Public universities contribute towards advancing social mobility for individuals. However, a discrepancy exists between how universities balance their institutional needs with the burning issues of local communities. Little research has gone into understanding how universities support socio-economically disadvantaged communities. This study, while acknowledging the excellent work done by U.S. universities in various areas, explores ways through which Community Service Learning (CSL) partnerships can help higher education better meet the development needs of under-served local communities, while meeting institutional needs. Literature suggests that universities emphasize their Research and Teaching missions over their Service mission intended for community outreach. In cases where the Service mission is recognized through CSL, universities primarily focus on projects in wealthier communities rather than those in socioeconomically depressed neighborhoods. This study examines the potential role of CSL partnerships in supporting the socio-economic advancement of marginalized urban communities. It explores the literature related to university CSL partnerships and their contributions to improving and sustaining development in such communities. There is scarce research focusing on CSL models that help achieve community advancement. Although the study uses the U.S. context, the concepts and models explored can be modified to suit similar development needs in less industrialized countries. Mechanisms to bridge the gap between universities and respective neighborhoods through the creation of development opportunities benefiting both constituencies are highlighted using UMass/Nuestras Raices CSL partnership as a unit of analysis. Research questions include: What key conditions of Nuestras Raices farm model applied by UMass/HPN partnership foster socio-economic advancement among the inner city community members? How can conditions fostering socio-economic advancement be sustained and promoted? A qualitative research method with a case study approach was used in answering these questions. Findings indicated a Culturally Integrated Model (CIM) of CSL to be effective in fostering and sustaining socio-economic advancement among impoverished communities. Community transformation is possible where a CSL partnership using the CIM provides opportunities benefiting both educational institutions and marginalized neighborhoods. Key conditions identified for fostering effectiveness were reciprocal partnership, participants' efforts and interest, strong leadership and organization, and the farm-site location. Recommendations for future improved practice of university CSL partnerships are suggested.

The purpose of this study was to develop a child abuse intervention model which would include school board policies, administrative rules and regulations, and recommend inservice procedures for the training of school personnel.

This study was undertaken as an empirical investigation to determine whether the rate of truancy, grade point averages and attitudes toward school of habitually truant ninth and tenth grade students were affected after the student's participation in a mandatory Saturday School Program. Subjects were habitually truant ninth and tenth grade students chosen from two selected schools within the Whittier Union High School District in Whittier, California. Of the total sample of 130 students, a total of 55 students participated in a traditional (control) Saturday School Program and 75 students participated in an experimental Saturday School Program. Comparisons were drawn between the traditional and experimental groups and between the two grade levels and genders. Analysis of Variance (ANOVA) was the statistical technique used to assess the effect of the Saturday School Program on the variables identified. A researcher designed student opinionnaire was used to assess student attitude toward school. The main findings were: (1) habitually truant ninth and tenth grade students reduce their rate of truancy following participation in Saturday School. Ninth grade students showed a greater reduction in rate of truancy than did tenth grade students. (2) The grade point averages of habitually truant ninth and tenth grade students declined, as much as one-half a grade point in some cases, following participation in Saturday School. (3) The attitude toward school of habitually truant ninth and tenth grade students was not noticeably affected following participation in Saturday School. (4) For the three variables studied, participation in Saturday School was found to have a greater effect on habitually truant male students than on habitually truant female students. (5) For the three variables studied, there was no appreciable difference between the students who participated in the traditional Saturday School Program as compared with the students who participated in the experimental Saturday School Program.

