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?”

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.

There is no abstract available for this thesis.

"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

Photocopy of typescript. / Digitized by Kansas Correctional Industries

The general purpose of this problem is to set forth needed information necessary to the progress of the social studies program in the junior high school.