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1. Maternal Obesity, Diabetes, Preeclampsia, and Asthma during Pregnancy and Likelihood of Autism Spectrum Disorder with Gastrointestinal Disturbances in Offspring

Author

Carter, Sarah A., Lin, Jane C., Chow, Ting, Yu, Xin, Rahman, Md Mostafijur, Martinez, Mayra P., Feldman, Klara, Eckel, Sandrah P., Chen, Jiu-Chiuan, Chen, Zhanghua, Levitt, Pat, Lurmann, Frederick W., McConnell, Rob, and Xiang, Anny H.

Abstract

Gastrointestinal disturbances (GIDs) are relatively common in children diagnosed with autism spectrum disorder (ASD). This study assessed associations between maternal obesity, diabetes, preeclampsia, and asthma and likelihood of ASD with GIDs. This retrospective cohort study included 308,536 mother-child pairs of singletons born between 2001 and 2014 in a single integrated health care system. Social demographics, maternal health conditions during pregnancy, and child's ASD and/or GID diagnosis by age 5 were extracted from electronic medical records. Child's outcome was classified as: no ASD no GIDs; no ASD with GIDs; ASD no GIDs; and ASD with GIDs. Multinomial logistic regression was used to estimate odds ratios of child's outcomes associated with maternal exposures, adjusting for covariates. Compared to children with neither disorder, each maternal condition was associated with higher odds of no ASD with GIDs, ASD no GIDs, and ASD with GIDs. Association was greatest for likelihood of ASD with GIDs (Maternal obesity odds ratio (95% confidence interval): 1.37 (1.22-1.54); Diabetes: 1.50 (1.28-1.76); Preeclampsia: 1.63 (1.36-1.95); Asthma: 1.39 (1.17-1.67); relative to no ASD no GIDs). Associations were robust to mutual adjustment for all maternal exposures. Maternal obesity, diabetes, preeclampsia, and asthma exposure during pregnancy may increase likelihood of both GIDs and ASD with or without co-occurring GIDs in offspring. This association was greatest in children diagnosed with ASD with co-occurring GIDs.

Published
2023
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2. Triennial Evaluations: Divorcing the Means from the Ends

Author

Brigham, Frederick J., Claude, Christopher M., and McKenna, John William

Abstract

Confusion among stakeholders regarding some aspects of the special education process--chiefly the triennial reevaluation--leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will acquiesce and decline the evaluation. Although this may be appropriate for some students, for others it can be a highly questionable and counterproductive decision. We illustrated the ways that avoiding triennial evaluations could hamper the ability of the LEA to adequately foster the student's independence, monitor the student's disability condition, and set and reach the student's Individual Education Plans (IEP) goals. We argued that the major issue in decisions regarding triennial evaluations is centered on determining if a student is still eligible for special education services. This places too much attention on test-based eligibility and too little on educational needs, transition needs, and the instructional program. Triennial reevaluations should pivot from an "eligibility" focus to a "needs" focus, allowing schools and parents to gain a fresh understanding of the individual receiving the services. Failure to do so raises questions about the fidelity of assessment within the structure of special education service provision. Finally, we suggested that the motives underlying the practices for triennial evaluations illustrated here call the pragmatic acceptability of "full inclusion" into question.

Published
2021

3. Stair versus Elevator Use in a University Residence Hall Setting

Author

Berardi, Vincent, Rosenberg, Benjamin D., Srivastava, Sophie, Estrada-Rand, Noah, and Frederick, Julia

Abstract

Objective: Determine the temporal and spatial characteristics of stairs versus elevator use in a university residence hall to inform future physical activity promotion efforts. Participants: All residents and visitors for a single, four-story residence hall dormitory building located on a college campus in Orange, CA. Methods: Smart mat systems capable of detecting pedestrian traffic were placed in front of the stairs and elevators on each floor plus a basement. Generalized additive mixed models (GAMMs) were used to compare stair versus elevator usage at different times of the day and on different floors. Results: Stair versus elevator use varied much more throughout the day on floors nearest to the ground floor, with stair use most common in the morning. Overall, the elevator was used more frequently on higher floors, with less variation throughout the day. Conclusion: To be most effective, future stair promotion interventions should target residents on higher floors and in the morning.

Published
2023
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4. Funds of Knowledge in Making: Reenvisioning Maker Education in Teacher Preparation

Author

Shin, Myunghwan, Lee, Jane Jiyoung, and Nelson, Frederick Peinado

Abstract

Despite the growth of the Maker Movement, few studies have examined what learning opportunities in teacher education programs facilitate preservice teachers' understanding of inclusive making for students from diverse backgrounds. This study explored how preservice teachers used their funds of knowledge for making projects in a STEM education course and how the use of these funds of knowledge influenced their perspectives on maker education. Guided by ethnographic research principles, we analyzed qualitative data collected from 15 preservice teachers. The findings show that preservice teachers used their diverse funds of knowledge in ways that: (a) transformed making practices into personally relevant learning activities, (b) positioned themselves as experts, (c) facilitated mutual learning, and (d) provided a significant resource for creative ideas in advancing making projects.

Published
2022
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5. Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

Author

Campbell, Conni, Ayala, Carlos Cuauhtémoc, Railsback, Gary, Freking, Frederick W., McKenna, Corey, and Lausch, David

Abstract

The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple years of implementation with three approved TPA models, and despite the recent advent of edTPA as a national-level teaching performance assessment, many question whether the TPAs have value. The purpose of the present study was to examine newly employed teachers' perceptions of the value of TPAs. This study is the first to explore the experiences of candidates who were required to pass a TPA to earn a teaching license. Both quantitative and qualitative data were collected via a 10-question survey using a Likert scale and an opportunity for open-ended comments from 1,000 participants.

Published
2016

6. Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute

Author

Thomas B. Fordham Institute and Hess, Frederick M.

Abstract

Digital learning makes possible the "unbundling" of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the quality-control systems and metrics that have been devised for traditional school structures. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge. In the end, he recommends using all three approaches in careful combination so as to leverage their strengths and offset their weaknesses. In practice, that means demanding transparent financial information from providers, holding them to account for student achievement gains whenever possible, and developing "crowd-sourcing" reporting systems to help educators, parents, and students identify the most effective purveyors of online learning. (Contains 14 footnotes.)

Published
2011

7. America's Best (and Worst) Cities for School Reform: Attracting Entrepreneurs and Change Agents

Author

Thomas B. Fordham Institute, Hess, Frederick M., Palmieri, Stafford, and Scull, Janie

Abstract

This study evaluates how welcoming thirty American cities--the twenty-five largest and five smaller "hotspots"--are to "nontraditional" problem-solvers and solutions. It assumes that the balky bureaucracies meant to improve K-12 education and hold leaders accountable are so calcified by policies, programs, contracts, and culture that only in the most exceptional of circumstances can they be fixed simply by top-down applications of new curricula or pedagogy. To determine the cities with the most reform-friendly ecosystems, analysts examined six domains that shape a jurisdiction's receptivity to education reform: (1) Human Capital; (2) Financial Capital; (3) Charter Environment; (4) Quality Control; (5) District Environment; and (6) Municipal Environment. Drawing on publicly available data, national and local survey data, and interviews with on-the-ground insiders, analysts devised a grading metric that rated each city on its individual and collective accomplishments in each of these areas. What did they discover? Few cities are rolling out the red carpet for education entrepreneurs. No cities were awarded As and just a handful of cities received Bs when measured for their hospitability towards reformers. The majority fell in the C range, half a dozen in the D to F range, and the remainder had too little data to judge (see Table 1, page 8). Low-scoring cities were characterized by lethargic district administration, inert political leadership, arcane staffing policies, and unsupportive (or silent) local business and philanthropic communities. They also found that cities are making greater strides in some areas than others: (1) They do best at drumming up sources of financial capital to advance reform: Nine cities earned As and ten earned Bs; support from outside the district is also strong, with municipal environment seeing nine As and eight Bs; (2) They fare least well when it comes to district environment, where a third got Fs; and (3) Grades were generally mixed with respect to human capital, charter environment, and quality control. Finally, substantial variation exists within states that had more than one city in the study. This suggests that entrepreneurial fate is not sealed by state lines: local officials, educators, and reformers can shape their own destiny. Appendices include: (1) Methodology; (2) Scoring Rubric; and (3) A list of organizations whose members helped to shape the study design and survey instruments. Individual sections contain footnotes and tables. [The foreword for this report was written by Chester E. Finn, Jr. and Amber M. Winkler. Funding for this paper was also provided by the Richard M. Fairbanks Foundation, Inc.]

