Typescript, etc. / Digitized by Kansas State University Libraries

It was the purpose of this study to answer the question, “What are the course offerings, derived from current practice, described in short statements, that would make a curriculum for the junior high schools of California?”

Typescript, etc. / Digitized by Kansas State University Libraries

Call number: LD2668 .T4 1937 B41

No description available.

No description available.

There is no abstract available for this dissertation.

The purpose of the study was to select and field test at the Selma Middle School, Selma, Indiana, a needs assessment process which could be applicable to schools in Southern Mozambique. The study was also designed to: 1) conduct a needs assessment to determine the extent of agreement among parents, teachers and pupils on the relative importance of eighteen educational goals established by the Office of Education of the State of California, in cooperation with selected school corporations; 2) provide a rank order of priority of the five most important educational goals selected from a list of eighteen educational goals; and 3) obtain the judgment of parents, teachers and pupils to determine whether the school was meeting the five goals identified as most important.To field test a systematic approach to needs assessment and to attain community participation of parents, teachers and students, the following steps were used: 1) obtain a set of eighteen educational goals; 2) select a representative parent committee; 3) select students representing those attending Selma Middle School; 4) ask all available teachers of the Middle School; 5) provide a list of the eighteen educational goals to each member of the various groups for study.The second major task of the three groups was to judge whether or not the school was meeting the goals identified as the five most important of the eighteen educational goals. A second questionnaire was used to determine the degree to which Selma Middle School was meeting the five goals identified as most important.The three groups were composed of thirteen parents, five male and eight female; ten teachers, five male and five female; and twenty-one students, ten male and eleven female. Three student groups of seven each represented the sixth, seventh and eighth grades.The Chi-square technique, x2 = (0-E)2 , was used to test Ethe null hypotheses for significance at the .05 level.Based upon the goals selected by parents, it would seem that their selection was based on parental experience in life, which in turn influenced the decisions for selecting the goals. Many of the goals selected by parents were goals that expressed what the parents needed or hoped to achieve themselves.Teachers, because of their goal selections, did not show great interest in non-skilled subjects. Rather, the teachers were more interested in goals related to the development of pride in work and a feeling of self-worth.Based upon their selection of goals, students stressed goals related to affective domain. Students contended that most students have potentialities which, when released by teachers through satisfying and meeting the students’ needs in affective domain, the students are capable of meeting the demands of the teachers.There were more differences than similarities among parents, teachers and students, in the selection and ranking of educational goals. Students did not necessarily depend on parents to decide what was best for the students. Neither did parents rely necessarily on what the students would judge as important. Similarly, teachers were no closer to students than were parents in judging what was best for students. However, greater agreement existed between parents and students than between teachers and students on the degree to which Selma Middle School was meeting the identified goals. The greatest differences in all tasks were found to be existing between teachers and students.

This creative project dealt with the research of existing materials in the area, of communications and the development of a curriculum for such aimed at early high school experiences. Major emphasis was given to the areas of communication in printed graphics, technical graphics, photography, and electronics. An actual curriculum was developed that included reading material, related stories, and suggested activities.Supporting materials developed with the curriculum included a rationale, objectives for the program, a taxonomy of instructional topics, and a suggested program schedule. The creative project was added to the required paper as the appendix.

The purposes of the study were: first, to identify what personnel in community agencies providing internships judge they contribute to a student intern's learning about (a) the role of the agency in the culture: (b) his competency to perform specific services; (c) his understanding of his cultural heritage; and second, to identify how community agencies are influenced as they provide experiences for student interns. Data were collected by interviewing and analyzed by a descriptive-survey design.FindingsCommunity agency personnel judged their agencies contributed to students' understandings of roles of thecommunity agencies in the culture by providing:orientation sessions, on-the-job training, and opportunities to observe a variety of adult, professional, and organizational contacts direct involvements in the agencies' functionsCommunity agency personnel judged the agencies contributed to students' competencies to perform specific services by: - assuming some of the agencies' responsibilities - acquiring specific personal qualities and knowledge - working in students' interest areasCommunity agency personnel judged the agencies contributed to students' understandings of their cultural heritages by providing opportunities for students to associate and communicate with professionals. Community agency personnel judged the agencies did not accommodate and/or build upon cultural/ethnic differences of students; neither did they plan for students to learn more about themselves while in agenciesCommunity agency personnel judged the agencies were influenced as they provided experiences for student interns by receiving services, improving public services, and improving employees' moraleConclusions Community agency personnel judge they contribute importantly to students learning while the students fulfill internship responsibilities in agenciesCommunity agency personnel judge the cooperating agencies are influenced positively but to a limited extent as they provide experiences for student interns