Among the evidences of a successful school program is its power to reduce probable failures and increase the proportion of success among graduates in their past school careers. Therefore, it is the responsibility of the school personnel to make continuous checks on the changing needs of boys and girls and to offer opportunities for growth and development according to their individual needs. / Advisor: Stewart Murray, Professor Directing Paper. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 46-47).

No description available.

"The purpose of this paper is to give a brief description of the basic education program of the Jinks Junior High School in Panama City, Florida, as a basis for and to present some recommendations for improvement. The overall purpose of the school is to help the boys and girls to be more effective citizens in a democratic society. It is based on the belief that the needs and interests of the adolescent are best met through a curriculum in which the learning experiences are organized around common adolescent problems. It will include a resource unit on orientation, designed to help boys and girls of junior high school age to become acquainted with the new school, the new school year, and to help them to make adjustments to new situations in order that they may function as good citizens of the school"--Introduction. / Typescript. / "August, 1953." / "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.

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 70-73.

by Cheung Kai Yin. / Year shown on spine: 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 144-149). / by Cheung Kai Yin. / Chapter Chapter One : --- Introduction --- p.1 / Chapter 1.1 --- Background to the study --- p.1 / Chapter 1.2 --- The purpose of the study --- p.4 / Chapter Chapter Two : --- Literature Review --- p.6 / Chapter 2.1 --- History of science education reform in western countries --- p.6 / Chapter 2.1.1 --- In the early part of the twentieth century --- p.6 / Chapter 2.1.2 --- Golden age of science education in the 1950's and 196´0ةs --- p.7 / Chapter 2.1.3 --- Scientific literacy and STS movement --- p.8 / Chapter 2.2 --- Junior secondary science education in Hong Kong --- p.10 / Chapter 2.2.1 --- The period of General science --- p.10 / Chapter 2.2.2 --- The introduction and implementation of the first version of Integrated Science (I. S.) --- p.11 / Chapter 2.2.3 --- The period of the second version of I.S. course --- p.13 / Chapter 2.3 --- Importance of social relevance --- p.16 / Chapter 2.4 --- STS teaching --- p.18 / Chapter 2.4.1 --- Goals of STS teaching --- p.19 / Chapter 2.4.2 --- Characteristics of STS teaching --- p.21 / Chapter 2.4.3 --- Recent development of STS movement --- p.24 / Chapter 2.5 --- Social relevance and STS teaching --- p.27 / Chapter 2.6 --- Textbook analysis --- p.28 / Chapter 2.6.1 --- Use of textbooks --- p.28 / Chapter 2.6.2 --- Role of textbooks --- p.29 / Chapter 2.6.3 --- Ways of writing textbooks --- p.31 / Chapter 2.6.4 --- Limitations of textbooks --- p.32 / Chapter 2.6.5 --- Textbook reviews for social relevance --- p.34 / Chapter 2.6.6 --- Analytical frameworks for social relevance --- p.36 / Chapter Chapter Three : --- Research Design --- p.39 / Chapter 3.1 --- Research questions --- p.39 / Chapter 3.2 --- Textbook analysis --- p.40 / Chapter 3.2.1 --- Content analysis --- p.40 / Chapter 3.2.2 --- Sampling --- p.41 / Chapter 3.2.3 --- Check lists for content analysis --- p.45 / Chapter 3.2.4 --- Analytical procedures to identify socially relevant contents --- p.48 / Chapter 3.2.5 --- Data collection --- p.50 / Chapter 3.2.6 --- Data analysis --- p.53 / Chapter 3.3 --- Interview --- p.55 / Chapter 3.3.1 --- Core questions --- p.55 / Chapter 3.3.2 --- Data collection and treatment --- p.58 / Chapter 3.4 --- Validity and reliability --- p.58 / Chapter 3.4.1 --- Validity --- p.53 / Chapter 3.4.2 --- Reliability --- p.59 / Chapter Chapter Four : --- Data and Analysis --- p.62 / Chapter 4.1 --- Introduction --- p.62 / Chapter 4.2 --- Textbook analysis --- p.62 / Chapter 4.2.1 --- Social relevance of textbooks' contents in the period of General Science --- p.63 / Chapter 4.2.2 --- Social relevance of textbooks' contents in the period of the first version of I .S. course --- p.69 / Chapter 4.2.3 --- Social relevance of textbooks' contents in the period of the second version of I.S. course --- p.82 / Chapter 4.2.4 --- Comparison of socially relevant contents among textbooks within each stage of development --- p.95 / Chapter 4.2.5 --- Comparison of socially relevant contents among textbooks across different stages of development --- p.101 / Chapter 4.3 --- Interview --- p.110 / Chapter 4.3.1 --- Contents of interview and teachers' attitudes towards socially relevant contents --- p.111 / Chapter 4.3.2 --- Opinions about the role of socially relevant contents --- p.119 / Chapter 4.3.3 --- Opinions about the adequacy of the socially relevant contents in present textbooks --- p.120 / Chapter 4.3.4 --- Opinions about difficulties in increasing the socially relevant contents in future --- p.121 / Chapter Chapter Five : --- Conclusions and Implication --- p.123 / Chapter 5.1 --- Responses to research questions --- p.123 / Chapter 5.1.1 --- Socially relevant contents in textbooks --- p.123 / Chapter 5.1.2 --- Difference in the inclusion of socially relevant contents among textbooks within each stage of development --- p.128 / Chapter 5.1.3 --- Difference in the inclusion of socially relevant contents among textbooks across three stages of development --- p.130 / Chapter 5.1.4 --- Future development of textbooks --- p.132 / Chapter 5.2 --- Limitations of the study and further inquiry --- p.137 / Chapter 5.3 --- Implications --- p.141 / Bibliography --- p.144 / Appendix --- p.150 / Appendix A : Characteristics of a scientifically literate person --- p.151 / Appendix B : Junior secondary science textbooks survey --- p.153 / Appendix C : Science issues survey --- p.157 / Appendix D : Socially relevant topics and desired learning outcomes --- p.162 / Appendix E : Typical pages of textbooks --- p.166

