The problem of this thesis is to determine whether speech teachers' objectives and methods are in line with educational objectives and certain sound psychological practices and whether speech training has made any contribution to the general education of the ninth grade students in the Odessa Junior High School.

The purpose of this research is to make a study of the recreation program for girls served by the South Junior High School in Waco, Texas, to determine the extent to which the community meets the recreational needs of these girls.

The purpose of this study is to make an investigation of the extent to which the community served by the South Junior High School of Waco, Texas, meets the recreational needs of its boys.

The problem undertaken in this study was to determine the teaching duties, the administrative duties, the academic and professional status, and the social and personal relationships of the men physical education teachers in the approved junior high schools of Texas.

The purposes of this study are to make an investigation of practices used in a number of selected schools in selecting library materials for the school libraries and to evaluate these practices against criteria developed from a study of recommended standards and practices in the fields of library science and education.

Thesis (M.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. / Statement of the problem. The purpose of this study was (1) to determine the present practices of selected junior high school band programs in Massachusetts' cities between 5,000 and 25,000 population; (2) to identify corresponding practices advocated in the literature of music education; and (3) to evaluate findings by comparing with the recommendations of the music education profession. Sources of data. The sources of data used in this investigation include: (1) publications in music education, (2) unpublished theses and dissertations in music education, and (3) a questionnaire. Conclusions. The following conclusions were formulated from the findings of the inquiry: 1. Tests and consultations with homeroom teachers were helpful, but not necessary as a prerequisite in the selection of band members. 2. Demonstrations were a desirable means of stimulating student interest in music. 3. The three-month trial plan appeared to be the most popular rental plan offered to beginning pupils. 4. Parents were notified of the student's progress by special reports from the music department. Telephone conversations were a popular means of communication with parents. 5. The seventh grade level appeared to be best for the beginning of study on an instrument. 6. Students were usually allowed to select the instrument of their choice, although band directors made suggestions for balanced instrumentation. 7. Instruction books were not provided by the school. 8. Expensive and unusual instruments were provided by the school to selected youngsters, such as: oboes, alto and bass clarinets, tenor and baritone saxophones, bassoons, French horns, baritones, basses, and percussion equipment. 9. Uniforms were rarely found in the junior high schools. 10. Liost communi ties had a seven period day, with the average length of the period from forty-five to forty-eight minutes. 11. Most junior high school bands marched in parades and performed concerts in their own schools. Few school bands traveled to other communities. 12. The rotating schedule was seldom employed. 13. Private lessons after school hours was used often and highly recommended by the music supervisors. 14. Class lessons were seldom offered during the school day. 15. Dance bands most often rehearsed after school hours. / 2999-01-01

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Using a case study approach, this investigation focused on the nature of the relationship between computer related expenditures and student achievement in mathematics, with consideration given to the mediating factors influencing the relationship. Some of these factors included the types of computers and software being used, the objectives of computer instruction, teacher preparation in the use of the computer as an instructional tool, the amount of time individual students had access to a computer during the school year, and the socioeconomic status of pupils. Two of the twenty-five largest school districts in Texas were selected as the subjects for this study. Numerical data were collected from existing documents including general ledgers, bid tabulations, test score tables, and records showing the numbers of students participating in the free and reduced price lunch programs. Specific information regarding the implementations of the instructional programs was gathered through observations and 2 interviews with principals/ teachers, and students in four— teen junior high schools in each of the two school district. The districts exhibited more differences than similarities in the approaches to using computers for instruction in mathematics. One district, for about two hundred dollars per student, purchased a prepared, copyrighted, and patented program consisting of mini-computers and sixteen terminal remote labs used exclusively for the remediation of students two or more years behind in achievement in mathematics. The other district purchased microcomputers at a cost of about ten dollars per student and introduced a three to six weeks unit on computer programming into the eighth grade mathematics curriculum. Although neither district demonstrated clear patterns of increased achievement, tendencies did emerge which would suggest some linkage between concentration of the program and achievement. Other factors emerging from the fortythree taped interviews indicated that achievement test scores of students should not be the only measure of the worth of the computer-assisted instructional programs used in these school districts.

