with the widespread issuance of emergency credentials to elementary teachers in the state of California, much discussion has arisen concerning employment practices in the school districts. It has been asserted that some administrators and governing boards of schools have employed lesser qualified teachers for their districts in order to keep expenses low. It is conceivable that such practice might weaken professional standards and give rise to the employmant of teachers solely on their cost to the district rather than to their qualifications

Introductory statement. This study represents the development of an in-service program of teaching language arts in the elementary grades and the development of an acceptable scope and plan to be followed in the teaching of language arts in the Ripon Elementary School. One of the major purposes of in-service education is the development of common values and goals in the staff of a school--a group which must work co-operatively over a period of time. The Ripon Elementary School staff, through review of the present curriculum, considered language arts to be one area which required further study

It is the purpose of this thesis to develop a great- er interest and effort in character education in the school, the home and the church and to show nome techniques which have proved successful in the lives of the students of Junior high schools, especially at Stanford Junior High School in Sacramento.

The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)? The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers. The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.

Statement of the problem. The purpose of this study was (1) to determine to what extent the schools of California were prepared to meet the total war program; (2) to determine and analyse conditions present in areas most affected by war industries; (3) to determine and analyse conditions in areas least affected; (4) to determine the cause and effect of the war on the pupils of elementary school age, both in rural and urban areas; (5) to determine and present procedures applicable to the economic good of the child in regard to housing, rationing, transportation, and recreation; (6) to understand the part played by the Federal and State governments in meeting the needs of the school and the child during the war period; and (7) to estimate future conditions of the schools and determine possible school policies.

No description available.

No description available.

This inquiry examined the practice of instructional coaching in a large, low-performing, high-poverty urban high school. The participation of instructional coaches was examined in light of the school's attempt to construct a culture of social justice in a long-marginalized community. This research examined at instructional coaching through the framework of social reproduction theory in order to ascertain specific instructional coaching practices that may substantiate or validate the existence of legitimation, deskilling of teachers, and cultural hegemony, in an urban secondary school. Among key findings were 1) the disconnect between the intended purpose of instructional coaching and the actual interactions between the coach and teachers have the resultant effect of legitimation through the deskilling of teachers; 2) documentary evidence revealed that the curricula promoted by the instructional coaches at the Education Complex results in a cultural hegemony, having the reductionist effect of narrowing the curriculum to only the most basic levels of cognition, and proffering only what is deemed "legitimate" knowledge. Methods included interviews with instructional coaches, examination of documentary evidence, and observations of instructional coaching activities.

This project begins by examining living history, defining its scope, uses, and relationship to other fields. It further defines and articulates a second-person methodology for construction of living history educational projects, grounding it in historical, educational, and dramatic theory.