This study considers the equipment needed for the art rooms of the three junior high schools of Corpus Christi, Texas. It discusses the special problems encountered by the teacher-committee that had to determine the minimum list of tools and other equipment necessary to carry out a well-rounded art program.

The study sought answers to the following questions and aspects of the problem: 1. What are the interests of the students attending Highland Park and Boude Storey Junior High Schools who take industrial arts? 2. Do the present industrial arts programs of both schools encourage the development of hobbies for leisure-time activities? 3. Do the present programs provide a foundation for further vocational preparation? 4. Do the projects included in the present industrial arts curriculum encourage the students to take more industrial arts courses? 5. Are the hobbies pursued by the boys who attend Boude Storey similar to those who attend Highland Park 6. Do the students from Boude Story and Highland Park have comparable facilities for ship work at home? 7. Are the interests of the students who attend the two schools similar? 8. Is the home background of the students of the two schools similar in respect to the parents' occupations, incomes, and interests? 9. What are the occupations, as evidenced by the study, for which the students express a preference? 10. Should the projects used in the industrial arts instructional program of the two schools be similar or different? 11. Does the home background of the students have any relationship to the needs and interests of the students?

This study seeks to answer the following questions: 1. In what industrial arts subjects are the students interested? 2. What industrial arts courses do the teachers want in the Thomas A. Edison School curriculum? 3. What industrial arts courses do the parents want offered in the Thomas A. Edison School curriculum? 4. What benefits do the parents and teachers believe will come from an industrial arts program in the Thomas A. Edison School?

The purpose of this study was to evaluate the programs of health and physical education for girls in the junior high schools of the Class AA type of District One of the University of Texas Interscholastic League.

The problem in this study is to make the appraisal of the practice of homemaking in the Dallas junior high schools.

The purposes of this study are these: (1) To determine the types of home activities carried on by junior high school girls; (2) To determine the time spent on these activities; (3) To determine the extent to which the activities are self-directed; (4) To point out some implications which these activities have for the school homemaking program.

To try to determine what the interests of boys and girls in the seventh grade are and how these interests are used in their school work, or are not used, is the purpose of this study.

Dem Verlag Philipp Reclam jun. kommt als einem bildungsbürgerlichen Idealen verpflichteten und in Volksbildung und Schule fest verankerten Traditionshaus eine exponierte Rolle in der öffentlichen Meinungsbildung und in gesellschaftlich-politischen Diskursen zu. Das vorliegende Buch beleuchtet die wirtschaftliche Entwicklung und das unternehmerische Handeln des Verlags in der Zeit von 1933 bis 1945 und arbeitet anhand einer systematischen Analyse der Programmentwicklung heraus, wie sich der Reclam Verlag im Kultursystem des Nationalsozialismus positionierte. An der Schnittstelle von Medien- und Zeitgeschichte, Buchwissenschaft und Verlagskunde verbindet die Studie historisch-hermeneutische und sozialwissenschaftliche Methoden.

The purpose of this study was to develop information and understanding concerning the use of instructional resources, including library materials, by community junior college vocational-technical instructors.

The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency goal of 100% for all students by the 2013-14 school year. Each state is required to provide parents and others interested in the public schools with information about school, district, and state-level data in a number of areas. The United States Department of Education requires that each state's report card include information pertaining to assessment data, accountability, and teacher quality. The state has an option to include other information such as: school attendance rate, average class size in each grade, and incidences of school violence, drug abuse, student suspensions, and student expulsions. The purpose of this quantitative research study was to determine if there was a difference between grade span configuration with respect to achievement scores of eighth grade students in four eastern states who attended 6-8 public middle schools and those who attended K-8 public schools, as evidenced by their state's 2009-2010 achievement data. The data from the four eastern states was obtained from each state's Department of Education and includes public schools that are configured with a K-8 or 6-8 model. The population in the quantitative study was one thousand one hundred and fifty-eight public schools from Virginia, Maryland, South Carolina, and North Carolina. This included 144 K-8 schools and 1,014 middle schools. The overriding research questions were: (1) what is the difference, if any, in English and mathematics pass rates on the Standards of Learning in Virginia for school with different grade span configurations? , (2) what is the difference, if any, in English and mathematics pass rates on the Maryland School Assessment in Maryland for schools with different grade span configurations? , (3) what is the difference, if any, in English and mathematics pass on the Palmetto-Assessment of State Standards in South Carolina for schools with different grade span configurations?, (4) what is the difference, if any, in English and mathematics pass rates on the ABC's End-of-Course tests in North Carolina for schools with different grade span configurations?, (5) if differences do exist in English and mathematics pass rates for schools with different grade span configurations, are the results consistent in all four states? Eight t-tests were conducted to examine academic performance of eighth grade students in K-8 and 6-8 schools with a pre-determined alpha of .05. The results indicated mixed findings. Results from Virginia and South Carolina revealed that there was no significant difference in the pass rates between K-8 and 6-8 schools in English and mathematics. In North Carolina there was a significant difference in the pass rates, with K-8 schools obtaining a higher pass rate in both English and mathematics. Outcomes from Maryland disclosed that there was a significant difference between K-8 and middle schools, with middle schools obtaining a higher pass rate in both English and mathematics. / Doctor of Education