Purpose. The purpose of this study was to examine the following questions: Are the ratings of principal effectiveness related to (1) the interpersonal behavior orientations of principals, (2) principalship experience , and (3) the principals' reactions to Bilingual/Crosscultural (B/CC) education? Are the reactions of principals to B/CC education related to (1) the interpersonal behavior orientations of principals, and (2) the principals' years of experience in B/CC education?

Purpose: The purpose of this study was to select a sequence of steps as a model change process and then compare that sequence with the steps followed by the Berkeley Unified School District during the change process embodied in the development and first year's implementation of its Experimental Schools Project. Deliminations: The study was limited to the Experimental Schools Project of the Berkeley Unified School District from December 28, 1970, through June 30, 1972. That project involved approximately one-third of the students and teaching staff of the district. Procedures: The primary source of data was a structured in-depth interview with eighteen experimental school leaders, seven writer-developers of the project, and seven central project staff. The responses were clustered in relation to steps in the process model. The study's four questions were answered on the basis of whether or not steps in the model had been followed. Secondary sources included district documents, direct observation and unstructured talks and interviews, with other project participants. Findings: The requirements of some steps in the model were judged satisfied but the requirements of a majority of the steps were not. A majority of the respondents expressed a negative evaluation of the management of the change process exemplified by the project. Conclusions: The district's leadership did not (1) treat the development and implementation of the project as a special organizational problem requiring adherence to the basic principles of the change process model, (2) take actions manifesting the belief that having understanding and agreement on common goals among its change implementers was required when attempting a major change, (3) take actions to reduce staff emotional stresses during the period of major change, and (4) act on the principles that some additional communication and training were needed by implementers prior to the start of the district's Experimental School Project.

It was the purpose of this study to analyze the status and role of student activities to propose the scope and duties of the position, and to establish criteria for qualifications, selection, and appointment of these co-administrators in California public high schools. Initially, a survey was made of all California public high schools to determine if there was a sufficient number of these co-administrators assigned on at least a half-time basis to warrant a more detailed study. The results not only indicated a more detailed study was warranted, but that this was the administrative pattern in the majority of schools whose principals participated in the survey. One hundred high schools were selected from those whose principals had indicated in the survey that their schools would participate in a more detailed study. Through the use of a questionnaire, both principals and student activities administrators in the selected schools were requested to report on current practice in their schools and to make value judgments that could be used as a basis for establishing recommended practice. The conclusions of the study included the following: (1) the position is an emerging professional assignment, which as yet, has not been adequately defined, (2) the duties reported as current practice indicate that most of the student activities administrators arc responsible, basically, for the same duties and responsibilities, (3) the two titles most commonly used for the position, vice principal (or assistant principal) and director of activities, do not appear to be adequate or appropriate; the former is not descriptive and the latter is inappropriate under California law, (4) principals and student activities administrators showed a great amount of agreement as to what should be desirable qualifications for a staff member assigned to the position, and what duties he should perform, and (5) recommendations from these two groups indicate areas of agreement that may be considered broad guidelines for establishing qualifications, training, and job responsibilities for the position.

Purpose. The purpose of this study was to investigate the relationship of self-adequacy, language proficiency and truancy among Laotian immigrant high school students, and thereby establish a baseline of knowledge for future decisions regarding the development of self-adequacy enhancement program and ESL curriculum by school administrators as an aid to deter truancy. Procedure. A total of 208 students from three high schools in a northern California school district participated in the study. The Coopersmith Self-Esteem Inventory (CSEI) Adult Form was administered to students that were classified as truant, non-truant, limited English proficient and fluent English proficient. The raw scores of the Language Assessment Scale (LAS) of these students were obtained from the ESL and resource teachers for classification of students' English proficiency level. The attendance record of each participating student was collected from the three high schools. The four research questions addressed in the study were analyzed by means of an independent t-test, or analysis of variance (ANOVA). All questions were set at a.05 level of significance. Findings. The data indicate that non-truant students have higher self-adequacy than truant students. Non-truant students have higher LAS mean score than truant students and FEP students have higher self-adequacy than LEP students. There is a significant relationship between self-adequacy and truancy, language proficiency and truancy and self-adequacy and language proficiency. Whatever influence sex has on self-adequacy is true for both FEP and LEP students. Conclusions and recommendations. Self-adequacy and language proficiency are significantly related to Laotian students' school attendance. School administrators should implement a school based and a community based self-adequacy enhancement program and an intensive communication based ESL curriculum for these students. Recommendation for future research might include the effects of family influence, the marital status of the Laotian students, the usage of other self-esteem measures in addition to the CSEI to validate the levels of self-adequacy and the selection of a different Asian immigrant population that does not have refugee status.

The study was designed to: (1) determine the expenditures for an individual basic mathematics program in the junior high schools using individual Learning Units, (2) determine the expenditures for a traditional, textbook-oriented approach to basic mathematics instruction, and (3) compare the achievement gains of the two programs. Null hypotheses related to cost-effectiveness stated that the operational cost per unit gain, and the sum of the developmental and operational cost per unit gain of the ILU program would be greater than the cost per unit gain of the traditional approach. Null hypotheses related to effectiveness stated that the ILU treatment would not have a statistically significant effect upon: (1) total mathematics scores, ( 2) arithmetical computations, ( 3) arithmetical concepts, and ( 4) arithmetical applications.