Published
2010

8. The False Promise of Public Pensions

Author

Hess, Frederick M. and Squire, Juliet P.

Abstract

The vast majority of public employees--including teachers--are enrolled in defined-benefit pension plans. These plans are usually the product of state legislation that determines eligibility, benefit formulas, employer and employee contributions, and how payments will be calculated when an employee retires or leaves the system. Once an employee has become vested in a pension plan, they are guaranteed retirement income based on that formula. Teacher pension systems pose two challenges for K-12 schooling. The first are the temptations of "irresponsible fiscal stewardship." The second challenge is that pension arrangements "hinder efforts to boost teacher quality" by making it more difficult to attract talent in the contemporary labor market. Fiscal crisis and the alignment of the political stars have helped some states and localities to address the first challenge, yielding more sustainable benefit levels. However, reforms have done little to rationalize these systems for a changing labor market. Addressing the pension challenge is not merely a matter of technical patches; it is a question of politics. In this article, the authors discuss the politics and the false promise of public pensions and present a story which illustrates that it is only when the gloom of crisis finally descends that public officials muster the will to address the mismatch between promises and resources. They describe four simple truths that characterize public pension politics and offer three tacks that pension reformers might take in the political landscape.

Published
2010

9. 'But the Pension Fund Was Just 'Sitting' There.' The Politics of Teacher Retirement Plans. Working Paper 2009-04

Author

American Enterprise Institute for Public Policy Research, Hess, Frederick M., and Squire, Juliet P.

Abstract

The tension at the heart of pension politics is the incentive to satisfy today's claimants in the here-and-now at the expense of long-term concerns. Rules and auditing standards are intended to tame this kind of short-sighted behavior in the private sector. In the public sector, the primary safeguard is the hope that public officials will not be unduly tempted by short-term considerations or influential constituencies. Teacher pensions, in particular, pose two challenges. The first challenge is that political incentives invite "irresponsible fiscal stewardship," as public officials make outsized commitments to employees. The second is that incentives "hinder modernization," as policymakers avoid the politically perilous task of altering plans ill-suited to attracting talent in the contemporary labor market. The alignment of the political stars has helped states and localities to address the first challenge, but there is little evidence of a willingness to tackle the second. This paper illustrates those dynamics through discussions of fiscal crises in New Jersey, Oregon, and San Diego and the way in which those crises created opportunities for addressing funding shortfalls. It closes by suggesting several political strategies that could make pension challenges more tractable and encourages public officials and especially state legislators to be more responsible fiscal stewards or to revisit anachronistic retirement systems in pursuit of improved teacher quality. (Contains 129 endnotes and 1 figure.) [This paper was originally prepared for the second annual conference at the National Center for Performance Incentives in February 2009.]

Published
2009

10. The Politics of Ethnic Studies, Cultural Centers, and Student Activism: The Voices of Black Women at the Academic Borderlands

Author

Smith, Frederick

Abstract

Through employing critical narratives, this qualitative study examined the experiences of Black women who utilized their scholarship and activism to address campus climates at a predominantly Chicanx Latinx institution in Southern California. Six Black women--two faculty, two staff, and two students--participated in the study. All participants were active with Ethnic Studies (Pan-African Studies), the campus Cross Cultural Centers, and Black Student Union student organization in some capacity. Literature on the three areas focuses on the history of and ongoing struggle to exist, significance to campus life, and meaning in the lives of marginalized and minoritized communities. The study used three frameworks: Critical Pedagogy, Critical Race Theory, and Black Feminist and Black Womanist Theory to analyze the critical narratives of the women. Findings revealed Black women integrate community issues into their professional and personal lives, experience rare moments of being celebrated, and must contend with intentional efforts to silence their voices and activism. This study, informed by the Ethnic Studies politics of higher education, contributes to this field by identifying how Black women activists contribute to the moral and ethical leadership of campus climate conversations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2018

11. The Leadership Limbo: Teacher Labor Agreements in America's Fifty Largest School Districts

Author

Hess, Frederick M. and Loup, Cody

Abstract

In the era of No Child Left Behind, principals are increasingly held accountable for student performance. But are teacher labor agreements giving them enough flexibility to manage effectively? This study answers this question and others. It examines how much flexibility school leaders enjoy on key dimensions of management in America's fifty largest school districts. Among the main findings: (1) Thirty, or more than half, of the 50 districts have labor agreements that are ambiguous--The collective bargaining agreements and the formal board policies in these districts appear to grant leaders substantial leeway to manage assertively, should they so choose; (2) Fifteen of the 50 districts are home to Restrictive or Highly Restrictive labor agreements--Nearly 10 percent of the nation's African-American K-12 students population attend school in the 15 lowest-scoring districts-making these contracts major barriers to more equal educational opportunity; (3) The study also found that districts with high concentrations of poor and minority students tend to have more restrictive contracts than other districts-another alarming indication of inequity along racial and class lines; (4) The study also found that districts with high concentrations of poor and minority students tend to have more restrictive contracts than other districts-another alarming indication of inequity along racial and class lines; (5) The labor agreements of the nation's 50 largest districts are particularly restrictive when it comes to work rules; and (6) Most of these agreements are also quite restrictive when it comes to rewarding teachers for service in hard-to-staff subject areas such as math and science, with 31 actually prohibiting districts from doing so. The lesson that thoughtful reformers should take from these findings is not that they need to author new, inflexible state plans governing hard-to-staff schools or develop new performance-based pay schemes. Rather, there is a need to move on multiple fronts to promote flexibility for district and school leaders--and to ensure that leaders are prepared for their roles and held accountable for using authority appropriately and effectively. Concluding this report are several recommendations. (Contains 6 tables and 53 notes.) [This study was produced by the Thomas B. Fordham Institute, Washington, DC, an affiliate of the Thomas B. Fordham Foundation. Foreword by Chester E. Finn, Jr. and Michael J. Petrilli.]

Published
2008

12. Building an International Student Teaching Program: A California/Mexico Experience.

Author

Baker, Frederick J. and Giacchino-Baker, Rosalie

Abstract

This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners. The first part of the paper discusses the history of international student teaching and describes common program features. The paper goes on to describe the uniqueness of the Mexicali Program, then explains how project coordinators from California State University San Bernardino and California State Polytechnic University Pomona: (1) selected and prepared three California credential candidates to student teach in Mexico; (2) established and maintained partnerships with Mexican educators at the Centro de Ensenaza Tecnica y Superior, Mexicali, Mexico; (3) documented program effectiveness; and (4) established guidelines for organizing future international field experiences. The paper concludes that international student teaching options should be available through more teacher education programs because of their potential for preparing new teachers to work in multicultural classrooms. (Contains 11 references.) (SM)

Published
2000

13. Future Teachers' Concerns in Undergraduate Studies: 'What if I Can't Teach It?'

Author

Tracz, Susan M., Wandeler, Christian, Bennet, Lisa H., Yun, Cathy, and Nelson, Frederick Peinado

Abstract

Undergraduate programs for teachers often do not satisfy future teacher needs. The goal of this project was to improve the undergraduate experiences of future teachers at a California State University in two areas: the quality of pedagogy in content courses and creating cohorts for better scheduling and on-time graduation. Students participated in 11 focus groups to explore the impact of changes on their experiences in courses, their own pedagogical beliefs, and their connections within cohorts. Themes centered on growth in awareness of the importance of pedagogy, feelings that practical needs of future teachers were better addressed, and newly formed cohorts benefited from a stronger sense of community and improved scheduling.

Published
2017

14. Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis

Author

Guo, Ying, Sun, Shuyan, Breit-Smith, Allison, Morrison, Frederick J., and Connor, Carol McDonald

Abstract

Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid- or high-SES students. Students' behavioral engagement and reading were assessed in preschool, 1st grade, 3rd grade, and 5th grade. Results showed that reading achievement in preschool predicted subsequent behavioral engagement in 1st grade and reading achievement in 3rd grade predicted subsequent behavioral engagement in 5th grade. However, behavioral engagement did not significantly predict later reading achievement. Furthermore, although the relationship patterns between reading achievement and subsequent behavioral engagement were the same across the 2 groups, the strength of relations was stronger for low-SES students.

