It was the purpose of this study to answer the question, “What are the course offerings, derived from current practice, described in short statements, that would make a curriculum for the junior high schools of California?”

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As we look upon education today we notice quite a different emphasis form that of even twenty-five years ago, when the accumulation of much knowledge and many skills was the chief objective. There is a noticeable decrease in emphasis on the accumulation of facts for facts sake, and the curriculum has been enlivened by the utilization of real-life situations. In spite of these various efforts we realize that we are still devoting far too little time to the Christian education of boys and girls. It is, therefore, the purpose of this thesis to present a week-day extended program to supplement the present Sunday School and Vacation Bible School curriculum for juniors in the Mission Covenant Church, and to challenge workers to use modern and improved methods of teaching.

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This paper contains the results of a survey of almost 43% of all the private civil engineering firms and government agencies in the state of Mississippi. The survey was focused primarily on the use of software and their thoughts on the software knowledge of new college graduates hired at each place of business. There were three key issues the survey focused on: computer programs used, software proficiencies of new college graduates, and the benefits of prior software knowledge. The paper presents the survey results and analyzes the trends in order to discover what civil engineering firms do and want. Also in this paper, methods of integrating software into a typical civil engineering curriculum are explored. Overall, it was found that several programs were constant in all of the firms, and that even though software knowledge is not required to land a job, it certainly is beneficial.

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This dissertation is an ethnographic study of the oral narrative production of students in the course of their normal school day in a northeastern middle school. Oral narrative is defined as spoken language that takes place in a social interaction in which one intent of the speaker is to interpret or make sense of the present by telling about past events. Reviews of the literature provide the rationale for not only studying student oral narrative but also valuing it. Qualitative analysis and an ethnographic approach to collecting data form the methodology of the dissertation. I was a participant observer on a seventh-grade team of sixty students and four teachers. I recorded their talk and my observations in settings which included homeroom, study periods, core classes, interviews, small group discussions, and field trips. Through a process of rereading, coding, charting, and condensing the data, I was able to describe episode-specific and underlying discourse rules which were most often operative just prior to the emergence of student narrative. I found that student oral narrative was most likely to occur just after the discourse rule context made clear that language could be recorded for further study. Students were more likely to narrate just after they were supported in their using language for a variety of purposes including to answer questions and to express emotions. When students could initiate the topic of talk, speak spontaneously, and talk with small groups of peers, oral narrative was also more likely to occur. Pedagogical implications include the need for educational leaders to design in-service education that familiarizes current practitioners with a research base for decision making in the area of developing students as oral communicators and thereby as narrators. One of many recommendations for further research is that k-12 language arts curricular be examined in terms of how they address students as speakers/narrators.

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