The Multiple Schemes for Entering Secondary High Schools and the Basic Achievement Tests for Junior High School Students have influenced the right of almost three hundred thousand middle school graduates each year. The schemes have become the most important educational issue so far since they change apace, and bring huge dispute and problems, comparing to the former Senior (Vocational) High School Joint Entrance Exam. The main topic of this study is " The Multiple Schemes for Entering Secondary High Schools." We mainly use history research method, with the assistance of history review method, to examine the development and history of our multiple schemes for entering secondary high schools domestically. The four purposes of this research are, firstly, to understand the development and history of the multiple schemes for entering secondary schools in our country. Secondly, we analyze a series of practical contents and working conditions in the multiple enrollment programs. Thirdly, we discuss gains and losses of the multiple schemes for entering secondary high schools and its combined programs. Fourthly, we propose improvement suggestions for the multiple schemes of entering secondary high schools. According to the results of the study, we gain the following conclusions: 1.The enrolment system of multiple schemes for entering secondary high schools shows multiple appearances and multiple functions. (1)The Multiple Schemes for Entering Secondary High School is the most enormous reform of our secondary admission system in these years in Taiwan. (2)The ways of enrolment go toward multiple evaluations and it helps cultivate students' basic abilities, multiple intelligence and promote balance development of five ethics. (3)Taking care of both excellent and average students, it can helps students learn happily, grow healthily and also develop their talents freely. (4)It helps practice the system of separating examination and recruiting students, develop the function of choosing schools and students with autonomy. (5)It strengthens the relationship and helps its educational development between Senior (Vocational) High School and Junior High School. (6)The Basic Achievement Tests, the center of Multiple Enrolments, are the biggest, the most extensively standardized test and including the most students in our educational history. (7)The Multiple Schemes for Entering Secondary High School have become the new emphasis of living and learning to our middle school education. (8)The tests in each subject in the Basic Achievement Tests are connected to life, and with flexibility and high quality. Thus, it gets many positive notes from junior high school students and teachers. 2.Here come several problems of the multiple schemes for entering secondary high schools. (1)Moving admission systems doesn't take ethics of policy into consideration. (2)The policy of Multiple Schemes for Entering Secondary High Schools has become a super "Research of Action " educational reform. (3)The Multiple Schemes for Entering Secondary High Schools depart from the spirit of multiple evaluations. (4)The education reform of admission system should not stop at the point of its technical amendment. (5)The Multiple Schemes for Entering Secondary High Schools becomes another kind of Joint Entrance Examination; the value of having superstition on star schools is still the difficulty of practicing the Multiple Schemes for Entering Secondary High Schools. (6)9-year Joint Curricula Plan for Elementary and Junior High Schools that belongs to curriculum reform is behind, but the reform of Enrolment system, which belongs to curriculum evaluation, is ahead. The reforming procedure is upside-down, increasing the difficulty of moving the Multiple Schemes for Entering Secondary High Schools. (7)We short of educational funds in middle schools, so it is hard to achieve balance and build school features between the country school and city school. That will also be harmful to the competitive abilities of our middle schools. (8)Using the grades of Basic Achievement Tests as the only criteria for entering senior and vocational high schools is misused. We offer the following suggestions toward the problems of findings in this research paper: (1)The construction and amendment of the Multiple Schemes for Entering Secondary High School should return to the thinking direction of educational essence and standpoint and should never go back to the old way of Joint Entrance Examination. (2)The Multiple Schemes for Entering Secondary High School are the main criteria of education reform. Thus, the ministry of education should be careful, clear and stable to the policy planning. (3)Make the Basic Achievement Tests as a reference criteria of admission ways for entering secondary high schools, bur not the only criteria. (4)Simplify and synthesize the two admission ways of "Application for Admission" and "Selection for Admission," and have the "Application for Admission" become the main stream in our admission system. (5)We should continually discuss to synthesize and simplify the pattern of recruiting students, "The Multiple Schemes for Entering Senior and Vocational High School" and "The Multiple Schemes for Entering Junior College." (6)The ministry of education should establish the specialized test-making institute and the center of registered distribution as soon as possible. (7)The ministry of education should plan to balance the educational level of secondary school in each area and make secondary high school education exquisite. (8)We suggest to continually strengthen the constructions of test questions in the Basic Achievement Tests and the work of deepening and extending test questions, in order to elevate qualities of test questions. (9)It should be an inevitable trend to take academic performance at junior high school into consideration gradually in the Multiple Schemes for Entering Secondary High School after full preparations. (10)We should aggressively discuss to synthesize the three big recent schemes of educational reform," The Multiple Schemes for Entering Senior and Vocational High Schools", "The Schemes for Joining Senior and Vocational High Schools in each community" and "9-year Joint Curricula Plan for Elementary and Junior High Schools." Also, we should move 12-year compulsory education actively in order to construct excellent environment of secondary education and develop great multiple schemes for entering secondary high schools.

published_or_final_version / Education / Master / Master of Education