Published
2015
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15. Positive Youth Development in a School-Based Setting: A Study of the Los Angeles Police Academy Magnet School Program. PRGS Dissertation

Author

Frederick S. Pardee RAND Graduate School and Maloney, Shannon

Abstract

Positive youth development (PYD) orients youth toward pro-social and forward-looking behavior through programs that emphasize youth empowerment and involvement, focus on skill development and character building, incorporate community collaboration at multiple levels, and include positive adult role models and mentors that interact with youth in meaningful ways. Research has shown that youth exposed to programs with these features are more likely to demonstrate traits associated with development along a positive life trajectory, represented by a life free from substance abuse and violence and rich with meaningful relationships, a healthy sense of self, satisfying career, and clear ties to one's larger community. This report expands on the current research into PYD programs and youth outcomes by examining PYD features in a public school setting. An existing program, the Los Angeles Police Academy Magnet School Program (LAPAMS), serves as a case study to examine the extent to which PYD features are incorporated in this particular mode of delivery. Specific program features, such as including law enforcement officers as key program mentors and extending the program across several years, may provide insights into how PYD approaches can be utilized by non-traditional community agents to reach youth in new ways. The report explores how law enforcement officer attributes, length of exposure to LAPAMS programming, and early exposure to LAPAMS programming relate to a set of youth outcomes. The following chapters are included: (1) Positive Youth Development; (2) The Los Angeles Police Academy Magnet School Program: A Public School-Law Enforcement Partnership that Promotes Positive Youth Development; (3) Study Aims and Approach; (4) LAPAMS and Positive Youth Development; (5) Police officers in the LAPAMS program; (6) LAPAMS Program Exposure, Officer Quality and Selected Youth Outcomes; and (7) Discussion. The following are appended: (1) Descriptions of the PYD philosophy and approach to youth programs; (2) Police Academy Magnets Evaluation Oral Consent Script--Survey; (3) Police Academy Magnets Evaluation Oral Consent Script--Student Interview; (4) Interview Protocol for LAPAMS Students; (5) LAPAMS Features by school; (6) Officer ratings by school; (7) Years in LAPAMS and Student Outcomes--Background Covariate Details; (8) Exposure by Years in LAPAMS with Grade Level as Covariate; and (9) Exposure by Attended LAPAMS in Middle School.

Published
2014

16. Credit Hours with No Set Time: A Study of Credit Policies in Asynchronous Online Education

Author

Prasuhn, Frederick Carl

Abstract

U.S. public university system policies were examined to learn how credit hours were determined for asynchronous online education. Findings indicated that (a) credit hour meaning and use are not consistent, (b) primary responsibility for credit hour decisions was at the local level, and (c) no policies exist to guide credit hour application for asynchronous online education. An unexpected finding indicated that an alternative was possible: a potential new method to track learning may be competency-based education.

Published
2014
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17. Three Essays on Education Reform in the United States. PRGS Dissertation

Author

Frederick S. Pardee RAND Graduate School and Scherer, Ethan

Abstract

It has long been thought that the United States education system is the great equalizer, lifting less advantaged children out of poverty and improving their chances for success in adulthood. The opportunity for economic and social mobility depends heavily, however, on access to high quality education. Recent research has raised concerns about degradation in the quality of schools serving higher-poverty neighborhoods: The achievement gap between low- and high-poverty students appears to have widened over the last quarter century (Reardon, 2011). In response to these concerns, federal, state, and local officials have enacted countless education reforms to improve the outcomes of low-income students. This dissertation examines two of those reforms to better understand how and if they are working. The first paper focuses on California's state education accountability reform, which allowed the state to identify low-performing schools and target improvement efforts. The paper concentrates on a previously unstudied potential consequence of the reform: Whether the information on school academic performance, which had been previously unavailable, enabled voters to hold local leadership accountable. The second and third papers assess a comprehensive reform to improve teacher and principal talent in high-poverty, low-performing schools. While the reform has various components, its main features are recruitment, retention, and performance bonuses for teachers and principals in schools with a greater concentration of high-poverty students. The third paper expands on these findings by exploring whether improving the talent within a school has an effect on student outcomes. Results suggest that while the program was not effective during the first three years of implementation, in the fourth year it shifted student performance by 0.28 standard deviations. Papers included: (1) Does Information Change Voter Behavior? An Analysis of California's School Board Elections; (2) Can recruitment and retention bonuses attract teachers to low performing schools? Evidence from a policy intervention in North Carolina; and (3) Can principal and teacher bonuses improve student achievement? Evidence from a policy intervention in North Carolina.

Published
2014

18. What Makes a Successful Principal? Incorporating School Principal Background in State and District Policy

Author

New Leaders, Frederick S. Pardee RAND Graduate School, and Pierson, Ashley

Abstract

School principals' education and professional experience shape their approach to school leadership and how successful their students will be. However, it is not clear from existing research which aspects of principal education and professional experience are related to student outcomes and principal retention. This dissertation explores aspects of a potential principal's education and professional experience that states and school districts should look for and cultivate in candidates for the position of school principal. The work was guided by two research questions: 1) how are principals' education and professional experience related to student outcomes and principal retention? and 2) how can state certification and district hiring policies better incorporate information about a principal's education and professional experience to improve principal effectiveness? Using information on principals trained by the New Leaders program and school-level data from four large urban districts, I analyzed the relationships between principal education and professional experience and student outcomes and principal retention. I examined state certification and district hiring policies for the four urban districts used in the analysis and conducted a survey of 33 districts regarding their hiring policies and practices. From this research, I provide recommendations designed to inform state certification policy, district hiring policy, and training program curricula. The following are appended: (1) Principal Hiring Survey; (2) Coding Rules and Variable Description; and (3) Additional Results. [This dissertation was supported by the Susan Way-Smith Dissertation Grant in Education.]

Published
2014

19. A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice among Effective California High Schools Serving Socioeconomically Disadvantaged and English Learners

Author

Peariso, Jamon Frederick

Abstract

This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB accountability era. Differences found in eight specific demographic variables were analyzed in combination with data obtained from principals' responses on the Principal Instructional Management Rating Scale (PIMRS) and the Principal Beliefs Survey (PBS, a variation of the Teacher Beliefs Survey). The population comprised of principals whose schools have met their API growth targets for two consecutive school years school wide and for socioeconomically disadvantaged, English learner subgroups. A volunteer rate of 51% (N = 36) was obtained from a population of 71. Results indicate that effective high school principals frequently engaged in instructional leadership behaviors. Concerning pedagogy, principals held eclectic beliefs, but were united in the beliefs of accountability and the importance of a prescriptive, well designed curriculum. Subjects' gender, ethnicity, and the percentage of instructional leadership delegated were not significantly different in regards to principals' instructional leadership practices or pedagogical beliefs. Significant differences were found among a few specific instructional leadership practices and pedagogical beliefs based on subjects' education level, overall years as a classroom teacher, subject taught as a teacher, overall years as the current principal, and overall years of administrative experience. From the findings, a contingency model of principals' pedagogical beliefs was developed. Additionally, reliability testing was performed on both instruments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2011

20. 'But the Pension Fund Was Just 'SITTING' There...': The Politics of Teacher Retirement Plans

Author

Hess, Frederick M. and Squire, Juliet P.

Abstract

The tension at the heart of pension politics is the incentive to satisfy today's claimants in the here and now at the expense of long-term concerns. Teacher pensions, in particular, pose two challenges. The first is that political incentives invite irresponsible fiscal stewardship, as public officials make outsized short-term commitments to employees. The second is that incentives hinder modernization, as policy makers avoid the politically perilous task of altering plans ill suited to attracting talent in the contemporary labor market. The alignment of the political stars has helped some states and localities to address the first challenge, but far too few have demonstrated a willingness to tackle the second. We illustrate the political dynamics through discussions of pension plans in New Jersey, Oregon, and San Diego, California, and suggest several political strategies that could make pension challenges more tractable and encourage public officials to be responsible fiscal stewards or to revisit anachronistic retirement systems.

Published
2010
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21. 'But the Pension Fund Was Just Sitting There...'--The Politics of Teacher Retirement Plans. Conference Paper 2009-09

Author

Vanderbilt University, National Center on Performance Incentives, Hess, Frederick M., and Squire, Juliet P.

