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The Role of the Superintendent of Schools in the Process of Collective Negotiations as Perceived by Local Bargaining Agents, Boards of Education and Superintendents in Selected School Districts of New Jersey and Eastern Pennsylvania
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An Examination of Two Different Approaches to Learning in Nursery School
Full text linkStatement of the Problem
The primary purpose of this study was to explore teacher guidance - does it help promote learning? The sub problems are to explore and assess the value of\u27 academic training in nursery school versus a straight child development program, and to explore and assess the value of play as a teaching method.
The Population
This study included sixty, four year old children who were enrolled in nursery school for the first time. They were divided into six equal groups of ten each according to sex and I. Q. Control Groups I and II - pupils who participated in a five month child development theory nursery school program. Experimental Groups III and IV - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a self-directed learning program. 2 Experimental Groups V and VI - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a teacher guided learning program.
Method of Conducting the Study
Instruments used to gather basic data were: Wechsler Preschool and Primary Scale of Intelligence and the CTB/ McGraw-Hill Test of Basic Experiences - Mathematics. The data was statistically described by an analysis of variance and the Scheffe Multiple Comparison Test.
Findings
Main Hypothesis: Children working under a teacher guided program learn more mathematical concepts than children working under a self-directed program in mathematical concepts. rrhe main hypothesis was accepted as those children involved in the teacher guided program had significantly higher scores than those obtained by the children under the self-directed program.
Sub Hypothesis A: Play and the use of play materials are valuable as teaching methods. The sub-hypothesis that play and the use of play materials are valuable as teaching methods was accepted when their use included initial teacher guidance.
Sub Hypothesis B; Children working under a program of planned instruction will learn more mathematical 3 concepts than children in a straight child development theory of education.
The sub-hypothesis was accepted that children involved in a child development theory nursery school benefited from planned mathematical instruction provided the instruction is teacher guided.
Conclusions
This study revealed that children gain more mathematical concepts through guided experiences and training in nursery school if there is teacher guided learning. A formal program with preschool children can enhance acquisition of mathematical concepts. The program has different consequences for children of average or above average intelligence than for superior intelligent children. Nevertheless, each of these groups show gains particular to their knowledge and experientlal base. The value of play as a teaching method has been demonstrated in this study. Children in the experimental groups who were using the select mathematical materials in a play situation demonstrated an increased learning over the control groups involved in a straight child development program. Children involved in a program of planned instruction (the experimental groups) learned more mathematical concepts than those in the control groups. This would indicate that 4 planned instruction is more beneficial than the emergent pla.ruling advocated by the Child Development Theory of preschool education
The Recall Election: Its Effect on the School District and Community in California
Full text linkThe problem
The purposes of this study were (1) to review the history of school-district recall laws in California, (2) to enumerate the legal steps in the recall process, (3) to survey a school district where recall election had taken place, and (4) to present community feelings and effects.
Procedure
A search was made of all laws and official records pertaining to school trustees\u27 recall elections in California. A questionnaire designed to elicit respondent attitudes and feelings was mailed to all who voted in the school district recall election of December 3rd, 1970. A preliminary number of questionnaires were mailed first to determine the quality of the questionnaire and responses. Post office boxes were rented in the two most popular communities for a better percentage response. Within two weeks after the complete mailing of questionnaires, 33 percent returns were received. The responses to the twenty questions were then tabulated with explanations of each. The open-end questions, to supplement the overall analysis of the survey, and a map of the school district showing voting precincts, percentage graphs, and other relevant information giving a cross reference to the tabular aspect of the survey were used.
Findings
Selected findings are:
1. The California State Legislature developed a body of law to remove members of school district trustees by recall.
2. Procedures for initiating a recall movement are set down by state law in both the election and school codes.
3. A few highly motivated, well-organized people can initiate a successful recall election.
4. In a small school district with small populated communities, a word-of-mouth, door-to-door campaign by proponents of a recall, can win an election. This method is considerably more effective than any media.
5. Proponents of a recall movement generally put forth considerably more effort than do opponents.
6. Older people are more interested in School Board of Trustee recall elections than younger people.
7. That after a two-year elapse of a successful recall movement the feelings of discontent and suspicion toward members of the school board are still evident.
Conclusions
1. Electors in a newly created city located within an old established school district might be more apt to initiate a recall movement than those of an older town.
2. Any area within a school district voting a very high percentage in favor of the recall can win the recall election.
3. School board members up far recall were not well known by the majority of the electors.
4. Removing members’ f\u27rorn a school board by recall, where exact reasons were in doubt, has lasting effects in the school district.