The purpose of this study was to identify the feasibility of implementing a year-round high school program. Specific attention was given the following topics: (1) The process used in considering the feasibility of implementing a year-round program; (2) The steps taken in implementing such a program; (3) The effect of year-round operation on potential areas of concern. The study further identified the reasons why certain high schools dropped year-round programs. Procedure. The basic technique employed for this study was a descriptive approach utilizing a questionnaire completed by school districts implementing year-round high school programs. Questionnaire items were developed based on an intensive review of related literature and on responses made to a letter sent to specific school districts requesting information on the topic. A model questionnaire was sent to a random sample of school districts implementing year-round high school programs. Revisions based on this model questionnaire and on reaction of several key educators produced the final draft of the questionnaire. The questionnaire was distributed to the 45 school districts who were now or had implemented year-round programs at the high school level according to the 1979 Directory of the National Council on Year-Round Education. Twenty-nine responded to the questionnaire. The results were tabulated and interpreted as to their importance. Findings. The greatest area of concern expressed by respondents was in the general topic of administration and scheduling. Also of great concern was the area of personnel allocation for both administrators and teachers. Noteworthy concern was reflected for the areas of facilities and maintenance, and curriculum and instruction. The question of financial constraints was rated a surprisingly low concern considering the amount of literature devoted to this topic. Other areas of concern, such as transportation, student activities, support services, and school lunch programs seemed to be of limited concern to respondents. In regard to reasons why schools dropped the year-round high school program, the most important constraint was in the area of administration. Personnel considerations ranked second, indicating that staff support is vital to a successful program. Certain curricular constraints were also important. Conclusions. The most important predictor of whether or not a district successfully implemented a high school year-round program was the attitude of teachers, administrators, parents, students and the business community. The areas of greatest concern were administration, scheduling, personnel, facilities and maintenance, and curriculum and instruction. These areas of concern constitute a useful list for any school district to study if they are contemplating going "year-round". This list says: "These areas must be dealt with successfully if you hope to carry off the change to year-round school." Recommendations. Any school district contemplating the implementation of a year-round educational program, particularly at the high school level, should make a careful study of the administrative, personnel, facility, maintenance, curricular, financial and student constraints as they apply to the specific community and school district.

The purposes of this study were to: (a) examine the practice of critical reflection by elementary school administrators when making decisions, (b) explore the process elementary school administrators employ when using critical reflection in decision making situations; and (c) identify the practice elementary school administrators engage in to enhance their use of critical reflection. A total of 172 questionnaires were mailed to elementary school principals in Fresno County, California. Of the 94 questionnaires returned, seven principals were selected to participate in one-on-one interviews. Results of the study indicate that: (a) principals consciously and deliberately employed the process of critical reflection; (b) reflectivity enabled the principals to discern and identify emotionalism associated with a decision; (c) through the process of critical reflection of assumptions, principals were able to scrutinize their own biases and assumptions resulting in renewed perspectives, keen self-awareness, and objectivity; (d) engaged in self-talk and purposeful dialogue with others, principals asked and answered critical and probing questions; (e) critical reflection mingled with prayer empowered and strengthened principals to act decisively; and (f) writing [journals, etc.] proved to be an effective and powerful tool to enhance the practice of critical reflection by elementary school principals. This study provided elementary school administrators with implications for consideration to assist them with the practice of critical reflection in decision-making. Suggestions for additional research were also offered.