Abstract

The tension at the heart of pension politics is the incentive to address today's claimants and focus on the here-and-now at the expense of long-term concerns and more dispersed constituencies. In the private sector, rules and regulations seek to tame corner-cutting and short-sighted behavior. In the public sector, the primary safeguard is the self-discipline of public officials and the hope that they will not be unduly tempted by short-term electoral considerations or influential constituencies. Teacher pensions, in particular, pose two challenges for K-12 schooling. The first challenge is the political incentives that lead to irresponsible fiscal stewardship, as public officials make commitments to employees that outstrip the available funds. The second is that of electoral considerations which hinder modernization, as policymakers dance around existing structures built to serve an industrial-era workforce and ill-suited to attracting talent in the contemporary labor market. The alignment of the political stars has helped states and localities to address the first challenge, but there has been little evidence of a willingness to tackle the second. The authors examine the political control of public pensions, the influence of teacher associations, and the lack of institutional constraints on public officials to explain the severity of these challenges. Those dynamics are illustrated via discussion of fiscal crises in New Jersey, Oregon, and San Diego and the way in which those crises created opportunities for addressing enormous shortfalls in funding. The authors close by suggesting several measures that may encourage public officials to be more responsible fiscal stewards or to revisit anachronistic retirement systems in order to promote teacher quality. (Contains 124 footnotes.)

Published
2009

22. Growing a New Generation of Music Teachers

Author

Burrack, Frederick

Abstract

In many parts of the United States, there is a growing shortage of music teachers to take the place of the retiring teachers. This is most evident in rural areas. If music teachers are not available to fill openings, music positions are sometimes combined, spreading music teachers too thin and requiring them to possess multiple music proficiencies. Sometimes the only option for rural schools is to hire teachers on temporary licensure who have not achieved music certification. This issue necessitates increasing the number of students interested in becoming music teachers and focusing on careers in difficult-to-fill positions. Looking more deeply into the reasons students choose to become music teachers, Martin Bergee's 2001 survey of MENC collegiate members revealed that a majority of music education majors decided to become music teachers while still in high school and 14 percent during their elementary or middle school years. This article discusses the Music Teacher Apprenticeship Program which was implemented by the Kansas Music Educators Association. This program was designed around an apprenticeship program implemented at Carroll High School in Carroll, Iowa, and another in Huntington Park High School in Huntington Park, California, in the 1990s. Its goal is to incite interest in pursuing the music teaching professions and to develop well-rounded musicians who would be capable of successfully completing a degree in music education. (Contains 1 figure and 6 notes.)

Published
2009
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23. A Contextual Overview of the Modified Consent Decree in the Los Angeles Unified School District

Author

Weintraub, Frederick J., Myers, Robert M., Hehir, Thomas, and Jaque-Anton, Donnalyn

Abstract

Since 1996, the Los Angeles Unified School District (LAUSD), located in Southern California, has been under a federal court consent decree requiring compliance with laws pertaining to the delivery of special education services and the elimination of architectural barriers in schools. In 2003, the consent decree was modified, creating performance-based outcomes. This article presents a contextual overview of the modified consent decree (MCD) in the LAUSD and provides a brief discussion of the major provisions of the MCD. It discusses how the MCD's performance-based approach has led to dramatic changes in the way special education is designed and delivered in the LAUSD and how it has improved the district's ability to ensure compliance with federal and state policies and increase the performance of the students it serves. This article also discusses the importance of a data system to a performance-based consent decree, which provides accurate data on which the performance of the district can be measured and through which the district can know where to target interventions and assess their effectiveness. A brief discussion of the three data systems, such as (1) individualized education program (IEP) development and management system; (2) student information system; and (3) decision support system, is presented.

Published
2008

24. 'Mendez v. Westminster School District': How It Affected 'Brown v. Board of Education'

Author

Aguirre, Frederick P.

Abstract

Most Americans are keenly aware of the African American civil rights movement. However, few know about the comparable struggle of Mexican Americans to enjoin the practice of segregated public schools in the Southwest. This article analyzes "Mendez v. Westminster School District," a 1946 federal court case that ruled that separate but equal schools for Mexican American children in Orange County, California, was unconstitutional and that influenced the famous 1954 case of "Brown v. Board of Education."

Published
2005
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25. Life along the Margins

Author

White, Frederick

Abstract

Southern California serves as the location for the incidents described in this article. An up-and-coming midsize "Christian" university, noted for its yearly rise in the "U.S. News: America's Best Colleges" to the top twenty-five universities of its size, locates and contextualizes these experiences along the author's journey. The author's encounters reflect transitions from being an undergraduate student, to a graduate student, to part-time faculty, and eventually, to a full-time assistant professor of English. The author addresses all these phases since they all transpired at the same institution; though he briefly includes his student status, the bulk of his experiences occur while being a teacher. The author offers experiences to empathize and prepare others for what may happen to them. Injustice, based on race or not, is never pleasant, but when individuals are victims of injustice simply based on their ethnicity they need strength to live beyond the pain. The author finds much of mainstream America very distant from Native American reality, and the author welcomes opportunities to correctly inform students and colleagues about misperceptions, in some cases a lack of perception, about Native Americans. (Contains 6 notes.)

Published
2003

26. Distributional Equity in Student Subsidies for Higher Education in California.

Author

Thompson, Frederick and Jones, L. R.

Abstract

In response to Lee Hansen and Burton Weisbrod's study conducted over a decade ago, California policy has attempted to shift a greater portion of the burden of support for higher education from lower income families. A recent reexamination of the study by Joseph McGuire that disputes the original study is challenged. (JMD)

Published
1979

27. THE INFLUENCE OF DISCRIMINATIVE CONTEXT ON THE RELATIVE EFFECTIVENESS OF PERCEPTUAL AND GRAPHEMIC REPRESENTATIONS IN SECOND-LANGUAGE LEARNING.

Author

Stanford Univ., CA., KUNIHIRA, SHIROU, and MCDONALD, FREDERICK J.

Abstract

THE TWO FOLD PURPOSE OF THIS STUDY WAS TO (1) INVESTIGATE THE RELATIVE EFFECTIVENESS OF GRAPHEMIC AND PERCEPTUAL REPRESENTATIONS IN TEACHING CONCEPTS OF FOREIGN LANGUAGE WORDS, AND (2) DETERMINE WHAT HAPPENS UPON PRESENTING SUCH REPRESENTATIONS IN THE CONTEXT OF OTHERS. FOR THE PURPOSES OF THIS STUDY, A PERCEPTUAL REPRESENTATION WAS DEFINED AS "A COLOR OR A LINE-DRAWING" OF AN OBJECT, AND A GRAPHEMIC REPRESENTATION AS AN "ENGLISH NAME FOR A COLOR, GEOMETRIC FIGURE, OR AN OBJECT." STUDY PARTICIPANTS WERE 136 SIXTH-GRADE PUBLIC SCHOOL CHILDREN. USING VARIOUS TREATMENTS, THESE CHILDREN WERE TRAINED FOR LISTENING COMPREHENSION OF 12 JAPANESE NAMES FOR COLORS AND OBJECTS, AND THEN TESTED FOR UNDERSTANDING OF THESE JAPANESE WORDS IMMEDIATELY AFTER TRAINING AND 1 WEEK LATER. READING COMPREHENSION WAS ALSO TESTED (ABILITY TO READ THE JAPANESE WORDS IN ROMANIZED SPELLING). FINDINGS INDICATED THAT PERCEPTUAL REPRESENTATION TRAINING RESULTED IN BETTER LISTENING AND READING COMPREHENSION THAN GRAPHEMIC TRAINING. TRAINING WITH OR WITHOUT DISCRIMINATIVE CONTEXT DID NOT RESULT IN SIGNIFICANT DIFFERENCES IN COMPREHENSION. (JH)

Published
1966

28. INSERVICE DESIGN FOR A SMALL SCHOOL DISTRICT.

Author

Frederick Burk Foundation for Education, San Francisco, CA. and HAAN, AUBREY S.

