Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.F.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xi, 197 p. Includes abstract.

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The problem of this study is the development of criteria for the evaluation of some of the guidance practices that are found in the student council and the home room organizations of a junior high school. The major consideration has been given to the development of the evaluative criteria, and not to the evaluation of the practices. The problem may be considered as three-fold in its scope. A solution has been attempted through the following steps: First, it will establish a method of evaluating the practices of the organizations mentioned. Second, it will analyze some of the common practices of these organizations through an application of the evaluative device to the practices. Third, it will record the findings, conclusions, and recommendations.

Is the seventh and eighth grade library of the Stockton High School adequate for the lower division of the school in the “Six-Four-Four” plan of organization?

Thesis studying instances of cheating in junior high school. According to the introduction, the purpose of the study is: 1. To determine the extent to which pupils in the junior high school grades will cheat when allowed to score their own examination papers. 2. To determine the relation between the professed attitude toward cheating on examinations and actual cheating behavior. 3. To determine some factors related to cheating (p. 1).

The study was conducted to develop a process by which teachers and counselors could initiate implement and evaluate career guidance activities in regular junior high school classrooms. The problem. Junior high school teachers in Utah were not participating with counselors in providing career guidance activities for students. Purpose. To conduct a pilot program in career guidance in which teachers and counselors at the junior high school level could create student activities which are applicable in the classroom from a pre-designed career guidance model. Objectives. To develop career guidance behavioral objectives and learning activities applicable to teaching in the classroom at the junior high school level. To evaluate the activities in a pilot project to determine if they reach the criterion set by the behavioral objectives. To publish the developed bheavioral objectives and learning activities as a guide for further program development in junior high schools throughout the State of Utah. To develop a contractual process for the purpose of involving counselors and teachers in career guidance activity development. Sample. The sample involved approximately 800 boys and girls, ages 13-15, at T. H. Bell Junior High School. The staff involved included the principal, one supervisor, two counselors and 16 teachers, five ninth grade, five eighth grade, and six seventh grade teachers as determined by their homeroom assignment. Data. The data gathered were the written and evaluated activities developed by each teacher. Observational design. Contracts were written on each of the 56 pre-developed behavioral objectives. The contract stipulated the behavioral objective, time limitations for completion and the criterion level. The teacher, with the assistance of a supervisor or principal, developed activities which met the established criterion. Upon completion, these materials were compiled by a supervisor and final evaluation for correctness and completeness was determined. Upon completion, the teacher received a pre-arranged financial remuneration. The completed activities were placed in book form to correspond with the behavioral objectives. This placed the teacher developed activities within the total curriculum model at the junior high school level. Summary. Career guidance activities were written, and tested to determine if they reached criterion level specified by behavioral objectives, and these were then used in junior high school classes. The result of the process was to expand the career guidance offering at one junior high school from two counselors interacting with students to a large portion of the faculty interacting with students relative to their future career choices. It appears that the process developed in this study has merit as it pertains to career guidance activities integrated into regular classrooms. The career guidance model with the developed activities were distributed to junior high schools throughout the state for the purpose of serving as an example of expanding career guidance activities into the regular classroom.

From the observations of counselors and teachers within our school district there seem to be these indications: (a) That many failing students are experiencing personal adjustment problems due to a faulty self concept and that they tend to behave in terms of how they perceive themselves, or according to the role forced on them by others. So if they have been labeled as a failing student this is the role they perceive for themselves and they tend to behave in terms of the role they perceive for themselves. (b) Non-promoted students who have been retained seem to have a lower self concept than those who have been socially promoted. (c) Failing students often employ some compensatory behavior to satisfy their need for acceptance and recognition. (d) It has been observed that non-promoted students often do no better the next year if retained. All that retention seems to do is to reinforce their feelings of inadequacy. (e) In counseling with students who have failed and have a common problem, it has been observed that the peer group often acts as a form of motivation to do better thus justifying group counseling as a possible answer to failure rather than retention. If, as suspected, failure is due in part to a faulty self concept, then in order to attempt to prevent failure and to counsel more effectively with the failing student, we should get to the source of the problem rather than to merely treat the symptom. If failure also intensifies feelings of inferiority then the development of a low self concept could be partly the result of failure.

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.