For the last twenty years, there has been growing concern among educators, scholars, and parents about the underachievement and disengagement of boys in school. Self-Determination theory postulates that individuals will be more motivated when their needs for relatedness, competence, and autonomy are satisfied. Boys' relationships with teachers are sometimes conflictual, although relatedness to teachers has been shown to be a salient predictor for academic engagement. Teachers can also serve as a buffer for those students who are at risk of failure or dropping out. Other issues involve masculinity sitting uncomfortably with academic success, the need for self-discipline, and the nature of academic tasks being too sedentary and less hands-on. This study explores the academic engagement of at-risk boys with special attention to the role of teacher-student relationships using self-determination as a theoretical framework. A qualitative method was utilized to illuminate the complex interactions between antecedents and consequences for developing an explanatory scheme for why some boys do well academically and others do not. Ten third through fifth grade boys were interviewed, along with ten of their parents and six teachers. Topics ranged from their likes and dislikes, feelings about their teachers and school in general, and ways in which teachers and parents support and encourage them academically. The boys were observed in multiple settings throughout the school year. The goal was to shed light on the "boy crisis" and to take a nuanced approach when it comes to studying boys. The study was also designed to enhance our understanding of academic engagement as a multidimensional construct encompassing behavior, emotion, and cognition. Academic task characteristics and self-discipline, as well as relatedness to teachers, parents, and peers, emerged as important themes in engaging boys, while the construct of masculinity was not as salient. A proposed model was developed as a psychoeducational tool for providing information about the academic engagement of boys. This model could assist educators and parents in helping boys attain more joy and success in school. / text

The purpose of this study was to develop a profile of the male primary teacher in Arizona. It was hoped that such research would provide practical information for Arizona's teacher education programs for the purpose of attracting qualified males into teaching as well as for school districts who wish to attract and maintain qualified male primary teachers. The study population consisted of 112 primary teachers (K-3) in the public school systems of Arizona. Data for this study was obtained by the questionnaire method. The questionnaire designed for this study was based on a review of the literature. Data was gathered that pertained to three areas: Personal Attributes, Professional Attributes, and Perceived Contributions. The typical male primary teacher in Arizona is Anglo, 36, and married to a working wife. He is likely to be a first born, born out of Arizona, and not the first in the family to go to college. Most were born into a middle- or working-class family and were reared in a traditional family in that the mother's main occupation was that of a housewife. The typical male primary teacher in Arizona is likely to have a master's degree, and over half have an undergraduate degree in primary education. The majority received their degree from an Arizona institution. He is likely to be teaching in the third grade and has previously taught at the primary level. Well over half reported professional membership and have attended a professional conference within the past six months to a year. Most, however, do not belong to a professional support group. Low salaries was the most reported career impediment, and less than half see opportunities for advancement. A majority plan to continue teaching at the primary level, while some plan to teach at the intermediate level. The typical male primary teacher feels accepted by students, parents, and female colleagues. They see the public as having a more positive attitude towards men who teach grades K-3. Over half see themselves as helpful with discipline problems and effective when conferring with parents. They also see themselves as effective motivators and offering their students a different learning experience. A little over half agree that they are a father substitute and that children should have a male primary teacher. Well over half do not think boys benefit more than girls do from having a male primary teacher. Most think the elementary schools should be defeminized. Most think their school administration values their teaching at the primary level.

It was the purpose of this study to determine the present general status, thought, and practice of the elementary school principalship in Texas public school districts. More specifically, the problem was fourfold in nature: 1. To study the professional characteristics of the Texas elementary principal through an analysis of factors related to (1) his position, {2) his professional characteristics, and (3) his major responsibilities. 2. To evaluate certain aspects of the status, thought, and practice of the Texas elementary principal in light of what is considered most desirable in recent literature in the field to determine to what extent the Texas principal reflects the moat desirable characteristics. 3. To compare certain aspects of the present principalship with similar characteristics as found in previous studies of the Texas elementary principalship in order to determine trends. 4. To compare certain aspects of the Texas elementary principalship with the same aspects of the elementary principalship as described in a recent national study, in order to determine similarities and differences.

