The problem of this study was to analyze the prevailing approaches to elementary school guidance in the United States.

This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.

This study examines the relationship between participation in extracurricular activities and the variables of school attendance and academic achievement. The population for the study was the 1994-95 graduating class in the First Tennessee Development District high schools. The definition of extracurricular activities was expanded to include the employment of students. The relationships were examined through Pearson Product Moment correlations and by way of multiple regression. A total of 575 students from thirteen high schools made up the sample for this study. Schools were classified into three size categories and proportionally selected in order to accurately represent the population. Selected students responded to a survey instrument in order to provide the information to be analyzed. Demographic information concerning race, gender, and estimated family income was gathered. Respondents were also asked to provide the number of absences during the current year and current cumulative grade point average. The remaining portion of the survey contained a list of thirty-seven activities typically sponsored by high schools. Students provided information regarding the amount of time per week and the time frame of participation for any activity in which they participated. Space was allotted for respondents to provide the same information for activities not listed. A significant relationship was found between involvement in extracurricular activities and both school attendance and academic achievement. Results showed that as involvement in extracurricular activities increased, school attendance and academic achievement improved. This was true for two definitions of involvement. Results for employment differed. As involvement in employment increased, school attendance and academic achievement declined.

There were two major purposes of this study. The first purpose was to obtain information from all principals in Tennessee's First District concerning their beliefs about the use of corporal punishment in public schools in Tennessee. Generalizations could be made in areas of similar geographic and cultural makeup. The second purpose of this study was to generate reflective thought in Tennessee's First District to clarify administrators' beliefs as to the use of corporal punishment as a deterrent. Demographic findings of the study revealed a predominately male population of principals. The majority of the population surveyed was male Caucasian. There was a normal distribution among education levels for principals in the First District, ranging from Bachelor degrees to Doctoral degrees. Subgroups that were tested using the Mann-Whitney U test for significance were: principals with 0-10 years experience and those with more than 10 years experience, principals who used corporal punishment in their schools and those who did not, and principals who experienced corporal punishment as children and those who did not. The review of literature in regard to corporal punishment revealed four constructs that proponents used when explaining why it was used: religious beliefs, legal perspectives, cultural beliefs, and effectual beliefs as a disciplinary measure. Principals in the First District of Tennessee had similar religious beliefs regarding the use of corporal punishment. In comparison, principals who used corporal punishment had significantly different belief scores relative to legal perspectives, culture, and effectiveness than those who did not use corporal punishment. Principals who experienced corporal punishment as children scored significantly higher in beliefs of its effectiveness than those who had never experienced it.

The purpose of this study was to examine guidance activities in an employment office and to explain the significance these activities have for the job seekers' way towards an occupation. The method used was literature studies and qualitative interviews with respondents in three categories: a manager, two workingmediators and three job seekers, all at the same employment service office. The results that emerged was that there are different kinds of guidance in the employment service, both in the narrow sense and broad sense. The different categories of respondents describe and define the guidance activities in different ways and have different descriptions of how these activities can help job seekers into employment. The conclusions drawn where that the manager sees everything on the employment service as guidance, workingmediators differ in their roles as advisers and counselors. The job seekers does not see the activities they had access to as guidance. The employees at the employment office considers that the guidance are more helpful in the process towards finding an occupation than job seekers think. / Syftet med studien var att undersöka vägledningsaktiviteter på ett arbetsförmedlingskontor samt att redogöra för vilken betydelse dessa aktiviteter har för de arbetssökandes process mot en sysselsättning. Metoden som använts var litteraturstudier samt kvalitativa intervjuer med intervjupersoner av tre olika kategorier: en chef på arbetsförmedlingen två arbetsförmedlare samt tre arbetssökande, alla vid samma arbetsförmedlingskontor. Resultaten som framkom var att de finns olika slags vägledning inom arbetsförmedling, både i snäv bemärkelse och vid bemärkelse. De olika kategorierna av intervjupersoner beskriver och definierar vägledningsaktiviteterna på olika sätt och de har olika beskrivningar på hur dessa aktiviteter kan hjälpa arbetssökande till sysselsättning. Slutsatser som dragits är att chefen ser allt på arbetsförmedlingen som vägledning, arbetsförmedlarna skiljer på sina roller som arbetsförmedlare och vägledare. De arbetssökande ser inte de aktiviteter de fått ta del av som vägledning. De anställda på arbetsförmedlingen anser att insatserna och aktiviteterna som finns är till större hjälp i processen mot en sysselsättning än vad de arbetssökande tycker.

