This study has grown out of the desire of the writer to render some service to prospective high-school teachers in their selection of majors and teaching combinations, and to be of aid to the teacher-training institutions of the State - especially to Western Kentucky State Teachers College in directing prospective teachers to pursue courses that will fit them for the teaching demands of the high schools. A number of studies of subject combinations in high-school teachers' programs have been made to determine in what fields and what subject combinations high school teachers actually teach. Clarence Nelvin Emrick1 in his Master of Arts thesis has made such a study of Kentucky, and given a review of previous studies of subject combinations. For Kentucky he found that 31.76 per cent of the high school teachers were teaching one subject; 31.11 per cent were teaching two subjects; 11 per cent were teaching four subjects; 2.94 per cent were teaching five subjects. He concludes that teachers should be prepared to teach in not fewer than four fields. That the demand for teachers should be determined by the needs of the schools all will agree, but there may be a wide divergence of opinion as to what the needs of the schools are. In whatever way the needs are interpreted, the demand always includes teachers for unfilled vacancies, teachers for new positions and teachers for replacements. The State Department of Education and the teacher-training institutions are in a position to know present needs and to reckon future needs. the supply of teachers is measured by the number of individuals who are certified or can be certified to teach. It is the purpose of this study to show the major and minor subjects and the twelve hour credit subjects of graduating students in Western Kentucky State Teachers College in the years 1934-1935 and 1935-1936. It is thought that a study of the data for the two years will show trends and be of help to the institution in advising prospective teachers in subject combinations so that they will be qualified to meet the teaching demands of the high schools. By determining the major fields selected, the minors chosen, and the teaching fields of twelve-hour credit it should be possible to obtain the objectives of this study: (1) the proper selection of subjects by the prospective teacher; (2) the intelligent guidance by teacher-training institutions. 1. Clarence Nelvin Emrick. Subject Combinations of High School Teachers, unpublished Master of Arts Thesis, Western Kentucky State Teachers College, Bowling Green, Ky., 1932.

The purpose of this study is to locate some of the existing problems of safety in the shop and remedy them by furnishing some means that the teacher may use in presenting a safety program in the school shop. Too many shop teachers have not realized the importance of safety, therefore, they have not organized their program on a safe basis.

The purpose of this study was not simply to construct a unit but to provide an approach to teaching language by combining language and culture in appropriate for advanced high school students French. For the purposes of this study seven affective values were chosen as representing the most suitable basic listings: (1) l'individualisme; (2) l'intellectualite; (3) le realisme; (4) la famine; (5) la religion; (6) is justice: and (7) la Patrie. armed with the seven values i-or the author of this project, and the grammatical skill, the next step was the actual composition of the historiettes. It became quickly apparent that each value had nuances of the otner six. L'individualisme began to surface as a predominate theme and produced two historiettes. Le Realisme et La Famille also yielded two historiettes because of its relevancy to teen—agers. Finally, two other pieces were composed, entitled: L'Intellectualite et La Religion and La Justice et La Patrie. Questions were composed based upon each piece. The questionnaire would require the student to analyze and to evaluate the readings in terms of a Frenchperson. In order to ensure comprehension of the readings, a lexique was composed; grammatical areas were represented in the exercises de grammaire. Last of all, a posttest was constructed using the same questionnaire arproach. This instrument would be summative, that is, not necessarily testing the whole range of the readings, but the student's general analysis of the historiettes in toto.

Concern for an adequate supply of competent mathematics teachers prompted this research. The study was implemented to identify the factors believed to be of importance in a student's decision concerning whether or not to become a public school teacher. A comparison was made between two groups of mathematics students at Western Kentucky University. Mathematics students were separated according to whether or not they were pursuing teacher certification. A two-part questionnaire was administered. The first part asked students to rate the importance of 10 selected career factors in their career decision. The second part asked students to rate these same 10 factors with regard to the attractiveness of public school teaching. The 10 factors were: (a) salary, (b) fringe benefits, (c) security, (d) job market, (e) working conditions, (f) contribution to society, (g) prestige, (h) advancement opportunities, (i) interesting work, and (j) congenial co-workers. Statistically significant differences were found between the two groups on three of the ten factors of importance and on nine of the ten factors describing their attraction to teaching. Five recommendations were offered for increasing the supply of mathematics teachers.

The problem is threefold: To determine the present practices of the programs in which student teaching is done. To analyze significant variations and to show important central tendencies in the technique of supervision of student teachers. To ascertain a means of evaluating student teaching in industrial arts.

In order that the objectives of this study - the ability to give more intelligent guidance, from the standpoint of the teacher-training institution, in the proper minor for an English major - the problem becomes one of determining: What minor English majors used in their college education. What number are teaching their minor subject. What subject those with teaching experience suggest that future English majors use as a minor.

In the present study, the writer has attempted to make an investigation of the problem of the certification of commercial teachers in the secondary school level of the several states in the Union. The study has three purposes: To tabulate the requirements made by the various states for secondary school certification of commercial teachers. To set forth, by the method of comparison and contrast, the central tendencies and the differences that exist in these requirements. To suggest principles and standards to serve as a basis for a general plan for the certification of high school commercial teachers in the United States

The ethnographic narrative is a mixture of my journey to education as well as my experience as a first-year teacher. Working in an underserved area in Southern California provided me the opportunity to reach students with similar backgrounds as my own. Being Mexican-American, I pride myself in giving back to my community, and this ethnography provided me that avenue to reach countless students with similar stories to mine. The three focus students you will see were my primary focus; however, data is collected from over 120 7th-grade students-- the majority of which are Latino. All of my classroom assignments and exit tickets are posted on Google Classroom which allows me to collect data on my students progress on a daily basis. For their unit assessments and other major assessments, students use illuminate.com which allows me to track which Common Core State Standards they are mastering and what standards they need more assistance on. The one significant challenge I encountered was the culture and beliefs of the charter school I was at. First, the charter school has adopted a pre-designed curriculum that does not allow for much creativity for the teacher. They have also lowered the standards for traditional grades which will be discussed later in the prompt. The school itself does not encourage teachers to freely teach; instead, it programs teachers to teach their way without accounting for the needs of individual students.

Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.