The purpose of this study was threefold: (1) to determine what the curriculum offerings were in Texas high schools for General Metalworking I and II during the 1970-71 school year, (2) to determine whether these individual course offerings agreed with the state prescribed curriculum as set forth by the Texas Education Agency, and (3) to determine in what ways the course offerings of the individual schools differed from the state prescribed curriculum.

To provide a better understanding of civil government as taught in the public senior high schools of Texas, this study investigates the scope of subject matter now included in the course, the method of presentation of the students, and suggests possible improvement toward solution.

This study measures the extent to which the Texas Education Agency's 1963 monograph on drafting, Drafting, Grades 7-12, A Tentative Bulletin, is used in the state's secondary schools and its effects upon classroom activities. Information for the study comes from a questionnaire completed by a random selection of seventy-eight drafting instructors.

Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 261-268)

This is a study of the course offerings in machine woodworking I and II in the high schools in the state of Texas to ascertain if any deviations have been made from the state proscribed course of study to meet the individual needs of the community.

The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

The purposes of this study were to determine freshman composition requirements, to describe organization of writing programs, to describe staffing of writing programs, to identify common textbooks and syllabi requirements, to describe course content and pedagogy, and to describe common goals and philosophies of Texas writing programs.

This study involved an evaluation of basic electricity project-construction ideas to determine their suitability for classroom use in achieving the objectives of industrial arts.

This thesis covers the history of education in Reconstruction Period Texas.

This study analyzes the legal decisions that emerged across the nearly 45-year spectrum of Texas public school finance court cases, culminating in the judicial opinions and legislative actions that rather than bringing fundamental reform to the system has seen the enactment of temporary stopgap measures in 2006 that threw the system into further incertitude and undermined its basic tenets of constitutionality, eliciting the eighth round of lawsuits filed in 2011 and 2012 against the State, which charge that the school finance system is inequitable, inadequate, and inefficient. This is not to say that the decades-long litigation has not produced some beneficial results. In the intervening years since the initial filing in 1968 of the Rodriguez case, Texas has seen the development of a more equitable and adequate school finance system. Following Rodriguez, the Texas Supreme Court opinions in Edgewood I (1989) and Edgewood II (1991) were instrumental in spurring the legislative reforms that increased the overall funding of the system as well as provided the larger allocations that went to low-wealth school districts. Although the litigation strengthened the gains in equity in this initial period, the subsequent Texas Supreme Court opinions produced judicial ambiguities and redefinitions that left the Texas school finance system in a continual state of constitutional uncertainty with respect to its fundamental mandate to provide an equitable and adequate education. The decisions in Edgewood IIa (1991), Edgewood III (1992), Edgewood IV (1995), West Orange-Cove I (2003), and West Orange-Cove II (2005) have nonetheless been instructive in demonstrating how the Texas school finance court cases have altered the dynamic of equality and adequacy and the basic assumptions and ideals that have defined the fundamental right to an education, with the implications that these altered policy approaches have on the distribution of educational resources for all children. Importantly, the state’s trajectory in school finance litigation offers an illustrative example of the tenuous but often contentious partisan interrelationship between the different levels of the judiciary and the legislative and executive branches of government that too often has deprived Texas public school students of an equitable and adequate education. / text