some representative schools in the west and middle west sections of our country. In order to determine that schools where orientation was included in the course of study, I wrote to Professor James H. Corson, Dean of Personnel and Professor of Education in charge of courses of counseling and guidance at the College of the Pacific in Stockton, Califonria. I also wrote to Dr. E. A. Krug, Associate Professor of Education at the University of Wisconsin in Madison, Wisconsin. These professors responded promptly, giving lists of schools with notable programs of orientation. Dean Corson's list was mainly of schools in the west, and Dr. Krug's list mentioned some schools in the middle west. To these schools were sent letters of inquiry concerning their orientation set-up and its functioning. The response given by these schools in sending information is very much appreciated. Many local questions have been answered as a result of this study. It is also hoped that when some of the valuable features suggested in the responses are incorporated in our Sacramento course, many students in the future may receive may receive benefit fromits findings.

Dr. Alexis F. Lange is living forever in this chosen field, not in a mosaic of marble, but in the lives and actions of men and women today, who came in personal contact with his warm congenial personality and the inspiration of his spirit and ideals. It was largely through his efforts in establishing the junior high schools and the junior colleges, that the school children of today are able to live in situations better adapted to their educational needs.

It is the purpose of this thesis to develop a great- er interest and effort in character education in the school, the home and the church and to show nome techniques which have proved successful in the lives of the students of Junior high schools, especially at Stanford Junior High School in Sacramento.

The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

This inquiry examined the practice of instructional coaching in a large, low-performing, high-poverty urban high school. The participation of instructional coaches was examined in light of the school's attempt to construct a culture of social justice in a long-marginalized community. This research examined at instructional coaching through the framework of social reproduction theory in order to ascertain specific instructional coaching practices that may substantiate or validate the existence of legitimation, deskilling of teachers, and cultural hegemony, in an urban secondary school. Among key findings were 1) the disconnect between the intended purpose of instructional coaching and the actual interactions between the coach and teachers have the resultant effect of legitimation through the deskilling of teachers; 2) documentary evidence revealed that the curricula promoted by the instructional coaches at the Education Complex results in a cultural hegemony, having the reductionist effect of narrowing the curriculum to only the most basic levels of cognition, and proffering only what is deemed "legitimate" knowledge. Methods included interviews with instructional coaches, examination of documentary evidence, and observations of instructional coaching activities.