This qualitative study examined the relationship between Utah public high schools and Latter-day Saint (LDS) released-time seminaries through the perspectives and practices of principals from both institutions. The study followed methods consistent with phenomenological research. Data were analyzed through a theory of social exchange. Sites and participants were purposefully selected using a criterion phenomenal variation strategy. Sites included six Utah public high schools with LDS seminaries adjacent. Participants included the public school and seminary principals at those sites. The overarching question that guided the study was: How is the professional relationship between the public schools and LDS seminaries in Utah perceived and practiced by principals of both institutions? The three subquestions used to support the central question were: (1) What are principals’ perceptions of the relationship? (2) How is the relationship maintained? (3) Why is the relationship maintained? Findings from the study suggested that public school and seminary principals, for the most part, perceived the public school-LDS seminary relationship to be: (a) working well; (b) valuable and mutually beneficial; and (c) equitable. Findings further suggested that the relationships were maintained: (a) through reciprocal efforts to accommodate, support, and show appreciation for each other; (b) by following historically established norms; and (c) by being sensitive to legal parameters established for the relationship. Findings also suggested that the relationships were maintained because: (a) each institution has become dependent upon the other; (b) the relationship benefits both parties; (c) the benefits received outweigh any challenges that result from the relationship; (d) the relationship has become an expectation and ingrained part of the culture of the state; (e) positive emotions result from the relationship; and (f) the relationship is beneficial to the students.

No description available.

This study investigated the prevalence and characteristics of teacher retirement preparation programs in Texas public schools and determined how school personnel directors perceived selected aspects of such programs. A survey questionnaire was used to gather data about personnel directors' opinions of several aspects of retirement preparation programs, and about existing school district programs.

This study was concerned with a review of the events preceding and following the 1949 action of the Indiana Legislative Assembly as it applies to the School City of Indianpolis, located in the Capitol City of Indiana.

Little is known about the curricular practices or thinking of early childhood teachers attempting to use developmentally appropriate practices in public school primary grades. The purpose of this study was to investigate four primary grade teachers' thoughts and classroom practices, through observation, interviews, and classroom schedules. Data were analyzed following the procedures for open, axial, and selective coding as explained by Strauss (1987). All four teachers exhibited common elements: educational beliefs consistent with those of the National Association for the Education of Young Children; frustration with their school's curriculum; and the combination of a rich pattern of guidance strategies in the use of whole group math and language instruction. The curricular practices are viewed as a compromise between the teachers' personal beliefs and the expectations of their schools. They reflect the historical difficulty of using a child-centered curriculum in a public school setting.

The purpose of this study was to generate in-depth understanding and descriptions of secondary students' experiences of safety in the public schools. Quantitative research has demonstrated that students self-report feeling unsafe in school (Utah State University: Center for the School of the Future, 2006). School violence is decreasing, yet many school districts have sponsored and implemented heightened security measures. It seems a contradiction, but amidst heightened security secondary public school students self-report feeling unsafe in school. This study investigated this phenomenon to provide rich and detailed data, utilizing a grounded theory approach to qualitative research and design. The perceptions and experiences of secondary students in public school were described in focus groups comprised of eighth grade students. Five central and unifying themes emerged from the data informing how and why secondary students feel safe and unsafe in school. Results indicated that students feel most safe in schools when students have trusting relationships with school personnel and peers and when school adults adhere to procedures and policies and respond in meaningful ways to student concerns.

American parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children’s educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child’s future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK Provider Kindergarten Readiness Rates of public schools were compared to the VPK Provider Kindergarten Readiness Rates of private learning centers and, more specifically, of Seventh-day Adventist private learning centers. Furthermore, this study was conducted to examine whether a difference exists in the kindergarten readiness between VPK providers in urban and rural counties. This quantitative, non-experimental, causal comparative study explored the Kindergarten Readiness Rates of each of the 5,636 public and private VPK providers in the state of Florida. The Florida Kindergarten Readiness Screener was used to assess the kindergarten readiness level of each student. Individual student scores were tracked to the VPK provider that the students attended in order to assign a Readiness Rate for each provider. This screener consisted of the Early Childhood Observation SystemTM (ECHOSTM) and the Florida Assessments for Instruction in Reading (FAIR). A one-way analysis of variance (ANOVA) was utilized to examine significant differences between public school, private, and Seventh-day Adventist providers. The ANOVA was followed by a Scheffe post-hoc test to determine where differences iv occurred. The findings revealed that there existed a statistically significant difference in the means of public school and private VPK providers. Public school providers were found to have achieved higher Provider Kindergarten Readiness Rates than private providers. It was also found that though Seventh-day Adventist providers had a slightly lower average Provider Kindergarten Readiness Rate than public school providers and a slightly higher average than other private providers, this difference was not statistically significant. A two-way factorial ANOVA was performed to examine if significant differences existed in the average Provider Kindergarten Readiness Rate when considering both the type of community (urban or rural) where the provider was located and the type of provider (public or private). The findings indicated that there was no statistically significant difference in Provider Readiness Rate when examining the interaction between the provider type and community type.

Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom.

No description available.

Healthy eating in childhood and adolescence is important for proper growth and development and to help prevent chronic diseases. Many factors contribute to healthy eating patterns, and one of the most influential factors is the home and school environment. Both settings have role models who may affect a child’s eating behaviors. This study consisted of 54 home school and 21 public school participants who lived in northeast Mississippi and were between 6-12 years old. Public school children consumed significantly more total calories, net carbohydrates, vitamin C, and calcium compared to the home school children. Also, the public school children consumed more calories in the form of carbohydrates after 3pm compared to home school children. Nevertheless, there was no difference in BMI percentiles in public school and home school children 8-12 years of age. For 6 and 7-year-old children, the home school children had significantly lower BMI percentiles compared to the public school children.