Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 214-233).

Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 108 p. Includes bibliographical references.

Thesis (Ed.M.)--Boston University Missing pages 12-15.

The problem of this study was to determine the criteria and procedures used by superintendents of selected public high schools districts in Texas in the selection of high school principals. This study had two main purposes : (1) to ascertain criteria and procedures that the superintendents of selected public school districts of Texas are using in the selection of high school principals, and (2) to make recommendations to improve the selecting of high school principals.

This study examined what Washington high school principals perceive to be the most effective dropout prevention policies and programs. The population included all public high schools in the State of Washington. Five questions were posed: 1. (a) What preventative measures, intervention programs or student services designed to enhance environmental and personal factors are perceived to have reduced dropout rates? (b) Does the availability of those services and programs account for a significant difference in the actual dropout rates? 2. (a) What personal/psychological factors characterize potential dropouts? (b) Do these identifying characteristics account for a significant variance in the actual dropout rates? 3. (a) What environmental factors influence dropout rates in the schools? (b) Do these factors account for a significant variance in the actual dropout rates? 4. What intervention programs or student services are available in the sample? 5. What demographic factors in the sample schools significantly affect dropout rates? The study incorporated both quantitative and qualitative methodology. Ninety six questionnaires were returned for a response rate of 64 percent. The survey gathered information about each school's demographics, opinions about potential dropouts' identifying characteristics, opinions about the school environment availability of services and programs in each building and district, and which programs they felt to be the most effective, ranking the top ten from a list of twenty possible programs, policies, or services. Six schools were visited and their principals were interviewed to get additional information about their programs and effectiveness. Data was statistically analyzed using ANOVA, multiple regression, and paired comparisons. The policies, services, and programs felt to be most effective were: In-house progressive discipline, vocational programs, a written building attendance policy, out-of-building alternative programs, cooperative work programs, freshman bonding programs, small group advisories, in-building alternative programs, a written district attendance policy, a required life skills class, honors courses, and alcohol/drug-related programs. Available programs accounting for a variance in actual dropout rates were: Monetary incentives, child care facilities, English taught as a second language, honors courses, and parent effectiveness programs. Identified personal characteristics accounting for a variance in actual dropout rates were: Working full-time, low self-esteem, parents' background, low grades, teen pregnancy, and being of a racial minority. Environmental factors accounting for a variance in actual dropout rates were: High parent and community involvement with the school, self-esteem classes and small-group advisories, and the Excellence reform. Demographic factors accounting for a variance in actual dropout rates were: economic stability, gender of principal, and use of free school lunch. The research suggests that those programs and practices accounting for a variance in actual dropout rates should be examined for their interaction of involved factors. If the discussed personal and environmental factors are present, those effective interactive practices should be implemented in order to reduce dropout rates.

No description available.

No description available.

This investigation is concerned with change in school-directed aspirations of middle and upper-middle-class Jewish public high school students over a fifteen-year period of time.

No description available.

<p> Certain concepts in the final year of Ontario's high school chemistry course, SCHOA, are often difficult for students to understand. This project presents the results of a study of selected computer programs that could be used to enhance the teaching of selected difficult concepts in an attempt to make them easier to understand. </p> <p> The identification of the difficult concepts was an important component of this project. They were identified by means of a student survey, teacher interviews, literature review and personal experience. The difficult concepts were identified, in order of decreasing difficulty, as: 1. Buffers, 2. Solubility, 3. Redox, 4. Independent Investigation, 5. Acid/Base Equilibrium, 6. Reaction Mechanisms, 7. Free Energy. </p> <p> Two programs were selected for evaluation - The Electric Chemistry Building and Chem1 Problem Proctor and a checklist was established to examine these computer programs. The two programs address the identified difficult concepts and use a variety of teaching techniques (tutorial, drill and simulation). </p> <p> Chem1 Problem Proctor consists of tutorial and drill lessons, suitable for use by students of SCHOA. The key objectives of this program are to encourage problem-solving and to promote an understanding of the principles underlying the chemistry concepts. The program accomplishes this to various degrees of success by requiring the student to make decisions, to make qualitative estimates before some of the calculations and by asking questions related to the concept but not necessarily part of the solution to the problem. </p> <p> The Electric Chemistry Building is a simulation of a building made up of three laboratories, two of which were evaluated in this project. The key objective of this program is to develop problem-solving skills by providing students with the opportunity to design and perform experiments, make observations and draw conclusions. </p> <p> Based on the evaluations of Chem1 Problem Proctor and The Electric Chemistry Building in this project, both programs appear to be worthwhile for use in SCHOA. The Electric Chemistry Building is a very good simulation program which would enhance the teaching of the difficult concepts of SCHOA. Chem1 Problem Proctor is a good tutorial/drill program which should be improved with respect to its presentation of chemical notation and mathematical formulae, and the feedback to its drill questions. Once these aspects of the program are corrected, it will also be effective in enhancing the teaching of difficult concepts of SCHOA. </p> / Thesis / Master of Science (MSc)