The purpose of this study was to provide a model for California unified school districts to establish minimal competencies and to provide added direction, guidance and support to those districts that had already adopted them. The model was based on a consensus of selected unified · school districts throughout California. It sought to establish a step-by-step process which any school district could follow. To accomplish this purpose, the following objectives were addressed: 1. To specify minimum competencies in identified curriculum areas 2. To ascertain who will recommend to the Board of Education the minimum acceptable levels of student performances and how the levels will be established 3. To create a manageable measurement scheme consistent with the adopted competencies 4. To determine the disposition of students who do not attain acceptable competency levels. PROCEDURE: This study was descriptive and employed the interview as the primary data-gathering technique. The procedures employed in conducting this study were the following: (1) a review of the relevant literature to identify procedures in establishing minimal competencies; (2) the construction of an interview instrument to gather specific information on how minimum competencies in curriculum areas could be identified and to ascertain the most beneficial methods of implementing minimal competencies; (3) the selection of twelve unified school districts in California for interviews; (4) the administration of the interview; (5) the tabulation and treatment of the data; and (6) the development of a model which could assist districts in the implementation and identification of minimal competencies. FINDINGS: In the selection general agreement among the working committee consisted the Director of Curriculum. of committee personnel the interviewees was that the main of teacher representatives and When choosing committee members, the principals from each school chose the members to serve. In choosing the chairman of the committee, the general agreement was that the chairman was selected by the superintendent of the district. In dividing committee members into subcommittees, the consensus was that the main committee divided into subcommittees at the beginning of each meeting and met later as the main committee. At least one year is needed to do an effective job in selecting minimal competencies. When asked if community members were given an opportunity to express their opinions, the consensus was that parents were given a chance to express their opinions after the competencies had been selected by the main committee. Parents were mostly concerned over whether standards were set high enough. When asked which competencies students had to pass in order to graduate, the consensus was that students must exhibit competencies in reading, writing and computation. In establishing criteria for passing the reading competencies, the consensus was that students must demonstrate knowledge in four different categories. When asked how districts actually selected competencies, interviewees replied that the main committee met ·first, selected competencies and then gave the list to the parent committee for comments and revisions. The main committee had a second opportunity to change the competencies after they had been reviewed by the parent committee and then submitted the final list to the board for approval. In establishing criteria for passing the math competencies, students had to demonstrate knowledge in ten different main categories. In discussing the criteria for passing the writing competencies, the student had to demonstrate knowledge of spelling, capitalization, punctuation and grammar as well as show he could write a logical composition. He had to stick to the main point, use examples and show logical thinking. Measurement Instruments: When asked what measurement instruments would be used to measure students in reading, districts indicated they would be using teacher selected materials such as newspapers, magazine articles and paragraphs written by teachers. In math, test items would be constructed by teachers. In writing, test items would also be constructed by teachers as well as kinds of compositions to be written by the students. Rationale for Selection: In choosing the rationale for selecting measurement instruments in reading, writing and computation, the consensus was that students ought to be able to read certain forms, compute certain figures and write with certain skills in order to get along in life after graduation. Implementation of Competencies: All interviewees replied that inservice workshops concerning implementing the competencies were held during the year. The main point all districts stressed was that teachers and staff had known about minimal competencies from the time committees first started working on them. Staff members were informed, through representatives, on the progress of the committee and were allowed to make suggestions and revisions throughout the year. Student Remediation Procedures: All districts replied that arrangements would be made for a conference to take place between the teacher, parent, student and counselor when a student had shown he could not pass the competencies. At the conference it would be decided how many periods a day the student would be attending a competency lab and which remediation materials he would be needing in order to pass specific competencies. Competency Labs had been established at every high school. These labs were for the purpose of helping all students who had failed parts of the competency test. Most students would be attending the competency lab at least one full period a day. Differential standards would be used when testing students who had been identified as Learning Disabled. All districts replied that there would be no differential standards for students of limited English speaking ability and that all students would take the competency test in English. Special help would be given to handicapped students in order for them to take the regular competency test along with the other students. RECOMMENDATIONS: Further models should be developed after minimal competency testing is actually implemented in the schools. Specific attention should be given to the following questions: (1) Since the tests have been given, have minimal competency standards been raised or lowered? (2) Since the tests have been given, what revisions have been made in each of the three main competencies? (3) Since the tests have been given, what have school districts done to check their revised tests for reliability and validity? (4) How many students in the various school districts actually failed the tests? (5) How effective have the competency labs been for remedial students? (6) What percentage of limited English speaking students have failed the test? (7) If there has been a large percentage of limited English speaking students failing the test, what does the district intend to do about it? (8) Has the legality of minimal-competency testing been challenged in the courts by various parents of students failing the tests? If so what have been the results? (9) Have minimal competency tests made any difference in the attitude of taxpayers in the community? and (10) Have minimal competency tests made any difference in the attitude of teachers (in the way teachers teach)?

The purpose of this dissertation was to develop a model for the preparation of Iranian educational administrators through a comprehensive review of the literature.

