The purpose of this study is to outline an adequate, correlated program of health, physical education and recreation for the students of the Todd County Consolidated School of Elkton, Kentucky. The necessity for providing better programs of health, physical education and recreation in our public schools has been demonstrated in the results of the Selective Service medical examination during World War II. All our educational agencies are stressing the need for a unified, integrated, and functioning program of this type. This study makes an attempt to develop such a program in this one particular school.

In the decade (1920-1930) that followed numerous textbooks as such appeared for the teacher of speech, and courses in public speaking were added to high school curriculums in many states. In Kentucky, in 1929, the State Department of Public Education advised and urged the high schools to add this course to their curriculum and to encourage all students to take it. Many of the high schools established separate departments for this course; others added it to their courses in English. Nearly all the Smith-Hughes High Schools, which were established in 1917, require training in public speaking. Since direct world communication has been made possible by the advance of science, the need for training in the use of the spoken word is now a necessity for all peoples. There is reason to believe that educators, in recognizing this need, have borne in mind a general objective of "Speech Education for all American Youth." Kentucky schools have pursued this objective since 1929. Courses in this valuable training have been added to Kentucky high school curriculums and encouragement has been given to the students who pursue them.

1. To discover a sound, practicable, and economic plan for distributing and administrating schools for the upper six grades. 2. To determine whether it would be efficient and sound for all of the schools of Muhlenberg County to be under the county unit system. 3. To study the existing conditions relative to the number of small, weak high schools existing in Muhlenberg County. 4. To show that the efficiency of the system of county schools might be increased if they were reorganized under the 6-6 plan of organization.

The major purpose of this study is to determine the status of school transportation in Kentucky, with the hope that many of the local problems, conditions, and needs may be discovered, and if not solved, show the need for their solution. The State Department of Education of Kentucky, with Assistant Superintendent of Public Instruction, Gordie Young, as chairman of the committee on transportation, has set up a standard program of transportation for Kentucky. The writer believes the control and regulation of school transportation by the State Department of Education is very desirable from an economical standpoint. This is shown by results produced in other states where transportation is controlled by the State Department of Education. In Indiana the cost of school transportation has been greatly reduced by close supervision and regulation by the Indiana State Department of Education.

The main purpose of this thesis is to provide a manual for music educators who will teach a general music course for one nine-month period which shall form the basis for one unit of high school credit. The class will meet for one forty-five minute period every day, and is designed for the students in the ninth grade.

This thesis on a survey of the school system of Bullitt County is being made for the purpose of recommending consolidation of the high schools and of larger grade centers.

This study examines the college readiness needs of first year college students based on experiences from students and staff involved with a first year transitional initiative program at Western Kentucky University. The purpose of the study is to share students’ college readiness needs with public school systems in hopes to intervene with these needs before students arrive at college. A total of 45 participants volunteered to be in focus groups, an interview, and complete a survey. Two research questions were proposed: What college readiness needs still exist for first time college students upon entrance to a four year public university? In what ways can understanding college readiness needs inform the work of secondary school educators? The researcher found college readiness needs exist for first time college students in connections, motivation and support, accountability, studying, college expectations, life lessons, academic help, transition to college and belonging. Implications for various school personnel to help students with these needs are provided. Limitations of the study are discussed.

Qualitative observational research, interviews, and student samples explain the complex social structure in my math classroom and my effectiveness as a teacher. The ethnographic narrative will be divided into four major sections. The major sections are Part A, Part B, Part C, and Part D. Part A discusses how my personal and professional identity affect my performance in the classroom. Part B highlights action plans that support an English learner, a student with an IEP, and a student with a significant life experience. Part C explores how the demographics of the community and school site affect my classroom environment. Lastly, Part D presents my professional reflections and professional development plan. Together, these studies suggest skills needed to be an effective teacher involve more than expertise in mathematics. Effective teachers use critical self-analysis and their students’ funds of knowledge to create an inclusive and purposeful classroom. Keywords: identity, educator, social capital, purpose, effective

What makes an effective teacher? This is the question I have tried to answer as I developed this ethnographic narrative. What is written here for you to read is an outline of what my experiences have been for the past two years, although it could have been my first year of teaching, but because I set back in the program, I will talk about both my first and second year of teaching. It traces back to the early expectations and hopes to more complex understandings of my students and myself. It has been 19 months since I started writing my ethnography, therefore you will notice my verb tense throughout the whole writing process. There are also new perspectives for each section. The project begins with a reflective piece about my personal educational experiences and my journey to become a teacher. I do wish to warn you that I have included specifically, details about my personal upbringing that may make a few people uncomfortable, but all in all this is who I am and what has helped shaped me through out the years. The work of this ethnography centers on my experience in my current position as an Intern teacher at a high school in Pomona, California. This opens with a study of three focus students who I had the privilege of visiting in their homes. This allowed me to discover who my students truly are and lay a foundation for my teaching goals. It is then followed by a section on the school, classroom, and community environment because this is what helps further analyze what shapes my students and it opens up opportunities to understanding where, how and why my students perform at the level they do. Finally, this project although the majority analytical, it is also very personal. In the last section presented, I reflect on the journey as an educator and what changes can be made to better suit my students. This section allows me to analyze how effective I have been and continue to be as an educator.

The purpose of this study was to investigate the relationship existing between the students perception of their principal's role and the organizational climate of the school. The major hypotheses were: 1) There existed a relationship between the authenticity of the building principal towards his students and the degree of open or closed organizational climate within the school. 2) There existed a relationship between students' perception of their principal's role: and the degree of openness or closedness of the school’s climate. 3) This relationship between the authenticity of the building administrator as perceived by the student body and the school's organizational climate existed in both the United States and Israel. Authenticity was defined as the genuine behavior of the school's administrator in his relationship with the school's student body. The instrument used to evaluate student's perception of their principal's authenticity was the Student's Principal Perception Questionnaire which was developed by the author. The instrument selected to measure climate was the Organizational Climate Description Questionnaire (Halpin and Croft, 1963). This instrument established two sets of characteristics each of which is divided into four subtests. The two sets of characteristics evaluate the relationship of teachers and the leader-behavior of the principal. The subtest data derived from use of this instrument were used to compute rankings of climate on a continuum from open to closed. The study involved the translating of both testing instruments into Hebrew for the Israeli schools. The five United States secondary schools selected for the study were located in New York State and Vermont and varied in student body size and community structure. The five Israeli schools selected were of varying types ranging from a governmentally recognized academic secondary school to a governmentally unrecognized vocational secondary school. Both secular and religious schools were included in the study of Israeli schools. The major findings of this study were: 1) A direct relationship existed between the school's climate as evaluated by the teaching staff and the authenticity of the principal as perceived by the student body. 2) This relationship between school climate and principal authenticity existed in both the United States and Israel; and 3) The United States schools were, in general, more open in their organizational climate than the Israeli schools. In the light of these findings, it was recommended that the principal should have closer relationship with the student body as a means or improving the school's climate. It was also recommended that the existing authoritarian role of the Israeli principal be altered to adjust to the apparent need for a more open school climate.