Recommendations
1. All members of a School Board of Trustees should make themselves and their actions known in the district in order to eliminate the necessity for recall.
2. Issues in a recall movemeny should be completely explained to the voters especially by members up for recall.
3. School-board members should be positively responsive to new land and housing developments within the school district.
4. A non-partial committee, possibly from the State Department of Education, be formed to recommend steps that might be taken by a community and school district to eliminate the necessity of a recall election.
5. Leaders of all communities should be encouraged to attend school-board meetings regularly to recognize school problems as they develop and search for means of solutions.
Critique
Research information on this subject is limited. However, this dissertation points out that recall of School Board of trustees in California is of importance. Because a community can initiate recalls, changes within a school district may take such a form that could drastically reshape the whole school program
The Establishment of a Management by Objectives ( Accountability Management ) Program in the Niles, Michigan Public School System
Full text linkThis project is devoted to describing a type of public school educational managem8nt program specifically designed to determine, establish, and evaluate meaningful school management objectives and their application. The study describes how school management under this type of program can be a continuing, dynamic, and positive force toward reaching the desired goals of public school education through effective management of administrative personnel.
The Management by Objectives program is described as it was studied and implemented into the Niles Public School system. Key areas covered are:
1. The inspiration for the managem.ent study which led to the establishment of the program; 2. A description of the principles of Accountability Management (Management by Objectives); and 3. The involvement of the Edward N. Hay and Associates Management Consultant firm in assisting in the establishment of the program.
As a result of the management study, the Accountability Management program in Niles is built on five main phases. These phases are described and analyzed in detail in separate chapters. The five basic phases are:
1.The development of position descriptions for all administrative positions; 2. The evaluation of positions - a ranking of administrative positions in the organizational structure; 3. The description of irnportant principles of rnanagement by objectives and the establishment of specific performance objectives for all positions; 4. The formation of a system of performance appraisal; and. 5. The establishment of a salary administration program for the system.
Also included is a review of literature which traces the evolution of educational management from the very early days of school supervision to the present, and how the management styles have changed as school systems and society in general have changed. Recent public appeals for accountability in education are also presented.
The results of an assessment of the understandings, opfnions, and suggestions of the school administrators involved in the Niles Managment by Objectives program are presented and analyzed. In general, the analysis of the administrative reactions to the new management program indicates that: 1. The Management by Objectives program has helped most of the administrators involved to better direct their efforts toward the performance of their jobs; 2. Administrators feel that Accountability Management should be introduced to teacher also; 3. There is a need to seek ways to help the administrators involved gain more knowledge about the program; and 4. Compared to the previous traditional system of school management, the administrators involved regard the new Management by Objectives program in Niles as a better management system
The Relationship Between Education adn Socialization Input and Social and Behavior Outcomes, in a Controlled Group of Educable Mentally Handicapped
Full text linkThe purpose of this research project was to study the socio-economics of a controlled group of educable retardates who had completed their formal education.
In 1965 the researcher investigated the mentally retarded students enrolled in the davenport, Iowa, Taylor and Marquette Schools and compared them to their parents and siblings. The pupil’s studies comprised three groups: (1_ a trainable group represented by pupils from 25 families; (2) a group of educable mentally handicapped students with known organic involvement represented by pupils from 165 families; and (3) a group of educable mentally handicapped pupils with no known organic involvement sufficient to account for retarded condition – commonly referred to as “familial retardation”.
The results of the study supported the views that the background of the trainable and the educable children showing organic involvement was typical of that found in the general population of the United States and that the background of the familial, educable mentally retarded tended to correspond to that of lower class, underprivileged families. The data pertaining to socio-economic stats and the educational histories of the siblings supported these conclusions.
For purposes of classification, the group studied in this project falls into the range Christine Ingram describes as “educationally mentally retarded” or “educationally mentally handicapped”. This researcher prefers the current term, “educationally mentally handicapped”, and refers to them as “EMH”. Their IQ range measured approximately 50-75, the lower 2 percent of the national school population in learning ability. The IQ score alone is insufficient for classification, however, suggesting that improvement can take place, accounted for by other factors.
Many moderately retarded have few handicaps in addition to their mental deficiency. However, they are capable of expressing themselves adequately through language. Many, in fact, are capable of self-care and some of them are even capable of third grade level reading and mathematics skills. Hence, they find productive employment after completing their formal education. The EMH group selected for this project, Group 3 described on page 1 of this abstract, is within the range as defined above.
The present study (1971-1972) investigated by longitudinal method the group numbered 3, the familial EMH. As the title indicates, the present study concentrated on the outcomes in the social and vocational areas for this group.