Abstract

THE OBJECTIVES OF THE SUMMER SCHOOL WORKSHOP PROGRAM WERE (1) TO UPGRADE THE TEACHING OF SOCIAL STUDIES AS OUTLINED IN "THE SOCIAL STUDIES FRAMEWORK FOR PUBLIC SCHOOLS IN CALIFORNIA," (2) TO STRENGTHEN LOCAL DISTRICT LEADERSHIP IN THE AREA OF SOCIAL STUDIES, (3) TO FOCUS UPON ORGANIZING CENTERS FOR UNITS OF WORK TAUGHT IN SUMMER DEMONSTRATION SCHOOL, (4) TO ENCOURAGE TEACHERS TO USE THE INQUIRY APPROACH TO FOSTER THE DEVELOPMENT OF COGNITIVE ABILITY IN CHILDREN, AND (5) TO FOCUS TEACHER ATTENTION UPON N. E. A. BULLETIN "GUIDING CHILDREN THROUGH THE SOCIAL STUDIES." THE PROGRAM WAS PLANNED SO THAT DEMONSTRATION CLASSES OF SOCIAL STUDIES, GRADES THREE AND SIX, WERE OBSERVED BY THE WORKSHOP GROUP. SEMINARS, FOLLOWING THESE DEMONSTRATIONS, WERE LED BY THE DIRECTOR OF THE WORKSHOP. WORK PERIODS FOR THE WORKSHOP GROUPS WERE INCLUDED, DURING WHICH THE WORKSHOP STAFF SERVED IN A CONSULTING CAPACITY. THE WORK PERIODS WERE DEVOTED TO PLANNING AND WORKING FOR THE INCORPORATION OF WORKSHOP IDEAS INTO THE STRUCTURE OF SOCIAL STUDIES CURRICULUM. INDICATION SHOWS THAT AFTER THE FIRST YEAR'S RESEARCH STUDY, THE INSERVICE DESIGN IS SOUND AND THE PURPOSES OF THE PROGRAM ARE BEING ACHIEVED. WORKSHOPS PLANNED AROUND DEMONSTRATION TEACHING, OBSERVATION, SEMINARS, AND WORK PERIODS ARE AN EFFECTIVE MEANS TO INDUCE NEW PERSPECTIVES BOTH ABOUT THE NATURE OF THE CURRICULUM AREA AND TEACHING INVOLVED. (GC)

Published
1966

29. Workshop for New Community Junior College Presidents and Their Wives.

Author

California Univ., Los Angeles. Graduate School of Education and Kintzer, Frederick C.

Abstract

The activities of and papers presented at the annual Summer Workshop for New Community Junior College Presidents and their wives, held at UCLA, July 9-14, 1972, are provided in this report. The papers and their authors are as follows: "Toward Efficiency in Community College Instruction" by B. Lamar Johnson, "The Human Relations Process" by William J. Crockett, "Administrative Organization and Leadership in the Community Junior College" by R. Dudley Boyce, "Administrative Biases on Making Democratic Administration Work" by John W. Dunn, "Communication" by Edward Simonsen, "Administrate: A Simulation Game for New College Presidents" by Eileen P. Kuhns. "Some Horizons for Leaders" by Norman C. Harris, and "Community College Presidents" by James L. Wattenbarger. A list of the names of the workshop staff and of the workshop participants is provided. (DB)

Published
1972

30. AN INVESTIGATION OF READABILITY LEVELS OF JUNIOR COLLEGE FACULTY HANDBOOKS.

Author

California Teachers Association, Burlingame. and KINTZER, FREDERICK C.

Abstract

THE FLESCH READING EASE FORMULA WAS APPLIED TO SELECTED SECTIONS OF THE 1965-66 FACULTY HANDBOOKS FROM 61 CALIFORNIA AND ARIZONA JUNIOR COLLEGES IN AN EFFORT TO DETERMINE WHETHER THEY WERE WRITTEN IN A STYLE TO PROVIDE MAXIMUM OPPORTUNITY FOR COMPREHENSION. THE HANDBOOK SECTIONS STUDIED WERE (1) INTRODUCTORY MATERIAL, (2) GRADING POLICIES AND PRACTICES, (3) ADMISSION AND ATTENDANCE POLICIES AND PRACTICES, (4) ACCIDENTS AND EMERGENCIES, (5) FIELD TRIPS, AND (6) BULLETINS AND ANNOUNCEMENTS. THE MATERIAL STUDIED, WHICH TENDED TO BE RATED AS "DIFFICULT" OR "VERY DIFFICULT," IS CONSISTENT WITH THE GENERAL EDUCATIONAL LEVEL OF JUNIOR COLLEGE INSTRUCTORS. WHILE VARIATIONS IN LEVEL CAUSE CONCERN ABOUT OVERSIMPLIFICATION, WHICH MAY DESTROY THE FLEXIBILITY AND PRECISION NECESSARY FOR FULL UNDERSTANDING OF A PARTICULAR POLICY OR PROCEDURE, MATERIAL MUST ALSO BE EASY AND INTERESTING ENOUGH TO INDUCE THE INSTRUCTOR TO BOTHER TO READ THE HANDBOOK. THIS ARTICLE IS A REPRINT FROM "CALIFORNIA JOURNAL OF EDUCATIONAL RESEARCH," VOLUME 19, NUMBER 1, JANUARY 1968. (WO)

Published
1968

31. THE CALIFORNIA PROGRAM FOR SPEECH AND HEARING HANDICAPPED SCHOOL CHILDREN.

Author

California State Dept. of Education, Sacramento., GARBEE, FREDERICK E., and STARK, EDWARD B.

Abstract

PREPARED FOR SCHOOL ADMINISTRATORS, CONSULTANTS, TEACHERS, SPEECH AND HEARING THERAPISTS, AND OTHER CONCERNED WITH EDUCATING COMMUNICATION HANDICAPPED CHILDREN IN CALIFORNIA, THE BOOKLET OFFERS HELP IN PLANNING SPEECH AND HEARING PROGRAMS. DISCUSSION OF THE NEEDS OF THE COMMUNICATION HANDICAPPED CHILD COVERS A DEFINITION OF COMMUNICATION DISORDERS AND THE SPEECH AND HEARING SPECIALIST'S FUNCTIONS, QUALIFICATIONS, SERVICES, AND RELATIONSHIP WITH THE CLASSROOM TEACHER. DISCUSSION OF LEGAL AND PROFESSIONAL FOUNDATIONS FOR A SPEECH AND HEARING PROGRAM INCLUDE SERVICES OF STATE CONSULTANTS, RESPONSIBILITIES OF SUPERINTENDENTS, AND FINANCIAL SUPPORT. ORGANIZATIONAL CONSIDERATIONS AND OBJECTIVES CONSIDERED ARE IDENTIFICATION AND EVALUATION, NUMBER OF SPECIALISTS, CASE LOAD SELECTION, LENGTH AND TYPES OF THERAPY SESSIONS, COORDINATING SERVICES, RECORD KEEPING, FACILITIES, AND SUMMER PROGRAMS. RESPONSIBILITIES OF ADMINISTRATORS, TEACHERS, THERAPISTS, AND PARENTS ARE OUTLINED. CONSIDERATION IS GIVEN TO SERVICES FOR HARD OF HEARING CHILDREN (INCLUDING A DEFINITION OF THE CHILD AND INFORMATION ON SPECIAL EDUCATIONAL SERVICES) AND TO PROGRAMS FOR DYSPHASIC CHILDREN (INCLUDING IDENTIFICATION, DIAGNOSTIC PROCEDURES, CHARACTERSITICS OF THE CHILD, SPECIAL PROGRAM COORDINATION, PUPIL PLACEMENT AND DISMISSAL, THE EDUCATIONAL PROGRAM, CLASS SIZE, EVALUATIVE PROCEDURES, AND TEACHER FUNCTIONS AND COMPETENCIES). THE APPENDIX CONTAINS REPRINTS OF TWO PAPERS ON PUBLIC SCHOOL SPEECH THERAPY, A CLASSIFICATION OF SPEECH DISORDERS, LISTS OF CREDENTIAL REQUIREMENTS, ACCREDITED TRAINING CENTERS, AND CALIFORNIA EDUCATIONAL CODE REGULATIONS PERTAINING TO SPEECH AND HEARING THERAPY PROGRAMS. SUGGESTIONS ARE MADE FOR REPORTS AND RECORDS, AND A SAMPLE ANNUAL REPORT OF THE SPEECH AND HEARING SPECIALIST IS INCLUDED. A LIST OF REFERENCES AND RECOMMENDED READINGS IS PRESENTED ON EACH MAIN TOPIC, AND AN ADDITIONAL LIST OF READINGS ON MEETING THE SPEECH AND LANGUAGE NEEDS OF MENTALLY RETARDED CHILDREN APPEARS IN THE APPENDIX. (JB)

Published
1967

32. A LINGUISTIC APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE TO KINDERGARTEN PUPILS WHOSE PRIMARY LANGUAGE IS SPANISH.

