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The importance of establishing routines in early childhood educationUnknown Date (has links)
"The purpose of this paper is to show the importance of establishing routines in nursery schools and kindergartens. It will discuss the factors to be considered, procedures to be followed, and examples of establishing routines. This paper will not attempt to discuss in detail the establishing of routines in the home, but will show the relationship of the home and the school"--Introduction. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Typescript. / Includes bibliographical references (leaves 56-59).
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Program for teaching personality traits in the secondary schoolsHulse, Ollie. January 1933 (has links)
Call number: LD2668 .T4 1933 H83
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A proposed course in occupations based upon the present status of courses and upon experimentationMordy, Francis Earl. January 1939 (has links)
LD2668 .T4 1939 M61 / Master of Science
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Dealing with complexity and ambiguity: The nature and influence of educational values and beliefs on administrative decision making.Corral, Nadine Esther. January 1994 (has links)
Changing societal needs and concerns about the educational status of America's students have spawned nation-wide reform efforts. Many of these have targeted principals' practices. This study was focused on one set of variables important in understanding these practices, namely, educational values and beliefs. The participants* in this study were eight elementary school principals whose schools were representative of the linguistic, ethnic, and economic diversity of the community in which the study was conducted. Data regarding decision making events involving complex or ambiguous school issues were obtained from a questionnaire and an interview with each principal. Areas of examination included (a) types of issues perceived as complex or ambiguous, (b) values and beliefs about these issues, (c) the influence of values and beliefs on decisions about these issues, (d) other factors influencing decisions, (e) the use of values and beliefs in responding to these factors, (f) how dealing with these issues affected values and beliefs, and (g) how values and beliefs were used to define roles. Qualitative techniques were used to analyze data: content analysis, Flanagan's (1954) Critical Incident Technique, and interaction schemas. A conceptual model was developed as a framework for analyzing and interpreting interview data. These principals perceived the most complex school issues to originate at the building level, and the most ambiguous at the district level. Principals used educational values and beliefs to clarify goals, guide and evaluate action, and validate judgment. They differed in factors they attempted to influence, goals they established, and problem solving strategies they selected. Understanding the nature and influence of educational values and beliefs on decisions about complex or ambiguous school issues is significant in furthering research on principals' practices, and helping to clarify the kind of vision needed for successful students and effective schools. Note*. "Participants" was selected instead of "subjects" because the researcher was describing phenomena rather than attempting to manipulate variables. By providing information and feedback, these principals participated in the development of a conceptual model and confirmation of the data analysis.
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1972 Summer Session Catalog: Preliminary AnnouncementUniversity of Arizona January 1972 (has links)
The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.
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1987-1989 Graduate CatalogUniversity of Arizona 06 1900 (has links)
The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.
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1964 Designs For LearningUniversity of Arizona 06 1900 (has links)
The University of Arizona catalogs contains information regarding curricula, fees, university policies, and procedures.
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1934-1935 Correspondence CoursesUniversity of Arizona 12 1900 (has links)
No description available.
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1932 Summer Course in Field GeologyUniversity of Arizona January 1932 (has links)
The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.
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1893-1894 General CatalogUniversity of Arizona 08 1900 (has links)
The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.
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