Employers have criticized the secondary education program stating graduates are not meeting expected entry-level job competencies and attitudes. Recent surveys of employers indicated wide dissatisfaction with the educational quality of high school graduates and confirmed much of the general criticism which has been made of American education.The purpose of this study was to obtain data to answer the following research questions:1. What are the entry-level job competencies and attitudes needed by high school graduates?2. What effect does the number of employees have the entry-level job competencies and attitudes required?3. What effect does the type of business have on the entry-level job competencies and attitudes required?Data were collected from 679 employers by the use of a mailed questionnaire.Major Findings In response to all three research questions, employers indicated an entry-level employee did not need understand basic economic/free enterprise concepts to be successful in an entry-level position. According to the responses to Research Questions No. 1 and 3, employers rejected the need for an entry-level employee to have the ability to speak critically and constructively in the exchange of ideas and to know the terminology of the business/industry. Employers rejected other questionnaire items but at a lower frequency rate than noted above.Conclusions1. A list of competencies and attitudes was established as being needed by an entry-level employee.2. The number of employees and type of business/industry did have an effect on the competencies and attitudes needed by an entry-level employee.

The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E. Lee High School in North East Independent School District (NEISD). For this study, student performance includes achievement on reading and math Texas Assessment of Knowledge and Skills (TAKS), attendance rates, and number of dropouts. Research included data for years 2002-2003 through 2005-2006 retrieved from the Academic Excellence Indicator System (AEIS). An extensive review of the literature revealed support for implementation of the SLCs model for high school reform. Recent research indicates that student performance will improve if SLCs are fully implemented and supported using a framework, such as Oxley’s five domains for SLCs. The first two questions of this study addressed reading and math TAKS data by ethnic, economically disadvantaged, and special education subpopulations. The third question in this study addressed attendance rates and dropouts. This study found a significant difference in reading TAKS scores for the ethnic subpopulations with the implementation of SLCs. Economically disadvantaged students’ and special education students’ scores also showed significant gains in reading scale scores over the four years of the study. Data from this study revealed that math TAKS scale scores showed a significant increase in the economically disadvantaged and special education subpopulations after implementation of the SLCs. In addition, significance was found in reducing the achievement gap between special education and regular education students on math TAKS. Attendance rates showed no statistical significance after the implementation of the SLCs. An analysis of dropout rates was not possible due to low dropout numbers. The empirical data would not support meaningful analysis. Further investigation is needed to gain a better understanding of the relationship of SLCs on student performance, especially for African American and Hispanic students in math. Additional factors such as degree of implementation and influence of the administrative leadership needs to be explored.

Abstract This study, based on the method of questionnaire survey and interview, mainly investigate the attitude towards love among the vocational high school students. In the process, the researcher made reference to correlated documents first, and then inducted the information as the reference of study design. Furthermore, the researcher modified the Love Attitudes Scale by Hendrick & Hendrick (1986) and experienced the pre-tests and formal tests. By the information of statistics and analysis, this study investigated the differences among the vocational high school students in personal factors (grade or sex), personal experiences of falling in love (times of having fallen in love, whether being falling in love or not, or the lasted time of falling in love) and the condition of his/her parents¡¦ relations (very good, good, bad or very bad). Simultaneously, the researcher picked six boys and six girls as interviewers, making the semi-structured interviews according to the outlines of six distinct attitudes for love. This study summed up the connected information which analyzed the love in the mind of the vocational high school students. Through the discussions and analyses, this study came to the following conclusions: 1. The students of first grade in vocational high school, whose attitude towards love tends to ¡§storge¡¨ more. 2. The girls in vocational high school, whose attitude towards love tends to ¡§pragma¡¨ more. 3. The boys in vocational high school, whose attitude towards love tends to ¡§eros¡¨, ¡§ludus¡¨, ¡§storge¡¨, ¡§mania¡¨ and ¡§agape¡¨ more than the girls. 4. Investigating the attitudes towards love in distinct experiences of falling in love among the vocational high students by means of the formal questionnaire, this study got the following points: (1) Those who fell in love once to four times tend towards ¡§eros¡¨ more than those who never fell in love. (2) Those who never fell in love tend towards ¡§ludus¡¨ more than those who fell in love once to four times. (3) Those who never fell in love tend towards ¡§storge¡¨ more than those fell in love once to four times and those more than four times. (4) Those who are falling in love now tend towards ¡§eros¡¨ more than those who are not falling in love now. (5) Those who are not falling in love now tend towards ¡§ludus¡¨ more than those who are falling in love now. (6) Those who are falling in love now tend towards ¡§agape¡¨ more than those who are not falling in love now. (7) Those who fell in love for 6 to 12 months and those for more than one year tend towards ¡§eros¡¨ more than those who fell in love for 1 to 3 months and those who never fell in love. (8) Those who never fell in love tend towards ¡§ludus¡¨ more than those who fell in love for more than one year. (9) There is not evident difference between the attitudes towards love among the vocational high students and the condition of their parents¡¦ relations (very good, good, bad or very bad). 5. This study got the following points from the interview. (1) The definition for love among the vocational high students is that there are feelings between two sides, that they are willing to give to each other without any complaint and regret and that there is the phenomenon of owning him/her by herself/himself. (2) Family is the earliest organization that one steps into the society. It¡¦s an important institution as well. As parents, they are supposed to pay attention to the feeling management so that there are good interactions with their children. As a result, their children can get well along with the opposite sex. (3) The Mr. Right in vocational high students¡¦ hearts is supposed to have both ¡§the outer¡¨ and ¡§the inner¡¨. The former includes the height, the appearance and wearing long hair. The latter includes the emotional conditions (personal quality, talent, character, behave and obedience, ¡Ketc.) and the instrumental conditions (being good at study, sport, specialty and home chores, ¡Ketc.) (4) According to the response for the questions of the formal questionnaire from the interview, most of the questions were able to investigate the inner view points of the interviewers, except for the question 10, 13, and 26 about ¡§ludus¡¨ are completely opposite, and question 2, 5, 21 and 27 about ¡§storge¡¨ and question 7 about ¡§mania¡¨ are not correspondent completely. According to the above conclusions, this study puts forward the proposals that are classified as the fallowing: 1. The suggestions for students. (See this thesis) 2. The suggestions for parents in teaching their children. (See this thesis) 3. The suggestions for educators. (See this thesis) 4. The suggestions for being engaged in research. (See this thesis) 5. The suggestions for the study method. (See this thesis)

