Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 60-63).

Since few studies exist that examine the relationships between adolescent obesity and academic performance, the purpose of this study was to examine the impact of obesity on high school students’ academic performance in a low socioeconomic school district. The topics addressed in this study included prevalence of overweight and obesity in high school students and the impact of overweight and obesity on student academic performance. The potential population of this study consisted of 236 high school students aged 14 to 19 years old enrolled in a rural Mississippi school district in grades 9 -12. However, only 35 students had usable data in all of the categories that were examined, and, therefore, were used as the population for the final analysis. The participants studied in this study consisted of all students assigned to one physical education teacher. Each student was administered the Project Health Student Measurement Chart which was developed by Project Health, a research entity of the Institute of Epidemiology, Jackson State University, Jackson, Mississippi. The Project Health Student Measurement Chart was utilized to enable the participating students to be examined on characteristics that included Body Mass Index (BMI), blood pressure and pulse rate. Student information collected on their obesity status based on BMI level was also collected in this study. In addition, the students’ performances on subject area tests and/or end-of-course assessments in the academic areas of Algebra I, English II, Biology I, and U.S. History from 1877 were accessed from the school’s records. Based on the results of this study, 48.60% of the students in the Canton Public School District are overweight/obese. However, the findings of this study revealed that there was no significant difference between overweight/obese and non-obese students’ academic performance on subject area tests and/or end-of-course test by age, gender and grade, and no significant relationships in the academic performance of overweight/obese and non-obese students on end-of-course test scores for 10th – 12th grades, as measured by Algebra I, English II, Biology I, and US History from 1877.

The purpose of this study was to investigate the perceptions of Texas principals as to the degree to which their local school districts are meeting their ongoing professional development need. The study was conducted to analyze and describe the survey and interview responses of Texas principals as to their perceptions of the degree to which their local school districts provide learning experiences aligned with their needs. Texas principals’ perceptions regarding the characteristics of important and meaningful professional learning experiences were explored. The study included an analysis of the extent to which Texas principals perceive that the learning opportunities they are provided adequately meet those needs. Additionally, various factors influencing principals and their perceptions were examined. These factors included type of school, school setting, school system size, characteristics of students, and characteristics of the principals. The perceptions of school district staff development administrators were analyzed regarding topic importance, topic provision by the local district, and the usefulness of those topics. Finally, the perceptions of the principals and the staff development administrators were compared. Thirteen school districts participated in this study. Of the 273 principals surveyed, 155 completed the survey, yielding a return rate of 56.8%. One campus principal from each of the 13 districts was interviewed. Additionally, 13 district staff development administrators were surveyed and interviewed. Data analysis produced several findings. First, as a whole, principals rated the importance of each of the 22 proposed professional development topics at or above the important level. However, the degree to which local school districts provided training on those topics varied according to the size of the district and the setting of the campus. Second, the relationship between the professional development provided and the quality, or usefulness, of that school district’s training was considered strong for several of the 22 topics. Finally, principals and staff development administrators agreed on several characteristics of successful professional development efforts. This study’s findings offer implications for campus principals and school districts striving to meet the individual, campus, and district needs for professional development.

No description available.

The problem of this study is to provide a descriptive analysis of research in career-oriented education and a plan of procedure to implement it in the Dallas Independent School District. The first part presents the inception of the career education program, the concept and components of career education, and the scope and goals of career education. The second part division discusses career education precursors and overviews of selected existing programs. The final portion of the study deals with implications of implementation of career education in the Dallas Independent School District.

A historical study of school organization and school district consolidation enables both educators and lay citizens to have a better understanding and appreciation of schools as they are today. By studying past developments of a given institution, one can better evaluate current requirements and affect future changes as the needs arise. The Cache County School System as presently constituted has evolved over the years from a cluster of small independent village schools with separate boards of education to a highly centralized system with one board of education and consolidated schools. The purpose of this study is to trace and analyze the development of this system.

Hallsburg ISD is a small, rural, K-6 school district struggling to sustain its operations due to reduced funding from the state, decreased enrollment, and a decrease in the local tax base. This Problem in Practice Record of Study examines the sustainability issues associated with this school district and its importance to the community. Key stakeholders in the community and school district were interviewed to help develop a thick description of this district’s position in the community. Surveys were also sent to randomly selected, registered voters living in the district, to provide more in-depth data in the development of a thick description. District documents were also studied to provide more information in the plight of the district and provide for the triangulation of data. The interviews showed a very strong relationship between the participants and the school district. The key stakeholder participants included community leaders as well as parents of current and past students who represent the district demographics. The majority of this group supported raising their taxes to improve the school district and prevent it from consolidating with a neighboring district. While the surveys strongly supported the notion of how important the school was to the community, the results were not as favorable toward raising taxes. Only half of the survey respondents favored raising their taxes to keep the local school open and keeping local control of the district. The other half favored consolidating with a neighboring school district over raising their taxes. The overall results were very favorable toward the importance of the school district to the community. The challenging economic conditions place a very strong dilemma on many residents, as they would vote to lose their district over raising taxes. One recommendation to the district is to educate the community of the local tax situation. If Hallsburg ISD were to consolidate with any of the neighboring districts, the tax rate would immediately increase. This increase would be higher than the tax rate needed to sustain the district and keep Hallsburg School open.

Thesis (Ph.D.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 116-126)

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 119-122).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.