Author

Fresno State Coll., CA., Minnesota Univ., Minneapolis., BRENGLEMAN, FREDERICK H., and MANNING, JOHN C.

Abstract

THIS STUDY WAS DESIGNED TO DETERMINE WHETHER A LINGUISTICALLY ORIENTED PROGRAM OF ENGLISH LESSONS DESIGNED FOR KINDERGARTEN CHILDREN WITH SPANISH-SPEAKING BACKGROUNDS COULD SIGNIFICANTLY ACCELERATE PUPIL CONTROL OF ENGLISH. THE STUDY OBJECTIVES INCLUDED--(1) IDENTIFICATION AND DEVELOPMENT OF ADEQUATE TESTS MEASURING SUBJECT'S COMMAND OF ENGLISH SOUNDS, GRAMMAR, AND VOCABULARY,(2) DEVELOPMENT OF SUITABLE EDUCATIONAL MATERIALS TO PROVIDE INTENSIVE ENGLISH LANGUAGE DRILL, AND (3) PROVISION OF SPECIAL TRAINING FOR KINDERGARTEN TEACHERS USING THE DESIGNED MATERIALS AND PROCEDURES. MEASUREMENTS WERE MADE ON THREE POPULATION GROUPINGS BASED ON PRIOR EXPERIENCE WITH THE PROCEDURES AND MATERIALS EMPLOYED. THE CONCLUSIONS DRAWN WERE--(A) THE PHONOLOGY, SYNTAX, AND VOCABULARY OF ENGLISH CAN BE LEARNED BY SPANISH LANGUAGE-ORIENTED KINDERGARTEN PUPILS THROUGH FORMAL CLASSROOM PROCEDURES, AND THE DIFFICULTIES ARE IN THE AREA OF CLASSROOM INSTRUCTIONAL PRACTICES RATHER THAN LINGUISTIC THEORETICAL DESIGN, (B) THE MOST SIGNIFICANT IMPROVEMENTS IN PHONOLOGY AND SYNTAX ARE MADE BY PUPILS OF MINIMAL ENGLISH FACILITY, (C) BOYS RESPOND MORE SIGNIFICANTLY TO PHONOLOGICAL INSTRUCTIONS THAN GIRLS, (D) BASED ON THE RESULTS OF THE PHONEMIC PRODUCTION SURVEY, A MAJOR OBSTACLE IN DESIGNING MORE EFFICIENT ENGLISH LANGUAGE PROGRAM IS THE WIDE RANGE OF PHONEME PRODUCTION ABILITIES OF BEGINNING KINDERGARTEN SPANISH-SPEAKING PUPILS. (GC)

Published
1966

33. EVALUATION OF THE THRESHOLD PROGRAM AT LOS ANGELES VALLEY COLLEGE. SECOND REPORT.

Author

Los Angeles Valley Coll., Van Nuys, CA. and MACHETANZ, FREDERICK A.

Abstract

DURING A THREE-SEMESTER PERIOD, STUDENTS WITH SCHOOL AND COLLEGE ABILITY TEST (SCAT) SCORES BELOW THE 17TH PERCENTITLE WERE ENROLLED ON A VOLUNTARY BASIS IN SPECIAL CLASSES IN ENGLISH, SPEECH, AND PSYCHOLOGY, PLUS ONE ELECTIVE. CONTROL GROUPS FOR COMPARISON WERE SELECTED RANDOMLY FROM OTHER STUDENTS IN THE SAME SCAT GROUP. MORALE IN THESE "THRESHOLD" CLASSES HAS BEEN REPORTED AS EXCELLENT, THOUGH SOME STUDENTS HAVE SHOWN PATTERNS OF EXCESSIVE ABSENCE. STANDARDIZED ACHIEVEMENT TESTS DO NOT SHOW SIGNIFICANT GAINS, BUT THE AUTHOR NOTES THAT THESE DO NOT VALIDLY MEASURE ACHIEVEMENT OF COURSE OBJECTIVES INVOLVED. BY THE BEGINNING OF THE FOURTH SEMESTER AFTER ENTRANCE, 11.7 PERCENT OF THE "THRESHOLD" GROUP AND 6.5 PERCENT OF THE CONTROL GROUP WERE STILL IN SCHOOL. RELATIVELY FEW OF THE STUDY OR CONTROL ACHIEVED A 2.0 GRADE POINT AVERAGE. STUDENT SATISFACTION WITH THE PROGRAM SEEMS GENERALLY HIGH. MOST WHO COMPLETED THE SEMESTER DID NOT CHANGE THEIR OBJECTIVES, AND IT IS POSSIBLE THAT THOSE WHO DROPPED FROM THE PROGRAM MAY HAVE REEVALUATED THEIR GOALS IN A REALISTIC MANER. THE AUTHOR CONCLUDES THAT, SINCE ONLY A FEW OF THESE STUDENTS REMAIN IN SCHOOL THREE OR MORE SEMESTERS, THE COLLEGE MUST RECOGNIZE AND SERVE THEIR EDUCATIONAL NEEDS WHILE THEY ARE IN SCHOOL. (WO)

Published
1966

34. EVALUATION OF THE THRESHOLD PROGRAM AT LOS ANGELES VALLEY COLLEGE.

Author

Los Angeles Valley Coll., Van Nuys, CA. and MACHETANZ, FREDERICK A.

Abstract

IN AN EFFORT TO INCREASE EFFECTIVENESS OF EDUCATION FOR LOW-ABILITY STUDENTS, 35 ENTERING FRESHMEN WITH SCHOOL AND COLLEGE ABILITY TEST SCORES IN THE LOWEST 16 PERCENT WERE INVITED TO BE IN A PILOT PROGRAM OF BASIC CLASSES IN ENGLISH, SPEECH, PSYCHOLOGY, AND AN ELECTIVE. OF THE 35, 28 COMPLETED THE SEMESTER, TWO TRANSFERRED TO REGULAR CLASSES, AND FIVE DROPPED OUT. THE CALIFORNIA TEST OF MENTAL MATURITY SHOWED IQ'S OF 76 TO 108 AMONG THE STUDENTS, WITH A MEAN OF 92. THEIR MEAN HIGH SCHOOL GPA WAS 1.99. IN THE 11TH GRADE, THEIR READING DEFICIENCIES HAD BEEN AS MUCH AS 4 YEARS, WITH AN AVERAGE RETARDATION OF 2 YEARS. ON THE PROGRESSIVE MATURITIES TEST, ONE-THIRD OF THE 35 SCORED ABOVE THE 50TH PERCENTILE FOR GRADUATING HIGH SCHOOL SENIORS. AT THE END OF THE SEMESTER (SPRING 1965), QUESTIONNAIRES INDICATED GENERAL STUDENT SATISFACTION. STUDENTS STATED THAT THEY FELT THEY HAD IMPROVED IN READING, IN WRITING, AND ESPECIALLY IN SPEAKING. RETESTS WITH THE CALIFORNIA READING TEST AND THE DIAGNOSTIC READING TEST SHOWED MODEST IMPROVEMENT. THE AUTHOR STATES THAT THE STUDY WAS NOT EXPERIMENTAL IN NATURE BECAUSE OF THE SMALL SAMPLE, LACK OF ADEQUATE CONTROLS, AND FAILURE TO CONTROL THE HAWTHORNE EFFECT. (WO)

Published
1965

35. A PRELIMINARY INVESTIGATION TO ESTABLISH A REGIONAL CENTER FOR EDUCATIONAL DEVELOPMENTAL STUDIES OF DISADVANTAGED PRESCHOOL CHILDREN. FINAL REPORT.

Author

Frederick Burk Foundation for Education, San Francisco, CA., San Francisco State Coll., CA., and LEVINE, LOUIS S.

