It was the quest for answers to such questions which prompted this study. It is an effort to discover what young people in an out of school think about their training for family living. It is an effort to compare their opinions with those of adults and to evaluate them in terms of feasibility, goals, and sound learning experiences. It was expected that the material provided by this study would give direction to the development of a program of family life education in a community.

This dissertation explores the racial politics of the U.S. through an examination of political contention over the inclusion of ethnic studies in K-12 public schools. Black, Indigenous, Chicanx/Latinx, and Asian/Pacific Islander Americans have indelibly shaped the political, economic, and social contours of the U.S. from its founding to present. However, the fullness of their experiences in and contributions to the nation remain woefully inadequate in K-12 U.S. history/social studies curricula (Brown & Brown, 2010; Journell, 2009; Ladson-Billings, 2003; Loewen, 1996; Reddick, 1934; Woodson, 1933; Woodson & Wesley, 1922). To address this curricular gap, a wave of 21st century activism is demanding that K-12 schools teach ethnic studies, curricula that centers and examines the history of race, racism, and the contributions of people of color in the U.S. Contemporary state policies requiring the inclusion of ethnic studies in K-12 schools are far more progressive (and contentious) than aligned education reforms of previous decades, which were overwhelmingly school district policies focused on offering an optional ethnic studies elective. Drawing on archival, media, and interview data from three states (Arizona, California and Oregon) which recently decided on including ethnic studies in K-12 schools, I explore how race shaped the state policy processes and outcomes. While Arizona banned ethnic studies, Oregon adopted an ethnic studies requirement, and California’s ethnic studies requirement was vetoed by its governor. I argue that advocacy for the inclusion of ethnic studies which employs critical race conscious frames, mitigates intra-partisan conflict, and engages intersectional mobilization is most strongly positioned to advance such systemic, state-level reform. By examining the racial political dynamics of systemic policy change, this dissertation intervenes in political sociology and race scholarship in education. The findings can, moreover, help advocates of the full inclusion of ethnic studies in K-12 schools navigate the path toward systemic reform.

No description available.

It is hoped that the facts revealed in this survey will aid in the passage of a law in Indiana concerning Music Education, similar to the law in effect in Indiana dealing with Vocational Education. It is further hoped that these facts will show a need for better programs of music education. The purpose of this survey is to collect data showing what is being done so that better things might be accomplished.

The purpose of this study…is to compare the seventh and eighth grade American history textbooks adopted for use in the Indiana public schools during the past century, more specifically, from 1854 to 1946.

This study was concerned with a review of the events preceding and following the 1949 action of the Indiana Legislative Assembly as it applies to the School City of Indianpolis, located in the Capitol City of Indiana.

No description available.

Forty nine public school mental health practitioners (i.e., school counselors, school psychologists, and school social workers) completed a survey about working with dreams when counseling students. Most practitioners in this sample reported having at least one student bring up dreams during counseling and spent some time in counseling working with students' dreams. Practitioners addressed dreams more frequently in situations where the student was having troubling dreams or nightmares, and/or was dealing with death and grief. They also acknowledged working with dreams with students who were diagnosed with Post Traumatic Stress Disorder, were emotionally disturbed, suffered from recurrent dreams, were depressed, and had learning disabilities. This study shows that practitioners were less likely to talk about dreams with students who had adjustment disorders, psychosis, were oppositional or ill, struggled with substance abuse problems, or had eating disorders. Furthermore, most practitioners indicated receiving no training and did not feel competent to work with children's dreams. However, most surveyed practitioners were interested in learning more about dreams in general.

The region under study in this report consists of Daggett County, Utah, the northwestern section of Moffat County, Colorado, and the southwestern area of Sweetwater, Wyoming. It is an area about fifty miles in length and seventeen miles in width, with a population of some four hundred and fifty persons in 1950. The economy was based upon agriculture which prevented the growth of large towns and determined a characteristic of a sparse population living in a comparatively large area. Isolated from Utah by a huge mountain range, the people of Daggett County were closer, in many respects, to the affairs of Wyoming, than of their parent state.A region which was one of the earliest to be visited by white Americans, it remained frontier country, even into the twentieth century. The earliest settlers were ranchers, who situated themselves along the creeks where water would be available for their stock. They, in turn, were followed by the Mormon colonists at about the turn of the century, who founded the hamlet of Manila, which was to become the center of education in the region.Schools in the area began about 1869, with a total of some thirty institutions in session at different times over the ninety years since. The sparseness of population, coupled with a lack of adequate roads, prevented the consolidation of smaller districts. Other schools were so completely isolated, that a school had to be maintained as a matter of practical necessity.Because of the isolation of the entire region from association with school districts in their respective states, most of the schools tended to have the same general characteristics in regard to administration, finance, curriculum, equipment, and school plant facilities, wherever their location.With the advantage of consolidation, increased state equalization, and a larger population grouped in one area, the Manila schools developed more rapidly than the schools in Wyoming and Colorado located near the Daggett County boundary. Having the only high school in the entire region tended to attract students from the Wyoming schools to Daggett District. When the new school plant was erected in 1955, and increased allocations were made by the state of Utah, the Manila School became the center of public education in the region.The development of the Flaming Gorge Project resulted in the building of a community in Daggett County with a population larger than all of the hamlets in the region under study, combined. With it has come a new problem, that of providing school facilities for a tripled school enrollment.Daggett District, perhaps more than any other area in Utah, has benefited from the program of state equalization. Without it, the district could not hope to maintain a program to the extent that it is doing at the present time.

The purpose of this study was to examine student perceptions of the deterrent effect of School Resource Officers on crimes that may occur on school campuses and the factors that may influence those perceptions. The first school resource officer (SRO) program was implemented in 1953 and gained popularity in the 1990s. This study (conducted in 2008) reveals that the majority of students perceive that school resource officers are a deterrent to specific crimes and the overall crime rate on school campuses. The results of the survey indicated that the crimes of rape (74.1%), homicide (73.7%), aggravated assault or threat with a weapon (70.5%), sexual assault (67.0%), robbery (64.9%), and weapon possession (68.4%) had the highest percentage of students who responded agree (strongly agree or agree) that the school resource officer was a perceived deterrent to those crimes on the school campus. The incident with the lowest perceived deterrent effect was truancy with 48.9% of the students responding with strongly agree or agree. Based on a multivariate analysis, this study found that the factors that influenced the students' perceptions of the School Resource Officer as a deterrent to crime were students' age, class standing, school attended, exposure to a SRO, friends' crime history, and family crime history. The students' race, past crimes, income level, and gender were not statistically significant for any of the dependent variables. The examination of the ordinal logistic regression showed the percentage of variance the model explained was low. Based on this research with the limitations presented, the SRO is perceived as a deterrent to crime on school campuses. The deterrent effect was not stronger in any one demographic group. Peer pressure was one factor that was an influence in the majority of studied crimes.