During the last decade the responsibility for the education of exceptional children has very rapidly become a function of the public schools. With the inflationary spiral that the economy of the nation has faced during this same period it has become increasingly more difficult for school districts to assume the financial burden that these classes place upon them.

This thesis represents the close personal interest of the writer, one on which she has been reading for six years. The tragic events of the past three years have intensified the belief that if democracy ever overcomes the various "isms" which plague the world it will be because youth, through the schools, has become familiar with the ideals which have democracy birth and has developed a deep appreciation of the labor which enabled it to grow and flower. For this, a knowledge of the history of our country is not enough. Youth must know present problems and have the courage to face and the faith to overcome them. The richness of the California background has a particular appeal. Blending of the romance of Spain, the adventurous wanderlust of the Rocky Mountain men, the imperial dream of a Swiss, the land hunger of the emigrant, and the madness of the gold rush has given us a heritage different from that of any other state. This heritage of blood, combined with one equally rich in natural resources, offers a challenge no social studies teacher can ignore. This thesis consists of three parts: an introduction, a syllabus, and an appendix. The introduction gives the writer's ideas of the aims and objectives of such a course, the kind of room and equipment needed, and methods that should be used. The syllabus has been prepared in the form that would be used in the high schools of Sacramento. Each student would be given a mimeographed copy of each unit and would use it as a work outline. The first six units provide a background upon which the student would build his continued interest in the subject as he developed it in Unit VII. The appendix is a collection of miscellaneous materials to illustrate how the course can be made more interesting. The photographic work in the thesis is by James Stephens, a student in the department of education at the University of California, majoring in visual education at the University of California, majoring in visual education, and Jack Curtis and Parker Gilbert, students at C. K. McClatchy Senior HIgh School.

Since the mid-1980s several forces have brought about changes in the delivery of special education services to students with disabilities: the Regular Education Initiative and inclusive education movements; increase in parent advocacy for including students with disabilities in general education classes; increases in student diversity in terms ofrace, language, income, exceptionality, and culture; and a trend toward heterogeneous grouping in special education classes. As a consequence, the new California Standards for teacher credentials in special education require competencies and skills to implement inclusive service delivery models. Current holders of Learning Handicapped (LH) and Severely Handicapped (SH) credentials, trained under previous standards, may not have all of these skills. The purpose of this study was to determine training needs of veteran special education teachers in California, as perceived by those teachers and their school site administrators. Specifically, this study sought to determine the extent to which these teachers and administrators perceive that (a) the teachers possess 31 skills in eight new Level I standards and (b) the teachers need additional training in these skills. Responses to 167 questionnaires completed by LH teachers, SH teachers, and school site administrators, and two follow-up interview sessions with a selected subsarnple of each group were analyzed. Overall, the teachers perceived themselves to be competent in the examined skills and indicated little need for further training. Responses to follow-up interview questions showed that they have a balanced awareness of their competencies and need for training. Administrators rated the teachers lower in skills and in greater need of training than the teachers rated themselves, but the administrators expressed (a) a high level of regard for the abilities of the teachers and (b) a high level of expectation for the teachers as they take on new roles in the inclusive system. Based on the findings, it was recommended that (a) districts implement pragmatic inservice training, rather than university coursework; (b) administrators formally state their expectations for these teachers in the general education setting and provide system-level support and training to facilitate the teachers' assumption of their new role; and (c) administrators form a closer alliance with these teachers to better understand their performance and their needs.

During the period from April of 1940 to April of 1944, the population of the City of San Leandro increased from 14,601 to 22,903, or approximately 56.8%. Farmland and other undeveloped properties, to the extent of 215 acres, mostly far removed from the former residential sections, have been turned into closely built residence areas. Some 1500 houses have been built in one such section, alone, and the total, to January 1, 1945, included 2,504 residences and 171 multiple unit dwellings.2 War activities, within the city and the neighboring communities, have attracted large numbers of defense workers and these have been augmented by the families of men or women in the various armed services. Several thousand of the San Leandro residents have been employed in the military and naval establishments, shipyards, and the machine, food, and other industries of Alameda, Oakland, Richmond, San Francisco and other nearby cities, in addition to the four to five thousand who are manning the war industries within San Leandro.1 The great number of working mothers, with dependent children, has created the need for child care centers and nursery schools. The twenty-four hour operation of industry has upset the normal schedule of family life, and led toward serious problems in the direction of child delinquency. War conditions have placed new and greater burdens upon the schools. The normal problems of securing an adequate and effective personnel have been intensified by the scarcity of trained teachers and the difficulty of securing uncertificated help. Problems of providing housing and equipment have been increased greatly. Including these various problems in the field of this investigation, it is planned to analyze each, so far as may be found practicable, indicate the method used and the progress made toward the solution of each, and make suggestions for future action, as indicated by the anticipated needs of the district during the fifteen year period to 1960.

This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.

Does the individual guidance program of Modesto secondary schools meet the needs of the youth enrolled? This question is to be answered through a study of (1) the counselee loud of the counselors in the Modesto secondary schools; (2) the distribution of problems encountered in counseling; (3) the number of repeat counselees and how and why they came to the counselors; (4) the effectiveness of the counseling program from the students’ viewpoint; (5) the effectiveness of the counseling program from the counselors’ viewpoint.

The problem for this study is “How can the Industrial Arts Program implement the Framework for Education in California?” The Framework was designed as a basic guide for all areas and levels. The principles and recommendations are of necessity, broad and general. The problem then resolved itself into converting these broad principles and recommendations into specific suggestions to be applied in the Industrial Arts classroom. In solving this problem it is intended to develop (1) specific types of experiences needed and (2) methods and organization required to achieve maximum utilization of these experiences.

Statement of the Problem: The objectives of this thesis are to set forth the detailed procedures and methods essential to organize, from the instructional point of view, a library for John Gill School, a kindergarten through sixth grade school.

The study of a question such as that of Truancy must be undertaken on the basis of statistics. It is essentially a matter of investigating and gathering data upon individual cases. The preliminary search for material upon the subject revealed the fact that practically nothing had been written upon it and apparently little inquiry made into the problem. Accordingly, the writer obtained permission from Superintendent O.H. Close of the Preston School of Industry located at Ione, Amador County, California to conduct an investigation of this problem among the delinquent boys committed to that institution. This school is the state correctional institution for boys between the ages of 15 and 21 years. For comparative purposes, an investigation of the problem of truancy in a city school system -- that of Sacramento -- has been made. It is hoped, therefore, that the present study may make some worthwhile contribution to what is already known about the subject.

The possibility of making music a more secure source of income for the professional musician does not seem to offer much hold for the future of music. However, the possibility of making music more a part of the life of the people through amateur participation offers a possibility for further growth of music which may help to make music a truly worthwhile part of our culture. It is the purpose of this thesis to examine the field of post school instrumental music. Post school instrumental music, for the purposes of this thesis, shall be defined as music, for the purposes of this thesis, shall be defined as music played by groups of people who have left school through graduation or other means nad have continued to play their instruments as amateurs or as semi-professionals. While the study was limited to Central California much of the data obtained is probably not confined to Central California but applies to a certain degree all over the United States. Instrumental and vocal music have many things in common. Much which can be said for vocal music holds true in the field of instrumental music. This thesis will also establish the value of post school music to the individual, the community, and music itself; the opportunities in post school music which exist at the present time; the attitudes of the individuals who could lead and participate in post school music; end the possibilities for the development of a worthwhile program of post school instrumental music in Central California.