The problem is to prepare and administer a physical education program for the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas. The need for this study developed after the investigator had studied the few activities in which the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas, were participating. It is the aim of the investigator to construct a physical education program that will give more boys an opportunity to participate in desirable activities.

Kiang Ngai Sze, Karen, Yim Ying Kit, Louis. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2006-2007, design report." / Includes bibliographical references. / Chiefly in English; some portions in English and Chinese. / Kiang Ngai Sze, Karen, Yim Ying Kit, Louis. / Chapter 1. --- Introduction / Chapter 1.1 --- Main Argument --- p.P. 3-4 / Chapter 2. --- Issues and Background / Chapter 2.1. --- "Traditional types of ""Hope work""" --- p.P.5 / Chapter 2.2. --- Nature of Poverty --- p.P. 6 / Chapter 2.3. --- Cause and Problems of Poverty (Hongdeng village) --- p.P. 7-10 / Chapter 3. --- The way to eliminate Poverty / Chapter 3.1. --- Sustainability --- p.P. 11-13 / Chapter 3.2. --- Mao's Anti-Urban Theory as a conceptual study model / Chapter 3.2.1. --- Background --- p.P.14 / Chapter 3.2.2. --- The breakthrough arid messages --- p.P.15-17 / Chapter 3.3. --- The role of Virgin area --- p.P.18 / Chapter 3.4. --- Concept development / Chapter 3.4.1. --- "Study of border, networks and differences in between" --- p.P.19-20 / Chapter 3.4.2. --- The importance between COOP-ETITION and COORDINATION --- p.P.21 / Chapter 3.4.3. --- The importance of Difference and CONCESSIONS --- p.P. 22 / Chapter 3.5. --- Possible solution- Rural education assistance / Chapter 3.5.1. --- The need and problems --- p.P.23 / Chapter 3.5.2. --- Real life examples --- p.P. 24-26 / Chapter 3.5.3. --- Hongdeng - future gathering pattern --- p.P.27 / Chapter 4. --- "Vrin, Switzerland as an urban study model" / Chapter 4.1. --- Background --- p.P. 28-29 / Chapter 4.2. --- Situation and strategies --- p.P. 30 / Chapter 4.3. --- "The main issues that helps it to sustain culturally, Environmentally and economically" --- p.P. 31 / Chapter 5. --- Site 一 Hongdeng village / Chapter 5.1. --- Hong lao introduction --- p.P. 32-33 / Chapter 5.2. --- Local climate. --- p.P.34-35 / Chapter 5.3. --- Main path --- p.P. 36 / Chapter 5:4. --- The existing school --- p.P.37-38 / Chapter 5.5. --- Observation - Culture / Chapter 5.5.1. --- Age range of locals --- p.P.39 / Chapter 5.5.2. --- Working nature of locals --- p.P.40 / Chapter 5.5.3. --- Life routine --- p.P. 41 / Chapter 5.5.4. --- Hygiene --- p.P. 42 / Chapter 5.6 --- Observation - Architecture / Chapter 5.6.1. --- Development history of Ganlan-styled architecture --- p.P. 43 / Chapter 5.6.2. --- Existing buildings settlements and zoning --- p.P.44 / Chapter 5.6.3 --- Building organization types and Circulation --- p.P. 45 / Chapter 5.6.4. --- "Relationship between and, access and form" --- p.P. 46 / Chapter 5.6.5. --- Types of Ganlan-styled architecture --- p.P.47 / Chapter "5.6,6." --- Existing building structure --- p.P.48 / Chapter 5.6.7. --- Types of joint and craftsmenship --- p.P. 49 / Chapter 5.6.8. --- Types of storage and details --- p.P. 50 / Chapter 5.6.9 --- Gathering pattern and Related construction methods --- p.P. 51 / Chapter 5.6.10. --- Building material availabiie on site and in towns nearby --- p.P.52 / Chapter 5.7. --- Observation - Economy and Living Standard (English) --- p.P.53-54 / Chapter 5.8. --- Observation - Economy and Living Standard (Chinese) --- p.P.55-56 / Chapter 6. --- Bibliography --- p.P.57

