Dissertation (Ed.D.)--Boston University, 1970. / The purpose of this study was to determine whether or not semantic flexibility as a language characteristic of teachers in training could be used as a predictor of the teacher's ability to receive and transmit information. The Guilford Word Association Test, designed by J. P. Guilford to measure convergent and divergent thinking, was selected as the instrument for measuring semantic flexibility and was administered to 201 students enrolled in the block methods course at Boston University. The students were all juniors, scheduled to student teach the following semester. The Guilford Word Association Test was also administered to 154 sixth grade children enrolled in the Boston Public Schools in the South End and Roxbury and to 182 sixth grade children enrolled in the Newton Public Schools. The two groups of children were designated as the urban and suburban samples, respectively. From the populations tested four high Guilford teachers and four low Guilford teachers were selected. From each of the urban and suburban classes four high Guilford and four low Guilford children were selected. Each teacher had eight pupils assigned to her and for the purposes of data analysis, the children were categorized first as high and low Guilford scorers and then as urban or suburban children. In total there were eight teachers and sixty-four children in this experiment. [truncated]

The purpose of this study was to examine principal evaluation as conducted in the public school divisions of the Commonwealth of Virginia. Specifically, the study (1) described principal evaluation policies and procedures currently in place in the school divisions, (2) compared those policies and procedures with "state of the art" ” recommendations in literature, and (3) made recommendations that should prove helpful in the development of principal· evaluation policies and procedures for school divisions. Data for the study were collected from the school divisions of Virginia in two ways. A questionnaire was sent to the chief personnel officer in each division and written policy and procedures were collected from each division. The findings indicated there is a need for updating principal evaluation policy and procedures in many of the public school divisions in the Commonwealth of Virginia. Recent revisions in principal evaluation policy and procedures reported by some of the public school divisions do not evaluate effective leadership. However, it is not necessary for the Virginia Department of Education to develop a principal evaluation prototype since there are a number of excellent principal evaluation programs presently in existence in the school divisions. / Ph. D.

No description available.

Thesis (Ed.M.)--Boston University

Thesis (M.S.)--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. / The development of public education in the United States is largely dependent upon the attitudes of the public and its desire to provide revenue for the improvement and maintenance of the schools. Since the citizens of a community are both the owners and the consumers of public education, they are fully responsible for keeping their local school system moving forward with the times. Providing revenue from tax levies and other sources for the schools is a key factor in citizen support of public education. Through legislation and bond issues, the public is able to fulfill its responsibility of financing local educational institutions. The bond issue is the most common means of raising revenue for publie school expenditure. However, the percentage of public school bond proposals that have been recently defeated at the polls has been alarmingly high, more than JO percent in 1963. Many educational observers believe that certain conditions and elements are present repeatedly in school bond campaigns that fail, but they disagree on how some of those factors actually affect the outcome of the election. There are contradictions and inconsistencies concerning the use of pupils and teachers in the campaign, the size of the voter turnout, lay citizen leadership, treatment of the opposition, and other areas. This lack of agreement among educational authorities is very evident in the educational literature and is not of substantial assistance in the planning of a strong school bond campaign. A school official or interested citizen who is attempting to develop a campaign program would soon be mystified when faced with the contradictions and inconsistencies that appear in the educational publications. In an effort to clarify the direction in which these significant factors do operate, a research project elicited responses concerning those factors from 188 public school superintendents who had participated in a public school bond campaign in 1963. Based on the results of the research survey and additional supplemental research, 14 common guidelines were established for use by school officials and interested lay citizenso By following these guidelines, they can adapt to a single campaign the techniques and information that have been successfully used by others on a large scale. The guidelines include conducting pre-campaign research, timing the campaign for an October election climax, obtaining unanimous endorsement from the local Board of Education, soliciting lay citizen participation and leadership, welcoming faculty support, discouraging pupil activity, attempting to win over or neutralize potential opposition prior to the campaign, treating the remaining opposition fairly, concentrating campaign toward potential "yes" voters, stressing the benefits not the cost of the bond without using threats, engaging in campaign activities involving maximum personal contact, sending speakers to civic organizations, and maintaining a continuous year-around public relations program. / 2031-01-01

This study explored the initiation, implementation, and institutionalization of nutrition programs from outside organizations or sources (NEPOS) in New York City public elementary schools. Having NEPOS in schools may augment the nutrition education that is taught in health, science or other classes, and thus help to alleviate public health issues associated with poor eating habits, such as obesity and diabetes. However, very little is known about the design and distribution of NEPOS as well as school personnel's beliefs and actions that facilitate NEPOS initiation, implementation, and institutionalization in schools. The study employed mixed-methods to investigate how many and what types of these programs from outside organizations are available in New York City public schools; how these programs are distributed among schools; and why and how schools make these NEPOS "work." These phenomena were explored with data from: organizations with NEPOS that had been implemented in New York City public schools (n=20); elementary schools in Brooklyn, Manhattan, and Queens (n=614); and school community members from a subset of schools with NEPOS (n=21). The primary data sources were surveys, publically available school and community-level data, and interviews. Data were analyzed using descriptive and inferential statistics as well as inductive and deductive coding. Findings suggest that during the 2011-2012 School Year, overall NEPOS were in only 39% of all schools; in 40% (n=163) of schools with greater than 75% students eligible for free and reduced price lunch (highest economic need) and in 45% (n=58) of neighborhoods where over 23.1% of children were obese (highest health needs). NEPOS that had in their mission to reach "high needs schools" did reach proportionally more schools in areas of highest economic and health need than schools in areas with less need. While the distribution of NEPOS varied by some school-based factors, e.g., student attendance and average state test score, need-based factors were overall more important in determining the distribution of NEPOS. Analysis of interviews with key school community members from a subset of the sample indicate that schools in New York City experienced the same barriers to having NEPOS as those in other parts of the country. Schools identified eating/health, academic/learning, and community benefits to having NEPOS. A major contribution of this study is that it provides in-depth insight into how school community members shared common, specific, and transferable actions as they initiate, implement, and institutionalize NEPOS in their schools. These are that: schools have to have one or more driving motivations for NEPOS, schools go through a process to choose appropriate NEPOS, schools build their own capacity for effectively implementing NEPOS, and once schools have NEPOS for a while they find way to legitimize the NEPOS by integrating them into the fabric of the school. Taken together these four domains may be thought of as parts of a "Progressive Model for Integrating NEPOS into Schools." This model can inform school practices and policy and serve as a starting point for future research.

Thesis (Ph. D.)--Clark university, 1899. / Cover title. "Reprinted from the Pedagogical seminary, vol. VI, September, 1899." Bibliography: p. 56-59. Also available in digital form on the Internet Archive Web site.

Not available

Thesis (M.A.)--Ohio State University, 1953. / Includes bibliographical references (leaves 70-71). Available online via OhioLINK's ETD Center.

Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed Aug. 3, 2004. Dissertation Committee: Ben C. Hubbard (chair), Clayton Thomas, Charles B. Porter. Includes bibliographical references (leaves 80-83). Also available in print.