The method used was questionnaire with door-to-door follow up to reach as many of the group as possible. The questionnaire was sent to 327 EMH within the age range of 16 to 24. A 30.5 percent feedback was received from 94 respondents
Health Counseling for the Overweigh Adolescent Girl
Full text linkThis study was undertaken for the purpose of seeing how a health counseling program for overweight adolescent girls could be developed in a secondary high school setting. Initially, the study developed out of an awareness and concern for the problem of obesity among teenage girls, especially those in a secondary school. To provide a strong background for the use in both planning and executing a health counseling program, the study reviewed the health literature dealing especially with several topics:
a. The prevalence of obesity.
b. The relationship of obesity to mental and physical health.
c. The influence of food faddisms and quackery on obesity.
d. The etiology of obesity including hereditary, endocrine, metabolic, environmental and psychological factors.
In addition, the study involved a survey of school nurse-teacher health counseling programs in schools within the administrative area established for health programs by the New York State Department of
Education. To provide information about the general social and communal context of the adolescent girls to be included in the health counseling program, the study drew on the summary of community characteristics provided by an eleven. member North Shore High School Faculty Committee in preparation for the school\u27s evaluation by the Middle States Association of Colleges and Secondary Schools.
From the information about the problem of obesity and the scarcity of school health counseling programs, the school nurse-teacher with the cooperation of members of the Physical Education, Home Economics, and Guidance Departments as well as the Psychological and Medical Services, devised a six-month pilot health counseling program. The program included a careful selection of sateen overweight girls who were twenty or more pounds over their desired weight according to the Baldwin-Wood standardized Weight-Height-Age Table.
Weekly individual counseling sessions followed by monthly group meetings were established. A physical exercise program came about as an outgrowth of the monthly group meetings. Nutritional education, retraining of eating habits, stimulation of diverse interest and encouragement of physical activity formed the nucleus of the counseling sessions. The primary focus centered around appearance and dress with the basic aim to establish good nutritional habits and a healthy, wholesome pattern of daily living. Social reinforcement and supportive reassurance were paramount in the relationship between the health counselor and counselee.
The results of the six-month pilot study showed an overall weight loss of 22 pounds among the sixteen counseled girls as contrasted to a weight increase of 76 pounds among the sixteen uncounseled group.
An improvement in personal appearance, attitudinal realism about the weight problem, along with self-acceptance, were changes evident with the counseled group. The results of this pilot study have implications both within the high school and beyond. The program developed in the pilot study is continuing in the high school. Programs based upon the design offered in this study could be extended throughout the community starting in the elementary schools and reaching out into the community health agencies.
The study shows that a thoroughly informed school nurse-teacher by means of detailed planning and program execution is in a strategic position to offer her expertise in assisting the student with a weight problem. If additional studies beyond this pilot study bear out the results of this study, then adeqt.1ately prepared health counseling programs can serve as one means of prevention and control of the problem of overweight among the high school students
Analysis of the Efforts to Promote Racial Desegregation within the Pasadena Unified School District as Directed by the Court Order of Judge Manuel L. Real in January of 1970
Full text linkOn January 20, 1970, Judge Manuel L. Real directed the officials of the Pasadena Unified School District to prepare and implement a school desegregation plan to take effect at all levels within the district by the opening of school in September of 1970. This study dealt with the efforts of the Pasadena Unified School District to meet the provisions of this court order. Such examination involved an extensive perusal and analysis of the desegregation plan developed in response to this order. That response is known as the Pasadena Plan.
This dissertation considered four issues in addition to its examination of the Pasadena Plan: (1) major factors necessitating court action in Pasadena, (2) the degree to which the meeting of Judge Real’s directives has led to racial stability within the schools and community, (3) possible alternatives to the Pasadena Plan, and (4) implications for other school districts as a result of the Pasadena experience.
Organization of the study involved a division of the three hundred and seventeen pages of the main text into ten chapters, followed by a bibliography and two appendices. Chapter I introduced the problem and included a series of hypotheses, basic assumptions, and definition of terms commonly used throughout the dissertation. Chapter II outlined the scope and method of investigation used in the study. The methodology of the study was based upon procedures of historical research. Historical review within this dissertation consisted of a review of pertinent literature, including books, newspapers, magazine articles, school records, statistical data related to school enrollment and racial distribution within the Pasadena Unified School District, and interviews with selected members of the district staff and community. Viewed together, these two initial chapters met the specific purposes of describing, defining, and delimiting the problem.