It was the purpose of this study to develop a proposed policy for in-service education of teachers in larger unified school districts in California. The specific purposes of this study were (1) to report the nature and scope of written, in-service education policies of California school districts, (2) to report the nature and scope of employee training policies of the State of California and of the United States government, (3) to summarize in-service education policy changes recommended in the literature, and (4) to develop a proposed policy for in-service education of teachers in larger unified school districts in California.

Originated by current demands for accountability in schools and resultant appeals for a return to the use of scholastic feedback, this study investigated the effects of feedback in light of certain characteristics of learning, and in light of student characteristics such as ability, age, and sex. The purpose of the study was to investigate the impact of specific informational feedback on hierarchical learning in a controlled laboratory setting, using the experimental controls inherent in identical twins. The Wechsler Intelligence Scale for Children/Revised (WISC-R) was used “unconventionally” as a series of discrete hierarchical learning tasks subject to concise experimental manipulation. Possible differences with regard to different forms of learning, as embodied in the scales of the instrument, were investigated. Possible differences with regard to ability, age, and sex were also determined, on the assumption that the results would shed light on potentially controversial practices tied to accountability, such as objective grading, ability grouping for instructional purposes, the use of merit systems, and others.

The difficulty in developing an effective program of teacher evaluation is seen in the literature as stemming from the administrators' and teachers' different perspectives of evaluation. In this tenor the problem investigated four facets of an evaluation process: the need, purpose, procedure, and result of a teacher evaluation program found in evangelical Christian schools. The purpose was fourfold: To compare the responses of the experienced, Christian day-school teacher to those of the administrator of the Christian day-school as to the (1) need, (2) purpose, (3) procedure, and (4) result of an evaluation process found in their schools. The study was conducted in sixty-six Christian schools throughout California. Each institution had an enrollment of 400 students or more and a teaching staff of twelve or more members. An instrument based on Redfern's evaluation plan was used to survey the population. One-way analysis of variance procedures was used to test Hypotheses 1-11. The findings showed differences in agreement with respect to responses among Christian educators in terms of their perceptions of a teacher evaluation process. There were many differences with regard to having a need for an evaluation process and its results. Differences were evidenced with respect to purposes of an evaluation process. There were a few differences with regard to guidelines in evaluation procedures. There were many differences in terms of characteristics of and post-activities following an evaluation conference, appropriateness of the criteria for evaluations, and the attempt of the administration to clearly define criteria used. However, the findings evidenced agreement with regard to having a pre-conference and what areas are discussed within that conference. Further replication studies among schools with enrollment of less than 400 and fewer than twelve teachers, studies using other experts' evaluation plans, broadening of the school of the study to a national survey and studies indicating what priorities of evaluation may exist are recommended.

The study reviews the history of education in Francophone West Africa from the post-colonial era to the current period. It gives primary attention to the conflicting goals of formal and Islamic education, the place of nonformal education during colonial period and looks at the attitude of policymakers towards nonformal education after independence. Furthermore, it examines the role of international partners of development, the World Bank, UNESCO, UNICEF and bilateral cooperation in shaping education policies in Third World countries; presents the background of the Education for All (EFA) movement, its goals, and rationale; and analyzes the Fast-Track Initiative (FTI), the place of nonformal education in the movement, and its implications in Third World education policies. The study focuses on the Sénégalese experience. After presenting the education system and the strategies of the government to achieve Education for All in 2015, the author, drawing on field research using interviews, focus groups, surveys, and observations, describes different models of community-based schools and contrasts government and NGO schools. The study analyzes the attitudes of parents, students, and teachers, officials of the Ministry of National Education, the Delegate Ministry of Professional Training, Vocational Education, Literacy and National Languages and NGOs towards community-based schools and raises the issues of girls' education, religious education, and teacher's training. At the end, the author highlights the challenges that community-based schools face and provides recommendations for the state, communities, and school administrations to improve access and to assure the relevance of education to local populations.

The purpose of this study is to explore, identify and describe organizational opportunity through the thoughts, perceptions and experiences of women who are currently mid-level administrators in higher education organizational settings. The idea of organizational opportunity provides the basis of the study, and the tenets of the "new scholarship on women and education" which incorporates a feminist perspective provides the framework for the study's design and methodology. The participants were invited to take part in the study, and the sample was drawn from individual member listings of the current directories of three higher education associations. The participants are women mid-level administrators in selected public, state-supported universities in California with the functional title: Dean of Students (when not identified as the chief student affairs officer), Director of Housing or Residential Education, and Director of Student Activities or College Union. Qualitative research methods were used in collecting the data through the use of a guided, open ended, in-depth interview with the participants. The study's research questions focus on: (1) how women in higher education administration describe organizational opportunity; (2) what organizational opportunities women in higher education administration describe as needing to develop professionally; (3) how women in higher education administration create organizational opportunity; and (4) what conditions women in higher education administration describe that increase and diminish organizational opportunity for their development. The analysis of the data reveals five major frameworks of the concept of organizational opportunity: (1) Organizational Context; (2) Creating Opportunity; (3) Organizational Access; (4) Organizational Support Through Mentors, and (5) Personal Factors Affecting Organizational Opportunity. A discussion of each frame is presented as well as the participant's advice to women interested in a career in higher education administration.