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No description available.

The objective of this study was to determine the association between the student’s general adjustment and his attitudes towards his parents and teachers and his school progress and the degree to which he was accepted by associates in social situations. Seventy high school senior girls and boys living in a small town and the surrounding area furnished the date for this study. The data on these students were secured from five sources. Information on attributes towards parents and teachers, social acceptability, and socio-economic factors was obtained by the questionnaire method. The questionnaires were completed by the students during their homeroom periods. Information on personality adjustments was obtained by the use of the bell adjustment inventory which was completed by the students during their home-room periods and was augmented by the combined ratings of three teachers. Rating of I. Q. was obtained by the Otis Quick-Scoring Gamma test. Information on school progress was obtained from the permanent school records. / Master of Science

The purpose of this study is to analyze and evaluate the library as both a teaching and a service agency in the junior high schools.

The problem in this study is twofold. First, there will be an attempt to determine the values that organizations in the secondary school have for the development of its students. Second, a survey will be made of the four-year accredited high schools in District Five of Texas to determine how and to what extent they are realizing their responsibilities in this respect.

The problem of this study is to determine the normal teaching load of teachers teaching in the various fields in certain selected high schools of Texas.

The purpose of this study is to make a comparative analysis of the development of high school library standards since 1918 by taking into consideration the factors of rapid growth of high school enrollments, modifications of the basic philosophy of education, and the development of secondary school libraries.

The purpose of this study was to determine the similarities and differences between pregnant/parenting teens and other young women who drop out of high school. It also sought to determine the characteristics which discriminate between pregnant or parenting teens who continue with school and those who drop out. A comparison of 33 female high school dropouts with 47 dropouts from an alternative program for pregnant/parenting teens produced a discriminant function which accounted for 99% of the variance between the groups and correctly classified 74% of the subjects by group. Examination of the discriminating variables did not produce the expected variables such as school performance, educational aspirations, and value of education to friends. The results indicated that the two groups of dropouts did not differ in educational background variables and that pregnancy alone did not cause otherwise capable students to drop out of school. It was found that pregnant/parenting dropouts were more likely to be Hispanic, from families who valued education less, and have lower career and college aspirations than other dropouts. The second comparison of 47 pregnant/parenting students who dropped from the alternative program with 67 who maintained enrollment, produced a discriminant function which accounted for 86% of the variance between groups and correctly predicted group membership for 93% of the subjects. Among the variables which defined this function were grade point average, attendance, importance of education to family and friends, educational aspirations, past drop out, sports activities, more than one child, self-esteem, SES, and being minority. These are typical of the differences between any dropouts and enrolled students regardless of the pregnancy.

The data for this study were taken from the survey titled Monitoring the Future (MtF), an annual cross-section of high school seniors across the nation, using the 1976 and 1981 cohorts. Log-linear analysis was the primary analytic technique, supplemented by factor analysis where appropriate. The topic is not new. With graduation approaching, high school seniors must consider four major decision areas: further education, employment, marriage, and/or parenthood. Yet, each of these is increasingly problematic within the context of a Post-Industrial society. These decision areas are in fact inextricably bound together in a dynamic and complex fashion. That is, goals are eminently lifestyle choices. What is new, then, is this study's perspective and the central role of gender in shaping such choices. Given these two premises, this study primarily critiques conventional Status Attainment models of youths' aspirations drawing upon Bernard (1981), Gilligan (1982), Baruch, Barnett, and Rivers (1983), and Gerson (1985). As lifestyle choices, seniors were confronted with such issues as employed wives/mothers, division of housework and child care labor between spouses, and househusbands. The majority of young women and men alike considered both a job and homelife central to their futures. Yet, occupational aspirations reflected the sex-segregation of the labor market. In general, homelife scenarios found that either wife's full-time or half-time employment was favored in contrast to full-time homemaking when no preschool children were involved. Once children were involved, however, most seniors preferred the wife remain home. With respect to child care and housework, equal responsibility was strongly preferred by virtually all seniors. Many seniors also preferred arrangements in which the wife was primarily responsible for these tasks, regardless of her employment status. Shifts in husband's roles were generally unacceptable, particularly full-time househusbands. Overall, more young men supported traditional arrangements, while more young women supported change. Seniors' aspirations, thus, found evidence for both a diversity of future lifestyles, as well as areas of potential conflict.

No description available.