The next seven chapters contained the body of the dissertation. Chapter III provided a summary of salient national factors affecting school desegregation, and Chapter IV discussed the sequence of local events that significantly influenced the direction toward court action regarding racial balance of schools in Pasadena. Chapter V analyzed the court order of Judge Real, Chapter VI described and examined the provisions of the Pasadena Plan, and an analysis of the first two years of operation under the Pasadena Plan was developed within the next two chapters. Chapter VII analyzed the operation of the desegregation plan in 1970-71, including the preparation and planning that preceded actual implementation. Chapter VIII provided additional analysis based upon planning and operation of the plan during the 1971-72 school year. Chapter IX presented an overview of the current picture within Pasadena as of March 25, 1972 discussed apparent strengths and weaknesses of Pasadena Plan, suggested implications that the Pasadena experience provides for other school districts, and examined possible alternatives to the Pasadena Plan.
Chapter X contained conclusions, recommendations, and suggestions for further study. Conclusions were made regarding the original hypotheses present in Chapter I, and additional conclusions were formed on the basic information contained in Chapters III through IX.
Major conclusions of this study included the following: (1) the pattern of accelerated racial transition that preceded the Pasadena Plan had intensified during the first two years of desegregation in Pasadena; (2) racial transition within the Pasadena public schools had reached the point that the Anglo-Caucasian student majority became a minority within district schools prior to termination of this study; (3) problems attributed to the to the Pasadena Plan actually resulted from school board and community decisions that preceded adoption of that plan; (4) viable alternatives to the present desegregation plan should be considered as possible means of decelerating present rates of racial change within the community and schools of Pasadena; (5) the Pasadena Plan represented an effective mechanical means of desegregating public schools; (6) the court order limited the flexibility of implementing desegregation in Pasadena; (7) there was conclusive evidence of “white flight” and some evidence of “bright flight” from Pasadena public schools during the first two years of desegregation; (8) fiscal problems in Pasadena adversely affected the future of effective desegregation within the schools of that community; (9) the efforts of the Pasadena Unified School District provide potential guidelines for other school districts facing similar challenges and opportunities, and (10) the Pasadena experience strongly supported that desegregation of schools does not guarantee integration within those schools.
The following recommendations were made regarding the future courses of action available to the Pasadena Unified School District: (1) the Pasadena Unified School District should request Judge Real to amend that portion of the 1970 court order which directs that no school may contain a majority of any single minority group within its school population; (2) if Judge Real refuses to amend the court order directing student assignments, the Pasadena Unified School District should legally appeal the current application of that directive on the basis of its wording; (3) if a revision in the percent court order regarding student assignments cannot be obtained through either a request for such revision or appeal procedures, the Pasadena Unified School District should implement a massive redistricting program; (4) efforts should be made to retain as large percentage of the currently qualified probationary teachers as possible; (5) greater efforts should be made to promote qualified minority personnel to positions of leadership; (6) more attention should be given to employment of non-Negro minorities at all levels of the professional staff; (7) in-service summer workshops should be initiated to sensitize certificated and classified staff members regarding problems related to racial transition and school desegregation; and (8) a crash program of remedial and diagnostic instruction in reading and mathematics should be instituted immediately.
Areas suggested for further study include projects which would: (1) concentrate upon viable methods of merging the special interests of such groups as the Black Task Force, the Mexican-American Task Force, and the Sierra Madre Task Force into a single and constructive community interest group in Pasadena; (2) compare school desegregation within Pasadena and such desegregation within similar committees not confined to the specifics of a court order; (3) evaluate the advantages and disadvantages of the educational park concept as applied to desegregated schools; (4) examine alternative methods of funding by which the present financial burden upon local school districts incident to desegregation may be reduced; (5) assess the strengths and weaknesses of phased programs of desegregation as compared to those exhibited within total and immediate desegregation programs; and (6) explore intensively those means by which school desegregation may be more effectively and readily translated into significant movement toward school integration
Walden U. : A Working Paper
Full text linkUNIVERSITY VISION Walden University envisions a distinctively different 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good. UNIVERSITY MISSION Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar/practitioners so that they may transform society. UNIVERSITY GOALS 1. To provide multicontextual educational opportunities for career learners. 2. To provide innovative, learner-centered educational programs that recognize and incorporate the knowledge, skills and abilities students bring into their academic programs. 3. To provide its programs through diverse processual learning approaches, all resulting in outcomes of quality and integrity. 4. To provide an inquiry/action model of education that fosters research and discovery, critical thinking, and results in professional excellence. 5. To produce graduates who are scholarly, reflective practitioners and agents of positive social change