No description available.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Richard L. Berg, Anita Curtis, George Padavil. Includes bibliographical references (leaves 134-136) and abstract. Also available in print.

Few studies have been conducted on the transition to parenthood in the context of Korean society, where rapid modernization has brought about abrupt changes in family structure for young couples. The purpose of the present study is to describe the experiences of 52 urban Korean primiparous mothers during their transition to parenthood, by comparing maternal adaptation in nuclear and traditional family settings. All mothers were interviewed at the hospital after delivery and one week later, at each mother's home. The degree to which the pregnancies were planned, marital satisfaction, mothers' observation of traditional customs, such as Taegyo, levels of maternal depression and self esteem, and maternal adaptation were measured. The data show that mothers who lived in traditional family settings received more support from their families and were more likely to use their mothers as sources of information on childcare, to observe the traditional customs related to childbirth, and to breast-feed, than the nuclear family mothers. Although living in nuclear family settings, the nuclear family mothers maintained close contact with their families of origin. Their husbands were more involved in childcare, and the mothers were more likely to use books and peers as sources of knowledge about childcare. They were more self-reliant and less depressed than the traditional family mothers. The findings suggest that the transition to parenthood is influenced by mothers' lack of information about pregnancy and child care, by the lack of previous experience in childcare, and by the quality of the support mothers receive. These results provide support for preventive educational programs, designed to provide information and modeling of childrearing practices for new mothers. These principles should be based on the integration of the findings of modern psychology and medicine and traditional beliefs and practices of related to parenthood.

The purpose of this study was to find out more about the college choice process of minority high school seniors. The research questions were (1) Do minority high school seniors consider important the same college attributes that the literature of college choice suggests? (2) Do minority students consider important other aspects of colleges, such as those attributes suggested in the college climate and retention literature as influential in the college success of minority students? The population of the study included 1155 Southeastern Massachusetts high school seniors segmented into five sub-groups: Asian, black, Cape Verdean, Hispanic, and white. Data were obtained from two questionnaires administered in January and May, 1993 in all high school English classes. The results were compared with the college choice literature. In addition, the results were analyzed in relation to the college climate attributes of social opportunities, curriculum, campus diversity, and academic support. The conclusions included the following: (1) Not all sub-groups are the same. There were significant differences between black and Cape Verdean sub-groups and among all sub-groups. (2) Geographical proximity is a factor. (3) Financial aid and academic support supersede academic reputation. (4) Models of college choice need to be modified to include student location and deferred application. (5) Mother is a primary influence on college as identified by all sub-groups. Recommendations for institutional responses are based on these conclusions.

This dissertation presents the results of a study designed to explore the personal experience of being children of Holocaust survivors or children of parents who served the Third Reich. The clinical literature reveals some of the psychological problems reported by children of Holocaust survivors, but there is no information about the difficulties experienced by the children of perpetrators or by-standers of the Third Reich. Little is known about the strengths and resources used by this second generation to manage and make meaning out of this painful and difficult legacy. This study included a review of the literature on the historical, sociological, and psychological context of Nazi atrocities as well as a glimpse into current thinking in Holocaust studies. Qualitative research was conducted with eight participants, four children of Holocaust survivors, and four children of parents who served the Third Reich. Data from in-depth interviews were grouped into four themes that were common to all the participants; when and how the participants learned about the Holocaust, the effect of this legacy on their personal development during childhood, the impact of the legacy on the participants' chosen professions or work in the world, and the participants' current values and thoughts on spiritual and social issues. Thematic analysis of each category further defined the experience of the participants and offered a data base for emerging implications. The implications include: the need for further study of the effects of war and genocide on the second generation, the need for greater education, and the inclusion of the second generation in treatment of psychological trauma, the need to provide opportunities for the descendants of both sides to speak and have their stories heard in a safe and non-judgmental environment, and the greater concern about the long-term psychological damage of wars, genocide, and group violence on future generations.