Purpose. The purpose of this study was to determine the effectiveness of administrative pre-service training under Ryan Act programs. The study was concerned specifically with (1) determining the competencies considered most important by principals, (2) determining the adequacy of training on identified competencies, (3) determining if principals from the elementary, junior high, and high school levels had different competency needs, and (4) determining if principals from the elementary, junior high, and high school levels view the adequacy of their training differently. Procedure. A survey instrument containing thirty-seven competencies organized into six general categories was developed through a review of the literature. The survey instrument was examined to determine its reliability and validity. The respondent was to rate the importance of each competency and the adequacy of the training received on that competency. The survey instrument was sent to 113 principals who had received their administrative credential through a Ryan Act program. Findings. A total of 74 percent of the surveys were returned. Of the thirty-seven competencies, fourteen competencies scored below a mid-point score of 3.0 on a five point scale indicating that the principals did not feel adequately trained on those specific competencies. The results of an ANOVA showed that there was no significant difference on how principals from the elementary, junior high, and high school levels perceived the importance of each category or the adequacy of the training they received. The principals surveyed indicated that all competencies were important, but that those in the category of leadership were the most important. On adequacy of training the principals indicated that governance and legal processes was the category in which they felt most adequately trained. Conclusions. (1) The competencies listed in the study present a reasonably comprehensive perspective of the principal's role. (2) Principals felt adequately trained to perform the competencies of their position. (3) There appears to be no significant difference between principals from the elementary, junior high, and high school levels as to the importance of competencies used in this study. (4) There appears to be no significant difference between principals from the elementary, junior high, and high school levels as to the adequacy of training they received on the competencies used in this study. Recommendations. (1) This study should be repeated in approximately five years when a greater number of respondents should be available to participate. (2) Recommendations for program improvement should be field tested at an institution of higher education with a follow-up study made of the program graduates. (3) A study should be made to determine the best time and method for delivery of administrative competencies.

Problem. The primary intent of this investigation was to ascertain the extent to which technological subject matter has been incorporated into the courses offered in Northern California high schools. Personal opinions as well as factual information regarding this issue were elicited from representative samples of high school administrators and recent high school graduates. Procedure. Random samples of high school principals and community college/university students enrolled in English 1A classes were assembled. A Technology Education Inventory was developed for each group surveyed. Survey questionnaire packets were disseminated to a total of 162 high school administrators throughout sixteen Northern California counties. From these, 118 usable instruments were returned yielding a 72.8 percent response rate. Student respondents were selected from four community colleges and from five English 1A classes at San Jose State University (n=190). Several null hypotheses were tested via appropriate statistical procedures including Pearson correlations, one-way analyses of variance and t-tests. Two-tailed tests of significance with an alpha level of .05 were used to analyze these hypotheses. Findings. An analysis of the survey results revealed an association between the perceived importance of technological literacy and the reported amount of technology education available for the administrative sample. The level of technological advancement in a school's immediate vicinity was not shown to be related to the reported amount of technology-based subject matter as perceived by both the students and the administrators. Community college and university students appeared to be in agreement with regard to the importance of technological curricula, but they did not concur with administrators about the extent to which courses of this description were available to them during their high school education. A majority of the high school principals seemed to be supportive of the implementation of technology education programs regardless of their personal levels of technological literacy. Recommendations. Continuing research among national samples with regard to public school "technology-emphasis" programs and student/administrative technological literacy is recommended. Further research in this area should not be totally reliant upon survey data but should include empirical reviews of high school curricular offerings. The Technology Education Inventory copyrighted for use in this research project needs further modification before it is used in future studies.

This study is concerned with defining the principalship of Seventh-day Adventist elementary schools in the south western United States. Specific attention was given to the areas of academic and professional training and experience; membership in professional organizations and professional growth activities; perceptions about the improvement of the SDA elementary principalship; suggestions for the improvement of graduate study programs in education administration in Seventh-day Adventist colleges and universities.