Over one million youth (age 14-24) experience homelessness each year in the United States, about 5-8% of all youth. For homeless youth to become independent and avoid cycling through public services, consistent income is necessary. Barriers to gaining employment and subsequent income often stem from lack of education. Defining the educational goals of homeless youth and barriers in reaching them are crucial steps in the development of relevant and effective educational interventions. Using data obtained from surveys of homeless youth in an urban Western city, this study found large discrepancies between the educational goals of homeless youth and actual academic attainment. Becoming homeless before the age of 18 and having fewer lifetime parents or guardians were predictive of lacking a diploma or GED. Implications of this research for informing educational interventions for homeless youth are discussed.

1. <u>Purpose of the Study</u>. The primary purpose of this study was to determine if agreement on the goals of continuing education and community services could be arrived at among Virginia Community College System presidents, provosts, deans of instruction, and directors of continuing education by using the Delphi technique. Ambiguity existing on the goals and further testing of the hypothesis (Weaver's) that the Delphi technique can be u~ed to shape judgment were of interest. 2. <u>Methods and Procedures</u>. The literature and "panels of experts were used to develop a Delphi-type questionnaire which was administered through three rounds to the 23 presidents, 11 provosts, 22 deans of instruction, and 29 directors of continuing education in the Virginia Community College System. Respondents were instructed to rate each of the 46 goal statements in accordance with a fivepoint scale ranging from "strongly disagree" to "strongly agree." Controlled "feedback" included the interquartile range and median for all respondents and groups of respondents by goal statement and arguments in favor of higher and lower preference ratings. The consensus rate was used as the basis for making comparisons between and within groups of respondents. 3. <u>Conclusions</u>. The presidents and provosts, deans of instruction, and directors of continuing education held different perceptions toward a majority (56 percent) of the goal statements. Disagreement on the goals, in many instances, was as prevalent within groups as it was between. The presidents, provosts, and deans of instruction perceived the role of the programs to be more narrow than the directors of continuing education. Continuing education and community services were perceived by all administrators as being two separate, definable, but interrelated programs with continuing education being primarily credit and c.e.u. oriented and with community services being non-credit, non-c.e.u. oriented. In the administrators appeared to be traditionally oriented; i.e. they did not perceive the more non-traditional programs (non-traditional degrees, CLEP, community counseling centers, etc.) as being a major thrust of continuing education and community services. The directors of continuing education perceived the programs being administered by a first-level manager (dean); the presidents, provosts, and deans of instruction preferred a second-level manager. The administrators perceived all continuing education and community services activities of the campus being administered by the same administrator with all other units of the campus providing support services to that administrative unit. Collectively, the administrators viewed the programs being funded by a combination of tuition, registration fees, and local and state tax dollars. (State support of continuing education and community services is presently not feasible under Virginia law.) Major unresolved issues were: (I) should continuing education and community services become involved in solving community problems, (2) should they include offering off-campus degree programs, (3) should they be more nontraditionally oriented, (4) should they be managed by a first- or second-level manager, and (5) should they receive support through state tax dollars. The Delphi technique was practically ineffective in shaping the judgments of the administrators. / Ed. D.

This investigation sought to examine the congruence or the lack of congruence of educational goals in Level Four Adult-Continuing Education Programs in Bangkok, Thailand. The purposes of the study were to identify the actual and ideal goals of Level Four Adult-Continuing Education Programs and to determine whether any significant differences existed in the perceptions of educational goals of the programs among students, teachers, and administrators.

The problem addressed in this study is the identification of perceived and preferred goals in post-primary educational institutions in Kaduna-State, Nigeria. The purposes of the study are to identify and analyze the most important goals and to make recommendations for improvements based on these findings. Chapter I discusses the background and significance of the study and the procedures used in collecting and analyzing data; Chapter II surveys related literature. Methodology and analysis of data are presented in Chapters III and IV. Chapter V offers the study's findings, summary, conclusions, and recommendations.

The problem of this study was to measure the effect upon the tone quality of singers resulting from identifying a specific goal, modeling with a cassette tape of the student's own voice, prescribing practice, and giving verbal approval. On the basis of the findings, these conclusions are drawn. (1) There is no significant difference in prescribing practice of an identified goal, utilizing a model or giving verbal approval. (2) Higher gain in pretest - posttest scores for the experimental groups while the control group showed the lowest gain suggests these teaching methods may be effective. (3) A high correlation of raters can be attained by the training method used in this study.

The aim of this work is to look into the issue of interpretation of the term public service in preschool education. The main goal is to find out how this service is understood by parents who use this service - whether their interpretation corresponds with the needs of children and to what extent they recognize the social mission of kindergarten. In addition, ttthe ambition here is to show the neccesity of change the traditional perception of education which has become part of market environment. Therefore the works highlights positive benefits of marketing management of school. The work is also focused on effective school communication as a way to reach the basic mission of school. Key words Kindergarten, public service, preschool education, school law, education goals, parents, communication, marketing

This study is an investigation of the importance of institutional goals as perceived by the faculty and students in Chung-ang University in Seoul, Korea. The purposes of this study are (1) to determine if significant differences exist between the perceptions of faculty and students as to the present and ideal institutional goals of the university, (2) to determine if significant differences exist between the perceptions of faculty and students of different colleges as to the present and ideal institutional goals of the university, and (3) to determine if significant differences exist between the present and ideal institutional goals as perceived by the faculty and students within each of the colleges of the university.

The problem with which this study is concerned is to compare the perceptions of board members, administrators, and faculty of six teacher colleges in Bangkok, Thailand, in regard to the present and preferred educational goals of Thai teacher colleges. From a total population sample of 345, usable returns totaled 284 (82.3 per cent); respondents include 22 board members, 43 administrators, and 219 faculty. A published goal inventory questionnaire was modified, translated into Thai, and used to collect the data; modifications include the addition of goal statements that are relevant to Thai teacher colleges. The modified survey instrument included 72 goal statements, categorized into 18 goal areas, plus 12 relevant goal statements. Statistical procedures used include mean scores and standard deviations, analysis of variance (with Scheffe post hoc comparisons for significant differences), and the t test.

This thesis focuses on matters of "building" natural science literacy by innovation for teaching. Contains of exploration of facts concerning traditional transmissive teaching and innovative teaching, natural science literacy in education, and paradigms of natural science education. The application part chooses exemplary unit Mammals, analyses study material for this topic throughout many schoolbooks of Natural science for primary schools, and develops innovation to educational goals and its content. Innovation of teaching of this topic has been introduced based on accumulated knowledge.

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