The purpose of this project was to develop an online educational program that offered the courses in which students are deficient. This program was called The Virtual Senior (VS). In the end, multiple courses across each of the core disciplines will be created based on California State Standards.

This study investigated the relationship of high school curriculum to performance in academic foundation college courses. The purposes of the study were twofold: First, to study the relationship of a practical arts high school curriculum as opposed to a college preparatory high school curriculum to performance in academic foundation college courses. Second, to analyze this relationship and its implications for high school students, parents, teachers, and counselors.

This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals. / by Francis Serra. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

This dissertation is devoted to the history of the Albanian system of education in general, its mathematics education program in particular, and, specifically, the Albanian high school mathematics assessment. Historical in terms of its research methodology, and mathematical-pedagogical in terms of the objects of the study, this research explores and compares the Albanian high school mathematics graduate examinations during 1970s and 2006 – 2015: two decades during two different historical periods. It analyzes the general structure of the examinations, their mathematical task design, and the history of their changes under the influence of political and social processes. The units of analysis here are the questions of each examination, which are examined both individually and in context as part of the examination, investigating the examinations’ topic coverage and comparing the latter to the intended national curriculum. This study was based on multiple primary sources, including documents from the Albanian Ministry of Education, the Central State Archive of the Republic of Albania, the Internet archive (http://www.arsimi.gov.al), memoirs of former teachers, high school textbooks during the respective years, and other sources. The analysis showed that Albanian mathematics education was not immune to political and social change: both its curriculum and assessment were affected. Examination administration, format, topic coverage, and item characteristics, even the pure mathematical problems, represented in some ways the Albanian social, economic, and political views of the time.