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A study of semantic flexibility as a predictor of teacher communication patternsMcInnis, Irene Margaret January 1970 (has links)
Dissertation (Ed.D.)--Boston University, 1970. / The purpose of this study was to determine whether or not semantic flexibility as a language characteristic of teachers in training could be used as a predictor of the teacher's ability to receive and transmit information. The Guilford Word Association Test, designed by J. P. Guilford to measure convergent and divergent thinking, was selected as the instrument for measuring semantic flexibility and was administered to 201 students enrolled in the block methods course at Boston University. The students were all juniors, scheduled to student teach the following semester. The Guilford Word Association Test was also administered to 154 sixth grade children enrolled in the Boston Public Schools in the South End and Roxbury and to 182 sixth grade children enrolled in the Newton Public Schools. The two groups of children were designated as the urban and suburban samples, respectively. From the populations tested four high Guilford teachers and four low Guilford teachers were selected. From each of the urban and suburban classes four high Guilford and four low Guilford children were selected. Each teacher had eight pupils assigned to her and for the purposes of data analysis, the children were categorized first as high and low Guilford scorers and then as urban or suburban children. In total there were eight teachers and sixty-four children in this experiment. [truncated]
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A study of principal evaluation policy and procedure in the Commonwealth of Virginia, 1987-88Born, William Gustave January 1988 (has links)
The purpose of this study was to examine principal evaluation as conducted in the public school divisions of the Commonwealth of Virginia. Specifically, the study (1) described principal evaluation policies and procedures currently in place in the school divisions, (2) compared those policies and procedures with "state of the art" ” recommendations in literature, and (3) made recommendations that should prove helpful in the development of principal· evaluation policies and procedures for school divisions.
Data for the study were collected from the school divisions of Virginia in two ways. A questionnaire was sent to the chief personnel officer in each division and written policy and procedures were collected from each division.
The findings indicated there is a need for updating principal evaluation policy and procedures in many of the public school divisions in the Commonwealth of Virginia. Recent revisions in principal evaluation policy and procedures reported by some of the public school divisions do not evaluate effective leadership. However, it is not necessary for the Virginia Department of Education to develop a principal evaluation prototype since there are a number of excellent principal evaluation programs presently in existence in the school divisions. / Ph. D.
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ORAL INTERROGATORY SOLICITING AND RESPONDING BEHAVIORS OF SELECTED ELEMENTARY SCHOOL TEACHERSNewcastle, Helen Phyllis, 1937- January 1970 (has links)
No description available.
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Criteria for selecting children for speech therapy in the public schoolsDriben, Margo, Rubin, Lillian B. January 1961 (has links)
Thesis (Ed.M.)--Boston University
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Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary SchoolsPorter, Kathleen Joyce January 2013 (has links)
This study explored the initiation, implementation, and institutionalization of nutrition programs from outside organizations or sources (NEPOS) in New York City public elementary schools. Having NEPOS in schools may augment the nutrition education that is taught in health, science or other classes, and thus help to alleviate public health issues associated with poor eating habits, such as obesity and diabetes. However, very little is known about the design and distribution of NEPOS as well as school personnel's beliefs and actions that facilitate NEPOS initiation, implementation, and institutionalization in schools. The study employed mixed-methods to investigate how many and what types of these programs from outside organizations are available in New York City public schools; how these programs are distributed among schools; and why and how schools make these NEPOS "work." These phenomena were explored with data from: organizations with NEPOS that had been implemented in New York City public schools (n=20); elementary schools in Brooklyn, Manhattan, and Queens (n=614); and school community members from a subset of schools with NEPOS (n=21). The primary data sources were surveys, publically available school and community-level data, and interviews. Data were analyzed using descriptive and inferential statistics as well as inductive and deductive coding. Findings suggest that during the 2011-2012 School Year, overall NEPOS were in only 39% of all schools; in 40% (n=163) of schools with greater than 75% students eligible for free and reduced price lunch (highest economic need) and in 45% (n=58) of neighborhoods where over 23.1% of children were obese (highest health needs). NEPOS that had in their mission to reach "high needs schools" did reach proportionally more schools in areas of highest economic and health need than schools in areas with less need. While the distribution of NEPOS varied by some school-based factors, e.g., student attendance and average state test score, need-based factors were overall more important in determining the distribution of NEPOS. Analysis of interviews with key school community members from a subset of the sample indicate that schools in New York City experienced the same barriers to having NEPOS as those in other parts of the country. Schools identified eating/health, academic/learning, and community benefits to having NEPOS. A major contribution of this study is that it provides in-depth insight into how school community members shared common, specific, and transferable actions as they initiate, implement, and institutionalize NEPOS in their schools. These are that: schools have to have one or more driving motivations for NEPOS, schools go through a process to choose appropriate NEPOS, schools build their own capacity for effectively implementing NEPOS, and once schools have NEPOS for a while they find way to legitimize the NEPOS by integrating them into the fabric of the school. Taken together these four domains may be thought of as parts of a "Progressive Model for Integrating NEPOS into Schools." This model can inform school practices and policy and serve as a starting point for future research.
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Amusements of Worcester school children ...Croswell, Thomas Rich, January 1899 (has links)
Thesis (Ph. D.)--Clark university, 1899. / Cover title. "Reprinted from the Pedagogical seminary, vol. VI, September, 1899." Bibliography: p. 56-59. Also available in digital form on the Internet Archive Web site.
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Promoting the progress of education: the history of Georgetown public schools, 1850-196628 August 2008 (has links)
Not available
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Number of school districts in Ohio's counties, 1913-1953 /Dorn, Donald H. January 1953 (has links)
Thesis (M.A.)--Ohio State University, 1953. / Includes bibliographical references (leaves 70-71). Available online via OhioLINK's ETD Center.
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Administrative decisions following public school fires a national study /Helton, Ralph Eldon. Hubbard, Ben C. January 1966 (has links)
Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed Aug. 3, 2004. Dissertation Committee: Ben C. Hubbard (chair), Clayton Thomas, Charles B. Porter. Includes bibliographical references (leaves 80-83). Also available in print.
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A survey of religious education in the American public schoolsMeier, Barbara Ethel. January 1956 (has links)
Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1956. / Includes bibliographical references (leaves [93]-97).
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