This study had a twofold purpose. The first was to determine the extent to which the drama curricula in Texas public high schools have changed since the Texas Education Agency certification change of 1966; and the second was to reveal the position of administrators regarding a preference of teaching fields as background for a prospective teacher of drama.

Since so many aids are available to help the teacher in the actual process of writing, this study will concentrate on the various ways in which other benefits, such as heightened awareness, educated imagination, increased self-esteem, and improved critical judgment, can be integrated into a composition class for accelerated students.

For several years the author has considered the problem of commercial art instruction in high school. As a graduate art major, high-school art teacher, and free-lance artist in the advertising art field, it has been his opportunity to investigate and evaluate a program which offers more specialized training in commercial art than is now being offered in most of the secondary schools.

M. Ed. / Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis advisor: Theresa A. O'Keefe / Thesis (STL) — Boston College, 2016. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There are a variety of theories in the field of education used to describe student success. Erikson's psychosocial theory is the examination of the interaction between genetic predispositions and environmental contexts, namely society and culture. Behavioral theory is used to understand human behavior in regards to the functional relationship between individuals' responses and environment events that shape them. These theories are not mutually exclusive, but they may be combined to explain how and why students succeed in certain domains and develop the skills necessary to make effective progress in other less supportive environments. The researcher investigated the experiences of 14 students before, during, and after attending an assigned alternative program. Interview and document analysis revealed eight key factors contributed to students' ability to reintegrate from an assigned alternative program back to their traditional high school setting. These factors are (a) a small learning environment separate from the traditional high school, (b) consistency of staff and routines, (c) close deliberate relationships, (d) motivation for reintegration , (e) the availability of therapeutic services, (f) high expectations for skill development, (g) positive student growth and improved performance, (h) and the existence of a home base with in the traditional high school. The results of this study determined that, although these factors originated in the alternative program, they needed to be re inforced in the traditional high school setting in order to ensure continued progress for each student. Human development and behavior, whether viewed through a psychosocial or behavioral perspective, clearly reveal that the interventions offered through the Empower program enable students to develop into healthy, autonomous, young adults. Through the Empower program experience, the students studied internalized the skills required to control their emotions and behavior. Skill development enabled them to return to the traditional high school setting, and, for most, to continue on to a post high school education. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Moral values are a key element in the development of good character and good citizenship, and they are the focus of this study which examines the values and beliefs and attitudes of students at an international high school. The purpose was to determine if their values reflect good character and good citizenship, and the un iversal core values of tolerance, compassion, and concern for the welfare of others. Other factors of particular interest in this study are nationality, culture, gender, religion, length of stay at the international school, and the effect of the international school experience on international awareness and understanding. A survey questionnaire and one-on-one student interviews provided the quantitative and qualitative data for this study. Although the findings revealed that there are contradictions and inconsistencies in the values and beliefs of ind ividual students, particularly with regard to tolerance and compassion, the find ings also indicate that the students share a large group of traditional moral values which reflect good character and good citizenship. In addition, almost all of the students indicated that the experience of being at the international school helped them to understand and to appreciate people from other countries and cultures. There were also differences in student values, bel iefs and attitudes based on nationality and culture, gender, religious beliefs, and length of stay at the international school. According to the findings, length of stay at the international school may have the least effect overall on the values, beliefs and attitudes of the students. The most significant differences concern nationality and culture, gender, and religious principles to inform right and wrong behavior. Educators concerned with student values and character education in culturally diverse educational settings may find it worthwhile to examine the values and beliefs of international school students. Because of their emphasis on positive intercultural relations based on cooperation, respect, responsibility to the community, compassion and concern for the welfare of others, tolerance, and cultural awareness and understanding -all facets of good character and good citizenship- international schools could provide educators in America's culturally diverse schools with an alternative way of looking at multicultural education. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.M.)--Boston University / This service-paper consists of a series of demonstrations in high school physics tor the purpose of building up clearly defined understandings of particular scientific concepts, principles and applications. Although the five new demonstrations presented are not expected to cover a full course in physics, they, as a unit, can be used as a model or suggestion as to how the demonstration method can be used as an effective teaching device in physics.