Abstract

THIS REPORT DESCRIBES SEVERAL STEPS UNDERTAKEN BY A RESEARCH GROUP FROM SAN FRANCISCO STATE COLLEGE PRELIMINARY TO THE PROPOSED CREATION OF A RESEARCH CENTER FOR STUDIES OF DISADVANTAGED PRESCHOOL CHILDREN. THE PLANS ANTICIPATE FORMATION OF A COMPREHENSIVE SERVICE, RESEARCH, AND TRAINING CENTER FOR DISADVANTAGED CHILDREN AND THEIR FAMILIES. THE COMMUNITY SELECTED FOR PLACEMENT OF THE CENTER WAS HAYES VALLEY IN SAN FRANCISCO. IT HAS A LONG HISTORY OF POVERTY, IS OVERCROWDED, AND HAS VERY POOR FACILITIES FOR THE POSITIVE DEVELOPMENT OF ITS YOUTH. THE RESEARCH GROUP CONTACTED SEVERAL COMMUNITY GROUPS ALREADY ORGANIZED IN HAYES VALLEY TO DISCUSS THE CENTER AND THE POSSIBILITIES OF COOPERATION BETWEEN THEM. A SPECIFIC SITE FOR THE CENTER WAS LOCATED. THE SPECIFIC SERVICES THE CENTER IS TO PROVIDE INCLUDE PROGRAMS FOR THE PRESCHOOL CHILDREN IN THE FORM OF NURSERY SCHOOL AND OTHER DAY AND NIGHT CARE FACILITIES, PROGRAMS FOR THE OLDER YOUTH, A PROGRAMS BENEFICIAL TO THE PARENTS OR FAMILY AS A WHOLE. A SECONDARY PURPOSE OF THE CENTER IS TO BE A TRAINING FACILITY, NONPROFESSIONAL IN SCOPE FOR LOCAL CITIZENS INTERESTED IN SOCIAL AND EDUCATIONAL WORK AND PROFESSIONAL IN SCOPE FOR COLLEGE STUDENTS. THE MANIFEST BREADTH OF THE CENTER'S CONTRIBUTION TO THIS DISADVANTAGED COMMUNITY REFLECTS THE GROWING NEED TO MEET NOT ONLY THE EDUCATIONAL NEEDS OF DISADVANTAGED CITIZENS BUT THE SOCIAL AND CULTURAL NEEDS ALSO. INCREASED RESEARCH INTO WHO THE DEPRIVED ARE AND WHAT SUCH DEPRIVATION DOES TO THE GROWTH AND DEVELOPMENT OF THE DEPRIVED CHILD IS NEEDED. (WD)

Published
1967

36. FACULTY HANDBOOKS IN CALIFORNIA PUBLIC JUNIOR COLLEGES.

Author

California Univ., Los Angeles. School of Education. and KINTZER, FREDERICK C.

Abstract

FACULTY HANDBOOKS FROM 51 CALIFORNIA JUNIOR COLLEGES TYPICALLY INCLUDED INFORMATION IN 11 DIVISIONS--(1) INTRODUCTION, (2) BACKGROUND, PHILOSOPHY, AND ORGANIZATION OF THE COLLEGE, (3) RESPONSIBILITIES OF THE BOARD AND ADMINISTRATIVE OFFICERS, (4) RESPONSIBILITIES OF STAFF OTHER THAN ADMINISTRATORS, (5) EXTRACLASS DUTIES OF FACULTY, (6) STUDENT PERSONNEL SERVICES, (7) PROCEDURAL INFORMATION FOR FACULTY, (8) PROFESSIONAL INFORMATION FOR FACULTY, (9) GENERAL COLLEGE REGULATIONS, (10) STUDENT BODY INFORMATION, AND (11) MISCELLANEOUS MATERIAL. THE MANUALS WERE MOST SIMILAR IN THEIR PROVISION OF PROCEDURAL AND PROFESSIONAL INFORMATION AND GENERAL REGULATORY MATERIAL. TOPICS MOST FREQUENTLY FOUND WERE INCLUDED IN GENERAL COLLEGE REGULATIONS, WHILE THE LEAST FREQUENT ITEMS WERE IN RESPONSIBILITIES OF STAFF OTHER THAN ADMINISTRATION AND IN STUDENT BODY INFORMATION. DETAILED DESCRIPTIONS ARE PROVIDED FOR ITEMS IN EACH OF THE MAJOR DIVISIONS, AND TABLES SHOW FREQUENCY OF OCCURRENCE OF SPECIFIC TOPICS. (WO)

Published
1961

37. BOARD POLICY MANUALS IN CALIFORNIA PUBLIC JUNIOR COLLEGES.

Author

California Univ., Los Angeles. School of Education. and KINTZER, FREDERICK C.

Abstract

IN A SURVEY OF CALIFORNIA JUNIOR COLLEGES, APPROXIMATELY HALF OF THE DISTRICTS PROVIDED COPIES OF BOARD POLICY MANUALS FOR STUDY, WHILE MOST OF THE OTHER DISTRICTS INDICATED PLANS TO DEVELOP SUCH DOCUMENTS. TYPICAL DIVISIONS OF THE POLICY MANUALS STUDIED WERE (1) INTRODUCTION AND PURPOSE OF THE MANUAL, (2) ORGANIZATION OF THE BOARD AND ADMINISTRATION OF THE COLLEGE, (3) CERTIFICATED PERSONNEL, (4) CLASSIFIED PERSONNEL, (5) STUDENTS AND EDUCATIONAL PROGRAM, (6) BUSINESS MANAGEMENT, (7) BUILDINGS, EQUIPMENT, AND GROUNDS, AND (8) MISCELLANEOUS. STUDY OF THE AVAILABLE DOCUMENTS LED THE AUTHOR TO RECOMMEND (1) DISTINCTION BETWEEN BOARD POLICIES AND REGULATIONS DEVELOPED FROM POLICIES, (2) INCLUSION OF STATEMENTS OF PHILOSOPHY AND/OR OBJECTIVES, (3) INCLUSION OF A TABLE OF CONTENTS AND AN INDEX, (4) DEVELOPMENT OF A PLAN FOR UPDATING, AND (5) DISTRIBUTION OF COPIES, OR OF PERTINENT PARTS, TO ALL STAFF MEMBERS. TABLES SHOW FREQUENCY OF INCLUSION OF SPECIFIC ITEMS UNDER EACH OF THE MAIN HEADINGS. (WO)

Published
1962

38. Tuition and Financial Aid in Higher Education: The Case of California.

Author

Balderston, Frederick

Abstract

Tuition and financial aid affect higher education access and institutional budgeting practices. California's public system has the lowest fees for community college, midrange for the California State University, and highest for the University of California. Although Federal Pell and State Cal Grants soften the tuition burden, the system relies increasingly on loans, with doubtful consequences for access. (MLH)

Published
1997

39. What I Learned at the NCSS Annual Meeting--2007 Edition

Author

Risinger, C. Frederick

Abstract

On an earlier column titled "What I learned at the NCSS Annual Meeting," the author wrote about the Internet-oriented materials and resources featured at the 2006 NCSS convention in Washington, D.C. Having received many e-mails from readers telling him that they appreciated having the opportunity to see which companies, not-for-profit, and governmental groups and agencies set up exhibits at NCSS, he decided to reprise that column with one based on the past November's Annual Meeting in San Diego. Some of the organizations and agencies that provide free Internet-based materials and resources for teachers and students are described in this article.

Published
2008

40. A Case for the College Handbook in an Era of Collective Bargaining.

Author

Kintzer, Frederick C.

Abstract

With the growth of collective bargaining in California community colleges, the collective bargaining agreement has begun to replace faculty handbooks and college policy manuals as the statement of management/employee relations, work conditions, and benefits. This has led many to conclude that the college handbook is outmoded and inconsequential and should be eliminated. College handbooks can, however, have a continued role as information and rule supplements and as educational complements to collective agreements, stressing institutional purposes, curriculum construction, staff development, and other areas central to maintaining quality programs and services. A review of certified and classified employee handbooks and contracts received from 56 California community colleges with bargaining agreements revealed the following: (1) 17 of 36 certified employee handbooks made reference to collective bargaining agreements, with all 17 containing statements on the authenticity of the agreement and disclaimers about the informal status of non-contract information; (2) only 5 of 18 classified staff handbooks made reference to contractual agreements; (3) a similar disassociation from agreements was noted in 24 part-time faculty handbooks; and (4) certain sections were standard in the certified contracts studied (e.g., the association rights, benefits, compensation, and grievance procedures), though significant differences were found in relation to management rights clauses. College handbooks can have continued relevance if they are adapted to the new era of collective bargaining and supplement and complement the contract. (HB)

Published
1982

41. Retention Programs for Hispanic Students.

Author

Schwartz, Henrietta S. and Landers, Frederick

Abstract

Holistic approaches can help counter the declining college enrollment and graduation of Hispanics. Two retention programs are described: Valued Youth Partnership, a remediation and dropout prevention program; and Step-to-College, which helps Hispanic students make the transition from high school to college. (IAH)

