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The goal of the doctoral dissertation summarized here was to develop a set of recommended guidelines to be used in developing standards and procedures for elementary and secondary public school facility construction in Arizona. The study focuses on determining the essential elements of these guidelines and on determining which of these elements are most likely to be subject to state jurisdiction, local jurisdiction after receiving state guidance, and local jurisdiction without state guidance or regulatory control. The research data and generalizations were organized into ten guidelines that were divided into two main categories of responsibility. The first category is that in which the state department of education should make recommendations that are then subject to local decision-making. This area includes school plan needs, standards and educational policy, educational specifications, finance, and building design. The second area is that in which decision-making ought to be entirely up to local districts. It includes public relations, architectural services, site selection and acquisition, construction services, and accepting and occupying buildings. (Author/IRT)

The primary purposes of the doctoral dissertation summarized here were to identify the job satisfaction of teaching staffs of selected extended school year programs in operation during the 1971-72 school year and to analyze the opinions of teachers concerning the effects of the extended school year program on student achievement, pupil-teacher relationships, and student attitudes toward school. Four major categories of extended school year programs were studied: extended summer school, voluntary fourth quarter, rotating quarter or semester (45-15 plan), and mandatory fourth quarter or lengthened school year. General conclusions were that senior high school teachers were more satisfied than others, that level of training was not a clear determinant of job satisfaction, that the voluntary fourth quarter plan was most satisfying to teachers, that the mandatory fourth quarter program was a close second in teacher satisfaction, and that teacher involvement in planning, curriculum development, and staff orientation were all determining factors of teacher job satisfaction. Recommendations and implications of the study are included. (Author/IRT)