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The study involved the development and administration of an opinionnaire designed to determine task priorities for public schools. The location for the study was a suburban area; Mount Pleasant Township, Delaware County, Indiana, and the town of Yorktown. The community is served by the Mount Pleasant Township Community School Corporation.Seven identifiable sub-publics within the community were involved in the investigation. They were: adult lay citizens, middle school students in grades six through eight, high school students in grades nine through twelve, middle school teachers, high school teachers, middle and high school administrators, and school board members.The respondents were asked to place fifteen educational task items in priority order. A total of 1,391 individuals took part in the study as follows: 161 adult lay citizens, 573 middle school students, 593 high school students, 23 middle school teachers, 33 high school teachers, 5 administrators and 3 school board members.The fifteen task items were grouped into four major classifications: Intellectual - ability to employ the basic tools of knowledge, ability to make decisions after considering all aspects of a problem, desire for further education and the ability to continue learning in the future, and creativity. Social - ability to get along with others, sense of civic responsibility and understanding of governmental processes, patriotism and loyalty to the United States, and understanding of the need for a clean environment. Personal - understanding of personal hygiene, good mental health, development of moral behavior, and participation in cultural activities. Productive - specialized vocational training and job preparation, and management and financial abilities for living.The analysis of data involved multiplying the number of responses favoring an item by the number of that rank, thus obtaining a weighted value. The weighted totals were ranked in descending order, thereby establishing a rank order according to priority.Respondents ranked their choices within three major categories: Most Important, Important, and Least Important.Findings of the study were as follows:Adult Lay Citizens.-- Ranked Intellectual Elements Most Important. The Personal Elements were considered to be Important while Social Elements were considered as Least Important tasks of public education.Middle School Students.-- Placed Intellectual Elements in the Most Important group. Personal Elements were ranked high in the Important classification. Little interest in the Social Elements was indicated.High School Students.-- The most Important category included Social, Personal, and Intellectual items. ProductiveElements were divided between Important and Least Important. The Personal Elements were ranked as Least Important.Middle School Teachers.-- Ranked Intellectual Elements Most Important. Social Elements were Important, and the Personal Elements were ranked as Least Important.Hiqh School Teachers.-- Social Elements ranked as Most Important and Important. Intellectual Elements were scattered throughout the ranking. Personal Elements were ranked low.School Administrators.-- Ranked Social and Personal Elements as Most Important or Important. Productive Elements were Important to this group. Intellectual Elements were ranked in all three major classifications.School Board.-- Ranked Social and Personal Elements in the Most Important group. Intellectual Elements were in the Important classification, and productive Elements ranked low.The respondents displayed a high level of agreement concerning public school tasks. It was concluded from the study that Intellectual Elements were the most important tasks of the public schools even though the total pattern was comprehensive. Administrators differed in their perceptions concerning educational priorities from other groups. Vocational tasks were not considered important to the respondents. Tasks dealing with aesthetic values and creativity were ranked very low in the priorities.

There is a gap in achievement between African American/Black and Latinx students and their White counterparts. An abundance of researchers has concluded that it is a result of a gap in opportunities of access. Some researchers have shifted the conversation from achievement gap to opportunity gap. In the discussion and creation around school policies used to address the opportunity gap that exist in affluent suburban school districts, the exchange between school and student cultures seldom receive attention because they are hard to measure, and interventions that may stem from their results are not necessarily generalizable (Carter, 2013). This study attempts to unveil the perceptions that Black and Latinx students who attend predominately White affluent suburban schools have regarding access to tangible and intangible resources and opportunities. Through the lens of students, insight into the feelings, beliefs, and identity, of Black and Latinx students toward education and the disparities of academic achievement in predominately White affluent suburban schools will be highlighted. / Educational Leadership

Thesis (Ph. D.)--University of Nebraska--Lincoln, 1997. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This thesis has explored the process whereby "delinquents” become perceptually differentiated from "typical adolescents" through a descriptive analysis of the differentiators and non-differentiators among a group of suburban Junior high school teachers.The instrument used to gather the data was a semi-structured questionnaire, consisting of three sections. The first two sections gathered personal and occupational information about the teachers. The third section attempted to elicit the evaluative direction of the teachers' perceptions of "typical adolescents" and "delinquents".The results of the analysis of the responses of the 66 teachers were presented. On the basis of the fourteen pro-selected social characteristics of the respondents, descriptions of the “differentiators” and “non-differentiators", as well as of the general population, were provided.

The focus of this study was to determine the unique contribution to administrative salaries of the following criteria: gender, ethnicity, total years' experience in education, district years' experience in education, degrees held, per pupil expenditure, and school size. The sample was comprised of 1,866 administrators in 27 Texas suburban school districts with an Average Daily Attendance (ADA) over 10,000. The 1986-87 salaries of the following 11 administrative positions were analyzed using a multiple regression equation: deputy superintendent, assistant and associate superintendent, business officer, personnel officer, senior high principal and assistant principal, junior high principal and assistant principal, elementary principal and assistant principal.

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

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