In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of the child was historically documented. The components of the family life education movement were analyzed as were the social forces which contributed to its growth and development. The incorporation of family life education into the schools was reviewed. The active involvement of several disciplines and numerous national organizations, as well as the federal government, was identified in this process. The opposition to family life education being taught in the schools was identified as the problem to be examined in this study. The writer postulated that parents would be in favor of the school's teaching family life education if their knowledge concerning what was being taught was correct. Furthermore, it was hypothesized that if parents did not have correct information they would be more likely to disagree with the school's teaching family life education. A randomly selected parent sample was drawn from an elementary school to test the hypothetical relationship between variables. A pre-test contributed to the development of a questionnaire that was better suited for use in this study. Nine representative family life education topics were included in a matrix format and five questions were asked to measure their knowledge and attitudes. Personal data concerning the age, occupation, ages of children, education, and church affiliation was supplied by the parents. A second instrument was designed to assess what was actually being taught by the teachers of the school. The same topics were used as on the parents' questionnaire. The final response rate for the parents was 87. 5% and for the teachers the return was 65. 3%. Limitations in the data collected prevented the verification of the hypothesized relationship between the variables. However, the parents of this study reflected higher levels of education than anticipated as 60% had completed various levels of college. Their occupations indicated a higher amount of professional and white collar workers than blue collar workers. These parents supported the school's teaching of the family life topics by a definite majority. However, opposition was expressed by 17% of the sample to "human sexuality" being taught. Another 14% opposed teaching "about one's family." A significant finding of this study was the widespread uncertainty by the parents concerning what was being taught. For seven of the nine topics 40% to 60% of the sample was uncertain if it was being taught. Concern for the training and beliefs of those teaching the topics was expressed by 20% of the sample. Further study in the area of the causes of the parental ambivalence concerning the teaching of family life education and the need to compare this study' s findings and the personal profile of these parents to other schools was indicated. The paradox between the parents' support of the school teaching family life education and the uncertainty as to what was actually being taught suggests a need for further study into the causes of this phenomena.

Australian students terminating their secondary education with completion of Form Four provided the major stimulus during the last decade for new curriculum developments in an organized study of man. To provide these fifteen-year old pupils with the necessary exposure to life for social adjustment underscored the debate between many social scientists and history teachers on the ability of their respective subject's focus. Where in the middle of the last decade Australia found herself in the middle of a communication revolution, many students, ending their educations during mid-adolescence, did not finish the normal sequence of history courses. History's dominance in the study of man was soon challenged. As a teacher and student in the Australian state of Victoria, it became soon apparent that many educational policies from abroad encountered a flexible if determined resistance. Arising from a different environment, many teachers and educators maintained that a few reforms or "enrichment" of history courses would more closely parallel contemporary needs than the more radical developments of the social sciences. A period of experimentation and uncertainty has persisted for at least the past ten years. A period which has not ended although many of the exponents of the extremes have retreated. History, a course which in 1965 was accepted by tradition, today is recognized and valuable for its own synoptic character.

Curriculum assessment has been an important tool in measuring the effectiveness of the curriculum to evaluate student learning and preparedness. This study develops a conceptual framework, based on course offerings and descriptions of the Hospitality and Tourism Management Program at the University of Massachusetts Amherst, to evaluate how the curriculum contributes to students’ preparedness for their future career. Using an online field survey, this study examines the skills that contribute to students’ preparedness. Besides putting forward the strengths and weaknesses of the program, and identifying the significant skill areas that contribute significantly to students’ preparedness, findings of this study indicate that students are quite well prepared and overall satisfied with the program. Results also highlight the importance of work experience as an integral part of the curriculum in affecting students’ preparedness.

Art has been used for centuries as a healing tool for adults and children; however, the use of art therapy in schools is a recent development. Art therapy, encompassing art, psychology, and therapy, is by nature interdisciplinary. Art experiences provided to students at risk of failing or dropping out of school may offer non-verbal communication that can be used effectively to satisfy a variety of developmental, social, or emotional needs. The purpose of this qualitative study was to develop a curriculum-based art experiences model, combining the skills of art teachers and school counselors. Data were collected through a focus group consisting of seven art teachers and five school counselors representing the eight elementary schools in Johnson City, Tennessee. These elementary school specialists agreed that at-risk students could benefit from the use of art experiences that were suggested in the study. Four major issues were discussed regarding the mechanics of the proposed alliances of art teachers and school counselors: (a) identification of at-risk students, (b) the opportunity for collaborative time, (c) pulling at-risk students out of self-contained classrooms for art experiences, and (d) the additional space needed for consistency of the art experiences. Some suggested strategies for specific issues in the focus group were as follows: (a) to establish a clear method for identifying at-risk students, (b) to manage time schedules to allow opportunities for collaboration, (c) to organize in-service opportunities for the self-contained classroom teachers, and (d) to seek out in each participating school an appropriate area for use by the art teacher and school counselor. The results of this study suggested that collaboration of two elementary school specialists, an art teacher, and a school counselor in each school, could provide therapeutic art experiences for children identified as being at risk. Consequently, I have concluded that my proposed curriculum-based model could be adopted by almost any elementary school that has an art teacher and a school counselor without requiring any additional personnel.

