This is a comparative study of the sixth, seventh, and eighth grades in the Gainesville Junior High School, Gainesville, Texas, to determine the relative progress in meeting the purposes of education in an American democracy, as outlined by the Policies Commission of the National Education Association. This study is made for the purpose of ascertaining the progress made to date in the Gainesville Junior High School and for use as a guide in improving its educational standards in line with the recommendations of the National Educational Policies Commission.

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94).

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94). Also available in print.

The problem of this study was the description of two year college instructional and vocational-technical administrators' expectations concerning the enrollment of adults over thirty years of age in two-year colleges and the colleges' need to respond to this population. Ninety of 125 Texas administrators eligible to participate and the Delphi process developed a consensus of opinion. The Delphi process consists of a series of three rounds of solicitation of opinion from panelists through responses to questionnaires and controlled feedback to the panelists of information relevant to the issue in the form of a group statistical response.

LD2668 .T4 1966 B76 / Master of Science

Call number: LD2668 .T4 1978 L65 / Master of Science

This study was conducted to determine if varying amounts of mathematics preparation and varying attitudes toward mathematics by teachers had a significant effect on the mathematics performance of their eighth grade students. Mathematics preparation was determined by the total number of college credits a teacher had accumulated and attitude toward mathematics was determined by a survey using the Revised Math Attitude Scale authored by Aiken and Dreger in 1961. In addition to mathematics preparation and attitude, the teacher characteristics of sex, age, years of experience, ethnicity, and type of certification were also observed and analyzed in relation to student performance. The sample population consisted of 30 eighth grade teachers from 10 middle schools in a large southwestern metropolitan school district and their 1,368 students. Student performance was measured by using the student math scores from the Iowa Test of Basic Skills. All variables in the study were tested at the .05 level of confidence using multiple regression and analysis of variance. None of the variables were significant predictors of student performance when the teachers were analyzed as an entire group. When divided into subgroups by student achievement levels, teachers with greater amounts of preparation had a significant effect at the .05 level of confidence with high achievement students; teachers with high attitudes toward mathematics had a significant effect at the .05 level of confidence for students of medium achievement. All other variables were insignificant for the subgroups. Conclusions were drawn that the individual teacher characteristics examined were not significant predictors of student performance unless students were grouped by achievement levels. This indicated that "more" in terms of math preparation for teachers or the concept of being a specialist at the middle school level was not a significant predictor of teacher effectiveness.

No description available.

I denna studie har jag analyserat två nyhetstidningar för barn. I undersökningen jämfördes  fyra nummer av vardera ​ SvD Junior ​  och ​ Stuttgarter Kinderzeitung ​ , utgivna under hösten  2015. Genom en kvantitativ innehållsanalys fastställdes materialet, barnens roll och ämnen  som tas upp i barntidningarna. I en efterföljande kvantitativ läsbarhetsanalys och en kvalitativ  analys närläste jag en artikel ur varje tidning. Dessa närlästa texter jämfördes sedan med  likvärdiga artiklar i ämne och omfång tagna från ​ Svenska Dagbladet Juniors  ​ och ​ Stuttgarter  Kinderzeitungs ​  modertidningars webbsida.  Resultatet visar att skillnader mellan nyhetstexter skrivna för barn och vuxna främst är  synliga i språket. Texter i barntidningarna innehöll ofta vardagliga ord och var överlag mer  lättlästa än vuxentexterna. Långa ord och meningar var vanligare i de tyska artiklarna, vilket  kan beror på att språken i sig är olika.   Utöver detta fanns det större skillnader i uppbyggnaden och utformningen av de svenska och  tyska barntidningarna. ​ Stuttgarter Kinderzeitung  ​ innehöll inte lika mycket skrivet material  som den svenska motsvarigheten. ​ SvD Junior ​  visade sig dessutom ha en tydligare och  konsekventare struktur. I båda barntidningar fick barn en ganska stor roll, i den tyska  barntidningen var fördelningen mer jämn, i den svenska fick barn oftast en passiv roll.  Slutligen visade sig det även att abstraktionsstegen var ett vanligt retorisk grepp i flera av  barntexterna.

published_or_final_version / Social Work / Master / Master of Social Work