Is the seventh and eighth grade library of the Stockton High School adequate for the lower division of the school in the “Six-Four-Four” plan of organization?

From the observations of counselors and teachers within our school district there seem to be these indications: (a) That many failing students are experiencing personal adjustment problems due to a faulty self concept and that they tend to behave in terms of how they perceive themselves, or according to the role forced on them by others. So if they have been labeled as a failing student this is the role they perceive for themselves and they tend to behave in terms of the role they perceive for themselves. (b) Non-promoted students who have been retained seem to have a lower self concept than those who have been socially promoted. (c) Failing students often employ some compensatory behavior to satisfy their need for acceptance and recognition. (d) It has been observed that non-promoted students often do no better the next year if retained. All that retention seems to do is to reinforce their feelings of inadequacy. (e) In counseling with students who have failed and have a common problem, it has been observed that the peer group often acts as a form of motivation to do better thus justifying group counseling as a possible answer to failure rather than retention. If, as suspected, failure is due in part to a faulty self concept, then in order to attempt to prevent failure and to counsel more effectively with the failing student, we should get to the source of the problem rather than to merely treat the symptom. If failure also intensifies feelings of inferiority then the development of a low self concept could be partly the result of failure.

This thesis is a survey study of the supervisory practices or junior high school principals and teachers in the field of industrial arts. The study is limited to the state of Utah and for the school year, 1955-56.

Quality Circles (QC) took root in Japan during the 1960s and was introduced into the U.S. in 1974. Today, many people believe QCs can increase teacher and school effectiveness. Beyond the realm of opinion, however, little research supports this belief. This study had three purposes. The first was to review QCs' literature. The second was to identify QC structures and problem solving procedures. The third was to test QCs in an educational setting and to analyze their effects on the attitudes of teachers. Methodology. QC groups and comparison groups were established at four school sites. Two measurement instruments, the Work Environment Scale (WES) and the Group Environment Scale (GES), were selected. Both the QC group and the non-QC group were pre tested using the WES. QC experience (treatment) was provided for the QC group. After six months, post testing was conducted to identify attitude changes regarding the work environment. The QC group was pre and post tested using the GES in order to identify change in participants' attitudes regarding relationships within the QC group and attitudes about the group's effectiveness. Findings. Hypothesis One: Significant improvement will occur in the attitudes which Quality Circle members hold about their work environment. In eight out of ten WES subscales, QC attitudes changed in the predicted direction. In only two cases, however, was the change statistically significant. Hypothesis Two: Significant improvement will occur in the attitudes which Quality Circle members hold about their work environment as compared to non-circle members. In eight of the ten WES measures, attitude improvement for the QC group exceeded that of the non-QC group. In only three cases was this improvement statistically significant. Hypothesis Three: Significant improvement will occur in the attitudes which Quality Circle members hold about other circle members. In four of five measures, change occurred in the direction predicted. In only one case was this change statistically significant. Hypothesis Four: Significant improvement will occur in the attitudes which Quality Circle members hold about the effectiveness of the group. All five measures of group effectiveness showed statistically significant change. Conclusions. (1) QCs can operate successfully in an educational setting. (2) The attitudes of QC participants toward their work environment improved when compared to the attitudes of non-participants. (3) QC problem solving QC worked effectively in the educational sites. (4) QC participation improved personal relationships.

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Twenty-one original prose selections were written for use by junior high school students of oral interpretation. A survey of textbook publishers and junior high school teachers revealed a need for material of appropriate length and of suitable reading and interest levels for oral reading in the junior high school classroom. The selections were read and evaluated by a group of junior high students and a junior high teacher of speech. The responses indicate that the selections are effective and usable as an instructional aid in teaching oral interpretation in junior high school.

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The purposes of this study are to make an investigation of practices used in a number of selected schools in selecting library materials for the school libraries and to evaluate these practices against criteria developed from a study of recommended standards and practices in the fields of library science and education.

The problem of this thesis is to determine whether speech teachers' objectives and methods are in line with educational objectives and certain sound psychological practices and whether speech training has made any contribution to the general education of the ninth grade students in the Odessa Junior High School.