Spelling suggestions: "subject:"apublic schools."" "subject:"fpublic schools.""
441 |
The effect of heterogeneous school populations on the intercultural attitudes of sixth-grade pupils in TucsonSasse, Katharine J. Snyder, 1907- January 1948 (has links)
No description available.
|
442 |
Evaluation of newspaper publicity concerning public schools in the Tucson areaBrooks, Elbert Daniel, 1914- January 1949 (has links)
No description available.
|
443 |
The utilization of individual differences by the classroom teachers in Arizona schoolsFenster, Fannie Kate, 1906- January 1951 (has links)
No description available.
|
444 |
School finance in Cochise CountyByrne, Vincent Raymond, 1912- January 1952 (has links)
No description available.
|
445 |
Fees in public schoolsBouman, Claudette Eunice 05 1900 (has links)
This study investigated fees in public schools in seven school districts of British
Columbia. A conceptual framework was formulated from issues in the literature on
privatization, principles of taxation, school fee law and practices, and the public/private sectors
of education. The framework was then applied to study the occurrence of school fees in public
education and their effects on students.
Purposive sampling techniques were employed to select districts, schools, and personnel
for the study. Selection criteria included size, wealth, location and ethnic composition of
districts and schools. Semi-structured interviews were conducted with a total of fifty-four
professionals including school district officials, school administrators and teachers. The data
were analyzed using qualitative techniques.
Explanations for current fee practices included: 1) financial and budgetary limitations;
2) the philosophy of users' pay; and 3) an educational policy on voluntary educational pursuits.
Fees as a source of revenue to maintain, improve and introduce educational services occurred
in four categories: curricular, extracurricular, incidental, and supplementary and special.
Administrators at the district and school levels emphasized that fee waivers, bursaries and
reimbursements could be applied where necessary. However, costs could not always be
absorbed by the school and, needy students were not always easily identified. Schools varied
in the degree to which they experienced fee administration difficulties. Most principals indicated
that the elimination of all school fees would result in curtailment or discontinuation of certain
activities and items. Educators agreed that psychological and social effects from charging fees
were also important concerns. Main conclusions are: 1) the benefit principle and ability-to-pay principle are both used
to justify school fees; 2) school policies and laws define the application of fees according to
required and non-required curricula, thus fees are encountered chiefly for course electives and
voluntary activities; 3) by charging fees, schools are able to provide resources necessary for
student programs and activities; 4) fees can negatively impact on student participation and
psychology. Two policy directions are suggested based on the principles of benefit and abilityto-
pay: the maintenance of current levels of fees and the augmentation of fee in public schools.
|
446 |
A critique of the protestant secondary one religion programme for Quebec, based on a study of religious maturing /Destrempes-Stein, Michelle January 1991 (has links)
The evolution of the religious phenomenon can be organized into five overlapping historico-religious stages based on an analysis of concrete verifiable achievements. It delineates the religious and educational paradigms of each societal evolutionary stage as it considers that what applies to a society as a whole applies also to its education. Education plays an important role in the evolution of the world, and is directly affected by the changes of the image which human beings have of themselves. Religious maturing does not only take place in society but is also an integral part of any individual process of human development. The analysis of the various stages of personal religious development shows the inclusive nature of the religious development in any human educational enterprise. The study of the societal and individual process of religious maturing with the analysis of the contemporary tapestry of education and religious education stand as the various elements needed to formulate a critique of the current Quebec's secondary one Protestant moral and religious education curriculum. The significant role of teachers as active and necessary agents of pupils' maturing process emerges from the evaluation of the present curriculum.
|
447 |
A survey and evaluation of public relations in the elementary grades of the public schools of Muncie, IndianaBayer, Emogene M. January 1952 (has links)
There is no abstract available for this thesis.
|
448 |
A proposed program for the preparation of school business managers in the state of IndianaSharp, Roscoe Stanley January 1968 (has links)
There is no abstract available for this dissertation.
|
449 |
Mandated public school curriculum as legislated in each of the fifty states as of July 1, 1988Bushong, Michael J. January 1989 (has links)
The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant. / Department of Educational Administration and Supervision
|
450 |
A study in curriculum assessment of two Muncie senior high schoolsLyon, William W. January 1969 (has links)
There is no abstract available for this dissertation.
|
Page generated in 0.0739 seconds