Former participants of an elementary-level gifted program were followed into junior high to determine the impact of the gifted program on their academic achievement and extracurricular participation. Parent and student perceptions of the gifted program were also determined. Academic achievement was measured by the variables grades in specific academic subjects, grade point averages, and achievement test scores. Extracurricular participation patterns were determined by response to a questionnaire on extracurricular activities. Intellectually- gifted former participants were compared on academic achievement and extracurricular participation to a comparable group of students who did not participate in any gifted program. No significant differences were found between the two groups. It was found that former participants of the gifted program were participating in their areas of giftedness as well as other areas of extracurricular activity. A substantial percentage of former participants were found to be excelling in their participation in extracurricular activities. It was also found that the gifted program was perceived positively by students and parents. It was concluded that the gifted program did not have an impact, positive or negative. on the subsequent academic performance of its former participants in junior high. It was also concluded that the gifted program did not have an impact, positive or negative, on the subsequent extracurricular participation of its former participants in junior high.

Organized education, historically, has been slow to commit itself to any sort of intensive examination of how learning can be both analyzed and substantially improved. But today Komoski (1960) tells us that we are looking beyond the traditional approaches to teaching. If a newly developed method is shown to be more effective than the techniques which have traditionally been employed, it is carefully considered for incorporation into the current education program. Programmed instruction is just such an example of a recently developed teaching method which claims it will contribute much to education. It dates back to Pressey's report (1926) of a simple teaching device which also gave tests and scores. Extensive research into this method, however, has occurred only during the past ten or twelve years. The intense interest in programmed instruction is understandable when we consider the goals of education in this country. The chief aim of education is to help each student achieve his fullest potential. The schools can best accomplish this by helping each student to recognize his own capacities, and by using methods which will contribute to an individual's developing intrinsically within himself the motivation for learning. However, there are present-day pressures which hamper the realization of these goals. Today the world is confronted with a population rise unprecedented in history. This "population explosion" is clearly reflected in the burgeoning school enrollments and the accompanying problems of inadequate classroom space and limited facilities. Unfortunately, the consequences of these pressures prove consistently detrimental to the establishment of an ideal educational system. For example, the increased teacher load has resulted in the practice of double sessions which has tended to reduce the amount of individual attention many teachers were previously able to devote to each student. And more extensive demands upon school budgets have led to minimal teacher salary raises, contributing further to the shortage of qualified teachers. This reveals the importance of development of new educational media in order to alleviate some of the stress on the teacher and to keep pace with currently expanding fields of knowledge.

This thesis is a survey study of the supervisory practices or junior high school principals and teachers in the field of industrial arts. The study is limited to the state of Utah and for the school year, 1955-56.

Quality Circles (QC) took root in Japan during the 1960s and was introduced into the U.S. in 1974. Today, many people believe QCs can increase teacher and school effectiveness. Beyond the realm of opinion, however, little research supports this belief. This study had three purposes. The first was to review QCs' literature. The second was to identify QC structures and problem solving procedures. The third was to test QCs in an educational setting and to analyze their effects on the attitudes of teachers. Methodology. QC groups and comparison groups were established at four school sites. Two measurement instruments, the Work Environment Scale (WES) and the Group Environment Scale (GES), were selected. Both the QC group and the non-QC group were pre tested using the WES. QC experience (treatment) was provided for the QC group. After six months, post testing was conducted to identify attitude changes regarding the work environment. The QC group was pre and post tested using the GES in order to identify change in participants' attitudes regarding relationships within the QC group and attitudes about the group's effectiveness. Findings. Hypothesis One: Significant improvement will occur in the attitudes which Quality Circle members hold about their work environment. In eight out of ten WES subscales, QC attitudes changed in the predicted direction. In only two cases, however, was the change statistically significant. Hypothesis Two: Significant improvement will occur in the attitudes which Quality Circle members hold about their work environment as compared to non-circle members. In eight of the ten WES measures, attitude improvement for the QC group exceeded that of the non-QC group. In only three cases was this improvement statistically significant. Hypothesis Three: Significant improvement will occur in the attitudes which Quality Circle members hold about other circle members. In four of five measures, change occurred in the direction predicted. In only one case was this change statistically significant. Hypothesis Four: Significant improvement will occur in the attitudes which Quality Circle members hold about the effectiveness of the group. All five measures of group effectiveness showed statistically significant change. Conclusions. (1) QCs can operate successfully in an educational setting. (2) The attitudes of QC participants toward their work environment improved when compared to the attitudes of non-participants. (3) QC problem solving QC worked effectively in the educational sites. (4) QC participation improved personal relationships.

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This thesis is a report of the development of campus radio station KRJO. Many people have helped considerably in the development of the station. This thesis could not be written without mention of those who have contributed so much to the inception and growth of the station.

Currently, most students with disabilities (SWDs) receive a majority of their education in the general education classroom (U.S. Department of Education, 2019). This inclusive practice reflects educational and accountability requirements described in the Individuals with Disabilities Education Improvement Act (2004) and the Every Student Succeeds Act (2015). To address these requirements, schools seek service delivery models that support SWDs and close achievement gaps (Murawski & Goodwin, 2014). In this study, the researcher investigated the lived experiences of highly effective middle school teachers using co-teaching as a service delivery model to support SWDs in the general education classroom. The researcher used a phenomenological qualitative approach for this study. The research was conducted in a large urban district in the western United States. The researcher conducted face-to-face interviews with individual teachers with three pairs of co-teachers assigned to a co-teach model in a middle school mathematics classroom. The researcher was also able to observe one planning session between one pair of co-teachers. Using a spiral analysis procedure, three themes emerged from the interview and observation data as well as six subthemes. The three themes were (a) collaboration of lesson development, (b) student learning, and (c) parity. The researcher described the themes using thick, rich descriptions, provides a connection between research and the findings, and suggests recommendations for future research.