The purpose of this quantitative study was to compare high school graduation rates between Career and Technical Education (CTE) concentrators and non-CTE concentrators. School systems in the state of Tennessee that offered CTE courses for the 2007-2008 (120 systems) or 2008-2009 (118 systems) school years were used in this study. Fifteen northeast Tennessee systems were also examined to compare the graduation rates of CTE concentrators and non-CTE concentrators. The graduation rates of male and female CTE concentrators was also compared. Research supported the notion that CTE concentrators could improve overall graduation rates for school systems, and female CTE concentrators on average graduate at a higher rate than male CTE concentrators. Five research questions guided this study, and data were analyzed using independent-samples t tests and one-samples t tests. Results indicated that 12th-grade CTE concentrators had a higher graduation rate than non-CTE concentrators. The study further revealed that female CTE concentrators graduated at a significantly higher rate than male CTE concentrators. Findings suggested that CTE concentrators generally improved a school system's overall graduation rate.

For a number of years the educational community has recognized the importance of teaching critical thinking skills to all students; however, a shift in educational pedagogy and philosophy has occurred. Through recent legislation the funding of educational institutions that demonstrate competencies and gains from standardized test scores has been mandated. Although performance measurement regarding the effectiveness of learning environments is useful, students must learn critical thinking skills to compete globally, problem solve effectively, self-actualize, preserve democracy, and promote human rights. The relationship between content and critical thinking presents a unique challenge in American education. This study examined the shift in focus from critical thinking to standards-based assessment in American education and focused on data garnered and analyzed from The California Critical Thinking Skills Test (CCTST). The purpose of this study was to determine if there were differences in the 5 dimensions of critical thinking based on colleges and gender based upon 1,455 graduating seniors for the 2009-2010 academic year on the (CCTST). This study used descriptive and inferential statistics to analyze data. In this quantitative study, data from the (CCTST) were gathered and distributed to the researcher for compilation and statistical analysis. Findings from this study indicate that gender and major college of study significantly influence the means on the dimensions of the CCTST. This study provides information regarding critical thinking skills in a higher education setting and is useful for higher education practitioners in facilitating the development of critical thinking skills. The results of this study add to the body of knowledge regarding critical thinking.

Motivated by the growing body of research relating to the impact school climate has on student achievement, attendance, behavior, and mental well-being, many educators have implemented initiatives and programs aimed at school climate improvement. Jostens Renaissance is one such program and was the program of focus for this study. Though Jostens has numerous publications and media sources to facilitate the sharing of ideas, there is very little information available regarding the implementation of Renaissance. The primary purpose of this study was to identify factors that facilitated change in the process of implementing high school Jostens Renaissance programs in order to identify any common factors that may be transferable to other schools. A multiple case study approach was utilized to explore the strategies which facilitated the implementation of Renaissance at three southeastern high schools. Data were collected via qualitative interviews with teachers and administrators who were present at their respective schools prior to, during, and after the implementation of Jostens Renaissance. The three study schools selected for the study were identified by Jostens as having strong Renaissance programs. Seven main themes related to change factors were identified: need for change, supportive administration, dedicated faculty coordinator, student leadership and participation, faculty buy-in and participation, intentionality in building teacher climate, and perceived quality of the program. Surprisingly, none of the schools experienced any major barriers the implementation. Participants credited the lack of implementation barriers to a perceived need for change among the school community.

One of the main projects of the Stockton Unified School District Curriculum Council during the past two years has been to evaluate and review possible courses to be taught on a trial basis in the curriculums of the Stockton Senior High Schools. One such course, "World of Art," was recommended and approved by the Curriculum Council to be initiated as a trial offering for no later than 1960. The "World of Art" course was originally intended to be a one semester course open to junior and senior students in secondary school. Although the course was intended to be a one semester course in art appreciation, it was designed primarily to bring to interested and academically able students an awareness of the art values in personal and community life. The emphasis of such a course was the development of an understanding of art forms and the artists' materials of the present day in relation to the artistic heritage of our times. The Stockton Unified School District Curriculum Council and Steering Committee for Art Education have granted permission to extend the "World of Art" course from a one semester course to a full year course if a proper syllabus and survey of possible problems that would arise in the actual course could be worked out. The Curriculum Council, after an analysis of related literature dealing with art appreciation throughout the schools in the United States, felt that the principle aim of the newly proposed course should be to bring to the attention of senior high school students the most significant developments in the creative arts.