This study provides a description of the practices elementary school principals employ to reduce the likelihood that at-risk youth will actually experience school failure. The problem investigated in this study is reflected in this broad question: What is the relationship of principals' practices to the provision of service for at-risk youth? Differences in the importance and frequency of use of practices by principals were compared. Variables such as school size, percentage of students who are eligible for free lunch, percentage of students who are at-risk, student mobility, and principal's rating of how successfully their school is serving at-risk youth were also investigated. Thirty percent of the elementary principals employed in the metropolitan area of Portland, Oregon were randomly selected to participate in this study. The research design was descriptive. Data were collected from the critical Principal Practices Profile, a questionnaire developed by the researcher and five practitioners after an extensive review of related literature. Using a 4-point scale, principals indicated the importance and frequency of use of principals' practices for the provision of service for at-risk youth. Eighty-three percent of the selected principals completed and returned the survey. Of the responding principals' schools: 25.9% had a student population greater than 600 students, 27.8% had more than 50% of the student body eligible for free lunch, and 43.5% had more than 32% of the student body at-risk of school failure. A number of statistical treatments were performed in analyzing the data. According to the respondents, "Selection of Service Delivery Patterns" emerged as the most important practice (M = 3.65) and the most frequently used practice (M = 3.21) for serving at-risk youth. The practice "Selection of Service Delivery Patterns" was described by five explanatory items: identifying at-risk youth, requiring the modification of curricula, identifying suspension and expulsion alternatives, monitoring student performance, and implementing retention alternatives. The principals' practices and the school demographics were compared using an ANOVA. Associations reaching a significant level were found between the independent and dependent variables; however, the importance and frequency of use patterns reported by the principals could not be consistently explained simply by school demographics

This study looked at possible relationships which exist between three personal characteristics variables believed to be associated with effective leadership in elementary schools. The three variables were (1) Principal Vision, (2) Principal Interpersonal Orientation and, (3) Principal Personal Values. The relationship between selected teacher, principal and school demographic variables and teacher's perceptions of their principal's vision was also explored. Data were collected from 51 principals and 841 teachers in elementary schools from 10 school districts in the Portland, Salem and Vancouver metropolitan areas. Teachers were asked to score their perceptions of their principal's vision on the School Vision Inventory. The principal was also asked to complete the Mach V interpersonal orientation scale, the Profile of Life Values and, his/her predictions of teachers responses on the School Vision Inventory. Data were analyzed by using one or more of the following statistical tests: MANOVA; ANOVA; Chi-square; and Pearson Product Moment Correlation. The major conclusions are: (1) principals perceived teachers to be less positive than they in fact were in their perceptions of the principal's ability to encourage others to make personal sacrifices to accomplish the principal's vision; (2) male teachers perceive that their principals include them more in the vision building process than do female teachers; (3) teachers younger than 26 were less positive in their perceptions of their principal's Internalization and tended to be less positive on other scales; (4) principals communicate their vision more effectively with those teachers who are in their first year with their current principal than any other group for vision exchange, sacrifice and total vision; (5) school and principal demographics have little impact on teacher perceptions of principal vision; (6) principals value being sensitive to the needs of others more than any of the other personal values and they value artistic expression the least; (7) with the exception of the Artistic values, male and female principals are relatively similar in their personal values; (8) principal vision and personal values are moderately related; and (9) the relationship of interpersonal orientation of the principal to teacher perceptions of principal vision is not statistically significant.

Thesis (M.S. in Psychology)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

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