Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-04, page: 2099. Advisers: Robert E. Roberts; Christine Markham. Includes bibliographical references.

The specific purposes of the study are: 1. To ascertain the curriculum pattern with respect to the different phases of industrial arts taught in all the junior high schools. 2. To ascertain the phases or unit and subject matter content taught in each of the junior high schools. 3. To ascertain the grade levels at which the various phases and units of learning are taught in each school. 4. To ascertain if there are variations in subject matter content taught in each of the junior high schools. 5. To make suggestions and recommendations based upon the findings of the study for improving organization and administration of the industrial arts program.

The problems of this study, using secondary teachers in selected schools in Region X, Texas, was to determine (a) How teachers perceived the climate in their school using the Organizational Climate Description Questionnaire (OCDQ); (b) how teachers perceived factors of motivation to work using the Educational Work Components Study questionnaire (EWCS); (c) whether or not teachers who perceived the climate similarly had different perceptions concerning factors of motivation to work. A sample of 600 secondary teachers in Service Center Region X, Texas, was selected to participate, of which 422 completed and returned the two questionnaires (Organizational Climate Description Questionnaire and Educational Work Components Study).

"The purpose of this paper is to develop a list of printed books on China, in the fields of fiction and non-fiction, suitable for use with junior and senior high school students. Since the writer of this paper is a Chinese girl who has appreciated the opportunity to live and study in America for the past six years, she is especially interested in suggesting adequate materials for use in America in motivating a better understanding of China. The compilation of such a bibliography has been undertaken as a step in achieving the good will and better understanding of English-speaking peoples in relation to China. As a result of discussion with Mrs. Sara K. Srygley, formerly Consultant in Library Service, Florida State Department of Education, and an examination of an available bibliography of books for high school libraries, it has been ascertained that there is a need for such a list"--Introduction. / "June, 1953." / At head of title: Florida State University. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara K. Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 42-45).

International research on bullying suggests that bullying is pervasive in schools and the workplace. Most researchers concur that bullying behavior is a disruptive factor to the social and educational well-being of students. Previous research, grounded in social and family systems theory, has indicated those who bully tend to be involved in self-destructive and delinquent behaviors. Additionally, in the only-large scale study on bullying behaviors, 29% of the 10th-grade student body admitted to being bullied that school year. Further, in a new study conducted by the Josephson Institute of Ethics, half of all high school students reported that they have bullied another student. In spite of these studies, there remains a paucity of information in the literature regarding what distinguishes bullies from other students in terms of family factors such as family size, family composition, and birth order. Little has been conducted on which variables in the home contribute to being labeled a bully. The purpose of this quantitative study was to examine the relationships that exist between reported middle-school bullying and each of the above-named family variables. This study examined archival data from a standardized bully questionnaire completed by middle school students. A correlational analysis approach of the bully subscale score and family factors indicate that having a small family size and living with both parents are associated with a lower probability of engaging in bullying behavior. This research yields insight on relationships between bullying behaviors and family variables. Implications for social change included better assessment of, identification of risk factors of bullying behaviors which can lead to a more comprehensive model of bullying strategies that includes broadening our understanding of bullies as being part of a family system versus as an isolated individual.

The purpose of this investigation was to develop a curriculum guide to be made available to junior high schools in the state of Arkansas. A study of the amount of health knowledge possessed by eighth grade students in Arkansas was made to assist the investigator in the construction of the curriculum guide. The objective of the study was to determine the quality of the health education possessed by the eight grade students in Arkansas, in terms of teacher qualifications and number of hours heath education is taught per year, and compare it with students across the nation to build a suggested curriculum guide in health education. The following conclusions were reached: 1) Arkansas eight grade students are one school year behind national norms, relative through the AAHPER Cooperative Health Test results. 2) Female students scored higher than male students. 3) There is little variance between the different sizes of schools and the knowledge possessed by students in the several content areas on the AAHPER Cooperative Health Test. 5) The instruction of health education varied greatly in quality among Arkansas schools in the study. 6) Instructors teaching health education to eighth grade students in Arkansas were usually teachers not prepared to teach health education.The culminating activity of this investigation was the development of a curriculum guide from the data in the study of Arkansas students. The most widely accepted model in health education was chosen, the School Health Education Study Model. The nature of the model is such that new findings in health education do not invalidate the model.

Eurocentric and marginalizing schooling practices hinder Latino student persistence in US Schools. Furthermore, an intentional focus placed on Latinas uncovers compounding layers of oppression permeating the educational system. Through an analysis of testimonios, this qualitative critical narrative study better understands the schooling experiences and academic self-concept of seven Latina junior high students. Guided by Latino Critical Race (LatCrit) and Intersectionality Theories, it contributes to understandings of how Latina youth experience the transition from elementary to junior high school and how they perceived themselves as scholars. Testimonios were captured through a three-part series of semi-structured videoconference interviews. Data analysis utilized tenets from both LatCrit and Intersectionality frameworks and revealed navigating academic challenges, language challenges in the classroom, and overall belonging were key for participants. Gender and ethnic identity also surfaced as significant factors that impact academic self-concept of Latina student's academic perceptions. The findings lead to suggestions for liberatory pedagogical, political, and social schooling practices.

The purpose of this study is a comparison of the socio-economic status with the school status of the seventh, eighth, and ninth-grade pupils of the Montague, Texas, public schools. In this study the socio-economic status is interpreted as meaning the position that the individual, or family, occupies with reference to average standards based on the home status indexes.

The problem of this investigation was to make a rating of the following factors which pertain to boys in three distinct residential districts of the W. C. Stripling Junior High School, Fort Worth, Texas: (1) intelligence quotient, (2) civic attitude, (3) academic achievements, (4) Sunday school attendance, (5) club membership, (6) after-school employment, and (7) the number of broken homes.

published_or_final_version / Education / Doctoral / Doctor of Philosophy