Trauma exposure is endemic, and this study seeks to address childhood trauma in a compassionate and restorative manner. Adverse Childhood Experiences (ACEs) are serious childhood traumas that manifest as toxic stress which can damage the developing brain of a child and affect overall health. The implications are expressed dualistically: academic performance of youth is subdued & diminished, and behavioral interactions can range from unreceptive to erratic and aggressive. Trauma exposure is a predictor of adverse outcomes, which range from higher rates of suspension, expulsion, and incarceration, to dire outcomes, such as lower life expectancy and quality of life. Streamlining trauma-informed curriculum and restorative behavioral responses will ensure that resilient and nurturing classrooms mediate and heal our nation’s youth. Instead of disproven and punitive, zero-tolerance consequences, schools must familiarize themselves with the effects of trauma, anticipate traumatic reactions, and respond accordingly. This study reveals how trauma-informed care informs trauma-informed curriculum and trauma-sensitive schools. A consistent and effective response to childhood trauma exposure is the missing link in our nation’s educational system.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Discourse about the human world has, since Socrates, been structured around the assumption that one view of a given matter is better than competing views, and that argumentation, if carried out correctly and systematically, will favour the view which has the preponderance of reasons and evidence on its side. If this supposition were dropped, the nature of social scientific inquiry would change significantly. For many commentators in the social sciences the ineliminable interpretative dimension of social inquiry and the standpoint-bound character of interpretation lead to the conclusion that we have to abandon any notion of objective truth in the social sciences. The central question raised in this thesis is whether this abandonment is inevitable or even plausible. Is it plausible to conflate objectivity and truth? Is objectivity a possible characteristic of the individual researcher or a characteristic of the scientific research process? Does the cultural environment of the researcher impact on the validity of research findings? If science is a social phenomenon, are scientific beliefs different from other beliefs? How do the interests of the individual researcher or the formal organisation of scientific practice impact on the validity of findings? What role does power play in the shaping of knowledge? These are the questions that will be addressed in the following thesis. The methodology of Max Weber serves as a point of departure and divergences and similarities to the work of Weber are explored in the writings of Kuhn, the Edinburgh School, Latour, Foucault, Habermas, as well as contemporary postmodernist and feminist writers. The analysis of these various concepts and approaches is not presented chronologically, but rather as an exposition of the contributors of various commentators in the fields of both the sociology of science and knowledge, and the philosophy of science. / AFRIKAANSE OPSOMMING: Diskoers oor die menslike wêreld is, sedert Socrates, gestuktureer rondom die aanname dat een siening van 'n gegewe saak beter is as mededingende sienings, en dat argumentasie, indien korrek en sistematies uitgevoer, ten voordeel sal wees van die siening wat gesteun word deur die oormaat van redes en bewyse. As ons hierdie aanname sou laat vaar, sal die stand van sosiaal wetenskaplike ondersoek ingrypend verander. Vir menige kommentator in die sosiale wetenskappe lei die onafwendbare interpretatiewe dimensie van maatskaplike ondersoek, en die standpunt-gebonde aard van interpretasie, tot die gevolgtrekking dat ons enige opvatting van objektiwiteit in die sosiale wetenskappe moet laat vaar. Die kernvraag in hierdie tesis is of hierdie verskuiwing onvermydelik of selfs aanneemlik is. Is dit geldig om objektiwiteit en waarheid saam te snoer? Is objektiwiteit 'n moontlike eienskap van die individuele navorser, of 'n eienskap van die navorsingsproses? Watter impak het die kulturele omgewing van die navorser op die geldigheid van die navorsingsbevindinge? As wetenskap 'n sosiale fenomeen is, is wetenskaplike oortuigings enigsins anders as ander oortuigings? Watter impak het die belange van 'n individuele navorser, of die formele organsiasie van wetenskaplike praktyk, op die geldigheid van bevindings? Watter rol speel mag in die vorming en skepping van kennis? Hierdie is die vrae wat aangespreek word in dié tesis. Die metodologie van Max Weber dien as vertrekpunt, en ooreenkomste tot en afwykings van die sienings van Weber word ondersoek in die werk van Kuhn, die "Edinburgh School", Latour, Foucault, Habermas, sowel as kontemporêre postmoderne en feministiese skrywers. Die analise van hierdie verskeie konsepte en benaderings word nie kronologies aangebied nie, maar eerder as 'n uiteensetting van die bydraes van verskeie kommentators op die gebied van die sosiologie van die wetenskap en van kennis, sowel as die filosofie van wetenskap.