In this study, the political socialization process, which includes the family factor, school factor, fellows factor and mass media factor, of the junior high school students were explored and analyzed by using a questionnaire survey. The object of this study is to understand the diverse effects in political study, which includes the basic political view, democratic value and democratic attitude, of students with different social background. Some findings in the study are: ¡]1¡^First of all, parent¡¦s occupation and ethnic group are mostly relevant to student¡¦s character in terms of family political socialization factors (PSF). But the school PSF is more relevant to gender and year of study. Besides that, there is a slightly relevance between the use of media, gender and year of study. The fellows PSF is more connected to gender, year of study, parent¡¦s job and ethnic group. (2) The PSF of gender, year of study, parent¡¦s job and ethnic group, national identity are clearly correlated to national identity, the definition of national territory, the relationship between Taiwan and China, the definition of Chinese in nationality, and the relationship between Taiwanese and Chinese in terms of students¡¦ basic political attitude. However, among them, the gender factor is less relevant than the others. ¡]3¡^In respect to student¡¦s characters with the democratic value, gender factor is relevant to political equality and majority governance; and year of study, parent¡¦s job are relevant to democratic belief, political equality, majority governance, party competition and political trust. There are also some relevance between gender and political participation; year of study and political effects, citizen responsibility and political knowledge while talking about student characters with democratic attitude. However, overall speaking, democratic attitude less relevant to student characters compared with democratic value.

A Study of the current status Implementation of Complete High School in Taiwan Abstract The purposes of this study were (1) to explore the origin, development, implementation, and problems of complete high schools in Taiwan, (2) to investigate the viewpoints of administrative staff and teachers about the implementation of complete high schools, (3) to interview the opinions of six experts, chief executives, principles, and those who concern about educational reform. Findings, of this study were concluded as follows: ¢¹. On achievement: 1. Increase capacity of high school students. 2. The Direct Entry will be abolished. ¢º. On curriculum and teaching: 1. The timetable is difficult to effectuate. 2. The welfare of teachers is different. ¢». On discipline and guidance: 1.The workload is heavy. 2.The appointment of prescribed personnel is limited. ¢».On administration: 1. The denomination should be reconsidered. 2. The Act is not completed. 3. The budget should be united. The suggestion were drawn as follows: 1.On policy: the Act, denomination, distribution of complete high schools should be taken into more consideration according to the fact. 2.On curriculum: the timetable and consistency of high schools should be rearranged. 3.On administration, empower and enrich the personnel. 4.The welfare and appointment of prescribed personnel should be united.

The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E. Lee High School in North East Independent School District (NEISD). For this study, student performance includes achievement on reading and math Texas Assessment of Knowledge and Skills (TAKS), attendance rates, and number of dropouts. Research included data for years 2002-2003 through 2005-2006 retrieved from the Academic Excellence Indicator System (AEIS). An extensive review of the literature revealed support for implementation of the SLCs model for high school reform. Recent research indicates that student performance will improve if SLCs are fully implemented and supported using a framework, such as Oxley's five domains for SLCs. The first two questions of this study addressed reading and math TAKS data by ethnic, economically disadvantaged, and special education subpopulations. The third question in this study addressed attendance rates and dropouts. This study found a significant difference in reading TAKS scores for the ethnic subpopulations with the implementation of SLCs. Economically disadvantaged students' and special education students' scores also showed significant gains in reading scale scores over the four years of the study. Data from this study revealed that math TAKS scale scores showed a significant increase in the economically disadvantaged and special education subpopulations after implementation of the SLCs. In addition, significance was found in reducing the achievement gap between special education and regular education students on math TAKS. Attendance rates showed no statistical significance after the implementation of the SLCs. An analysis of dropout rates was not possible due to low dropout numbers. The empirical data would not support meaningful analysis. Further investigation is needed to gain a better understanding of the relationship of SLCs on student performance, especially for African American and Hispanic students in math. Additional factors such as degree of implementation and influence of the administrative leadership needs to be explored.

Thesis (M.S.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 68 p. Includes abstract. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 159-166).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 97-101).