"In this study the purposes of the school activity program in the field of administration and supervision have been examined. These purposes, as they relate to the total school program, have been examined also. As a result of the careful examination of the purposes of the school activity program it is the purpose of this study to set forth a practical criteria for administering and supervising a school activity program"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 41-43).

This study examined indicators of 3rd Grade students’ non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores. Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.

A study was made in an effort to discover the effect of extra-curricular activities pursued by college students upon the grades which they attained. As a vehicle for research, one class entering Virginia Polytechnic Institute was studied and analyzed statistically. As a means for establishing criteria for the time expended on each type of extra-curricular activity, the student leaders currently attending Virginia Polytechnic Institute, were canvassed to determine the average number of hours per week that each consumed in the pursuance or each extra-curricular activity in which he engaged. An average of the times reported by these student leaders was taken as a numerical index for each type of extra-curricular activity. The class referred to above was divided into two groups, the control group consisting of students with negligible participation in extra-curricular activities; the variable group, those active in extra-curricular activities. Academic attainments between groups was compared. Subdividing the above named groups by schools within the college, academic attainments were compared. Subdividing these same groups in a manner to require each pair or groups by school to consist of only students who could be identically matched according to the index they attained on the Otis Gamma Test for Mental Ability, academic attainments were again compared. Under five different conditions, the hours of extracurricular activity pursued were statistically correlated with the academic progress of each student. The results were statistically without significance. The statistical treatments previously stated indicated that, in general, the extra-curricular activities pursued by students had little, if any, direct influence upon the academic grades that they attained. This study indicates that no action is warranted to restrict the quantity of extra-curricular activities that a student may carry. / M.S.

The purpose of this study was to seek an understanding of the characteristics of successful college and university programming boards (CUPBs). Specifically, I explored the organization and management; human, financial, and facility resource; campus and community relationship; program; mission; assessment and self-evaluation; and leadership characteristics of CUPBs. For purposes of this study, successful programming boards were defined and identified by professionals who work in this area of student affairs administration. To obtain the sample for this study, student affairs professionals who work with college and university programming boards and are members of the National Association of Campus Activities (NACA) were contacted. Members were asked to identify successful programming boards in their NACA region. Based on the programming boards identified through this process, the most successful programming boards for each of the seven NACA regions were identified. There were 22 total programming boards included in the study's sample. An Institutional Profile (IP) form was created with items that related to the research questions posed in this study. Document analysis was conducted on texts and reports obtained from advisors of the sample's programming boards. Additional information was obtained through interviews with these advisors. Responses that were qualitative in nature were analyzed and assigned to response categories. The data that were quantitative in nature were analyzed by calculating frequency and/or range and mean scores. The data revealed significant results for each of the seven characteristics explored in the study. The findings suggest ways to structure and staff CUPBs, how to select and train student leaders, how to manage human and financial resources, how to manage facilities, and the types and numbers of programs successful CUPBs sponsor. Recommendations about the mission of successful CUPBs were identified, as were ways to assess outcomes and advise the programming board. Collectively, the results describe the elements of successful CUPBs. These elements can be used to establish standards of practice for such boards and the staff who manage them. / Master of Arts

This study was made for the purpose of determining the status and methods of conducting non-athletic extra-curricular activities in the secondary schools of Central West-Texas with the hope that the findings may prove valuable to school boards and administrators in setting up standards for evaluating their activity programs.

The problem of this study was to determine the extent to which the results of the use of the "Evaluative Criteria" set up by the Southern Association of Secondary Schools agree with the evaluative criteria drawn from standard objectives in an activity program of the Era High School.

It is the purpose of this study to discover and report educationally sound practices of activity financing and administration, with special emphasis placed on accounting. This investigation will attempt to disclose present-day common practices in financing the activities and accounting in regard to activity finances, and where advisable to make recommendations to secure more adequate procedures.

For data collection, the researcher was attached to three Hong Kong secondary schools with average academic and extra-curricular activity performances for three months each during the past two years. Having got familiarized with the teachers and students through joining various formal and informal school activities, in the last month of his attachment, the researcher invited each teacher to be interviewed on the topic of extra-curricular activities and to be tape-recorded. In the end, 122 teachers agreed to be the participants in the interviews. The interview was conducted in a semi-structured way, in which the teacher first recounted and commented on his/her experience and impression of extra-curricular activities. The researcher then asked for clarifications and further exploration of his/her own conception, with the help of some "situation cards". In the whole interview process, the researcher adopted a "non judgmental" attitude towards the definition of "extra-curricular activities", only asking the interviewee questions on the clarity and consistency of his/her conception. Each interview lasted for about an hour. After the interviews, the recordings were converted into written scripts. Based on the interview process and scripts, the researcher sorted out various main themes and key words and proceeded with data analysis. After three stages of back-and-forth collation and with the number of cases reduced to forty, finally seven conceptions of extra-curricular activities have been constructed: Accountability, Attachment, Mould, Experience, Personal growth, Liberation, and Balance. The researcher has depicted the specific horizon, concepts and the relationship among concepts, and also compared and contrasted the distinctive features of each conception. / There are multifarious extra-curricular activities in Hong Kong secondary schools. Nearly every teacher participates in the activities. Different teachers infuse extra-curricular activities with diverse meanings, and actualize different modes of school education. This study aims at exploring Hong Kong secondary school teachers' conceptions of extra-curricular activities. It collates individual cases into different collective clusters, depicting each conception of extra-curricular activities, and the relationship between the concepts. / This thesis attempts to relate and contrast the features of the seven conceptions of extra-curricular activities and the four main questions generated from the theories about valuation in curriculum, thus showing that the conceptions of Accountability, Attachment and Mould are based on "group" values, which set an instrumental field for "learning". Conceptions of Personal growth, Experience and Liberation refer to "individual", tending to adopt "individual as a unit" and "intrinsic values" as the learning field. The conception Balance is in-between the two. It tries to balance the tension between individual and social instruments, as well as intrinsic and extrinsic values. Taking a step further, this thesis also argues that to improve the quality of school education, each teacher has to decide on a definition and orientation of the curriculum which is in line with his/her own extra-curricular activity conception. Merely claiming that "Extra-curricular activity is part of the curriculum" is not necessarily conducive to improving education quality. Finally, the findings also point to the need to explore how we can provide teachers with a cultivating environment and quality facilitators for helping them clarify, improve and transform their conceptions of extra-curricular activities in the course of learning. This will be a key concern for the further development of teacher education. / 周昭和. / 呈交日期: 2006年4月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 324-344). / Cheng jiao ri qi: 2006 nian 4 yue. / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4078. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 324-344). / Zhou Zhaohe.

"It is the purpose of this paper to present to the beginning or inexperienced principal a survey of the problem of internal accounting, a brief history of internal accounting, and an examination of the responsibility of a principal in the accountability for extracurricular and internal service activity accounts. Specifically, the purpose of this paper is to acquaint the beginning or inexperienced principal in Florida with his responsibility under the provisions of Florida Law for the proper accounting of extracurricular activity and lunchroom funds"--Introduction. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 63-66).

published_or_final_version / Education / Master / Master of Education