Published
1989

42. A Study of Student-Faculty Interaction in the Junior College.

Author

Machetanz, Frederick Allen

Abstract

This student-faculty interaction study of 21 Southern California junior colleges (1) defined the interaction operationally, (2) gathered normative data, and (3) tried to determine correlates of this interaction. It also tried to validate four forms of student-faculty interaction schedule. Questionnaires were sent to a random 10% sample of selected English classes and a random 20% sample of certain instructors. Data came back on 5400 students and 546 teachers. Of the students, the median age was 19; 57% were male; 15% were married; 13% of the men were 1A and 50% were 2S on the draft; 76% planned to transfer while 13% were undecided; 65% worked; and the average had a 2.4 GPA, carried 13 units, and lived eight miles from campus. The average faculty member thought 43% of his efforts should be devoted to transfers. Eighty per cent of them had a Master's degree, 9% a doctorate; 25% were doing graduate work, and 50% had a supplemental job. Interdepartmental differences were found on the importance of faculty advising on programs, sponsoring and participating in co-curricular activities, and being available to help with homework. Student ratings differed significantly on best and worst instructors on scales measuring certain Rogerian constructs. Instructor statements on this interaction are summarized. The study concluded that any increase in interaction would have to be initiated by the instructor and suggested ways to increase psychological interaction with the students. (Author/HH)

Published
1969

43. The Role of the Faculty in Organization Change in Junior Colleges.

Author

Stanford Univ., CA. School of Education. and Hunt, Frederick John

Abstract

This study considers that the diversity of teachers, students, programs, and policy will strongly influence structural and functional development of junior colleges either toward several specialized and stratified types or toward conventional institutions of higher learning. Faculty attitudes toward status, teaching program, autonomy, admission standards, student counseling, and community involvement are said to be a major factor in shaping the development of specific junior colleges. Size and location are also considered influential. Reports from 386 teachers in nine large and 11 small California junior colleges produced such findings as: (1) high-potential teachers in senior college transfer programs tended to support senior college norms and practices, move to positions in senior colleges, or favor reforms of junior colleges to the senior college model; (2) low-potential teachers in vocational programs tended to favor restriction of the academic and expansion of the comprehensive roles, while encouraging the open-door policy. Various correlations are shown on 26 tables indicating a wide range of attitudes by teachers, grouped in terms of teaching program and teacher potential. Overall, the junior college was most congenial to the moderate-potential vocational teacher. (RM)

Published
1964

44. THE RELATIONSHIP BETWEEN TEACHERS' ATTITUDES OF ACCEPTANCE AND THEIR OBSERVATIONS OF CHILDREN.

Author

Frederick Burk Foundation for Education, San Francisco, CA., San Francisco State Coll., CA., and PONINSKI, DONNA L.

Abstract

RESULTS FROM TESTS OF TEACHER ATTITUDES TOWARD CHILDREN WERE COMPARED WITH TEACHER OBSERVATIONS OF INDIVIDUAL CHILDREN. THE MINNESOTA TEACHER ATTITUDE INVENTORY WAS ADMINISTERED TO 140 ELEMENTARY SCHOOL TEACHERS AS A MEASURE OF THEIR ACCEPTANCE OF CHILDREN AND A MEASURE OF THE WARMTH DISPLAYED IN THEIR ATTITUDES. TEACHERS WITH HIGH OR LOW SCORES WERE SELECTED FOR CRITERION GROUPS AND THEIR ATTITUDE SCORES WERE COMPARED WITH RECORDED OBSERVATIONS OF CHILDREN BY THESE TEACHERS. THE SEX OF THE CHILDREN UNDER OBSERVATION WAS COMPARED WITH THE SEX OF TEACHERS BY MEANS OF CHI-SQUARE TO TEST THE HYPOTHESIS THAT MORE CHILDREN OF THE OPPOSITE SEX FROM THE TEACHER WILL BE SELECTED FOR OBSERVATION THAN WILL CHILDREN OF THE SAME SEX AS THE TEACHER. THE OBSERVATIONS WERE THEN EVALUATED IN TERMS OF POSITIVE AND NEGATIVE BEHAVIOR REPORTED AS WELL AS VARIETY OF BEHAVIOR REPORTED. THE HIGH-ACCEPTANCE TEACHERS WERE COMPARED WITH THE LOW-ACCEPTANCE TEACHERS IN TERMS OF THE MEAN NUMBER OF REPORTS FOR CATEGORIES OF CHILD BEHAVIOR. THESE COMPARISONS TESTED HYPOTHESES RELATING HIGH-ACCEPTANCE TEACHERS WITH POSITIVE BEHAVIOR OBSERVATIONS AND A WIDE VARIETY OF BEHAVIOR OBSERVATIONS. NONE OF THE HYPOTHESES WERE SUPPORTED BY THE FINDINGS. (JM)

Published
1963

45. TRANSLATING DEMOCRATIC PRINCIPLES INTO THE BEHAVIORS OF CHILDREN IN THE KINDERGARTEN-PRIMARY GRADES.

Author

Frederick Burk Foundation for Education, San Francisco, CA., San Francisco State Coll., CA., and LEVINE, LOUIS S.

Abstract

THIS STUDY REPORTED ON THE DEVELOPMENT AND DEMONSTRATION OF NEW PROCEDURES FOR INSTRUCTION OF DEMOCRATIC PRINCIPLES AND PRACTICES TO AMERICAN YOUTH. A REVIEW OF RELATED LITERATURE WHICH WAS CONDUCTED BY AN INVESTIGATIVE TEAM. THE STUDIES (212) WERE ABSTRACTED AND COMPRISED THE ANNOTATED BIBLIOGRAPHY. A WORKING SET OF DEMOCRATIC PRINCIPLES WERE PRESENTED AND EVALUATED FOR TRANSLATION INTO THE BEHAVIORS OF CHILDREN. BEHAVIORS BY THE STAFF WERE SPECIFIED FOR IDEOLOGICAL PRINCIPLES THROUGH EXAMINATION OF LITERATURE, OBSERVATIONS OF YOUNG CHILDREN, AND CONSULTATION WITH TEACHERS. THE INTER-RATER AGREEMENT APPROACH WAS IMPLEMENTED BY COLLATING BEHAVIORAL ITEMS AND ASSOCIATED PRINCIPLES. THE RESULTS OF THIS 11-MONTH STUDY INDICATED IT WAS POSSIBLE TO SPECIFY DEMOCRATIC IDEOLOGICAL PRINCIPLES. FURTHER RESEARCH WAS SUGGESTED TO DETERMINE METHODS OF MODIFYING CHILD BEHAVIOR IN A DEMOCRATIC DIRECTION. (RS)

Published
1965

46. EXPERIMENTAL TEACHING OF MATHEMATICAL LOGIC IN THE ELEMENTARY SCHOOL.

Author

Stanford Univ., CA., BINFORD, FREDERICK, and SUPPES, PATRICK

Abstract

STUDY OBJECTIVES WERE DEVELOPED AROUND THE IDEA THAT DELIBERATE AND PLANNED TEACHING OF FORMAL SYMBOLIC LOGIC WILL BENEFIT THE STUDENT AT ANY AGE BY ENLARGING HIS SCOPE AND PROVIDING FOR A DEEPER AND MORE PENETRATING STUDY OF MATHEMATICS AND OTHER DEDUCTIVELY FORMULATED DISCIPLINES. IT WAS HYPOTHESIZED THAT THE ABLE STUDENT IN ELEMENTARY SCHOOL IS CAPABLE OF ACQUIRING THE SKILLS TO A SIGNIFICANT DEGREE AND WITHIN A REASONABLE TIME. APPROXIMATELY 500 ACADEMICALLY TALENTED FIFTH- AND SIXTH-GRADE STUDENTS PARTICIPATED IN AN EXPERIMENTAL 2-YEAR PROGRAM IN 13 SCHOOLS. IT WAS FOUND THAT--(1) THE UPPER QUARTILE OF ELEMENTARY SCHOOL STUDENTS CAN ACHIEVE CONCEPTUAL AND TECHNICAL MASTERY OF ELEMENTARY MATHEMATICAL LOGIC, (2) MASTERY OF THE SUBJECT MATTER CAN BE ACCOMPLISHED IN AN AMOUNT OF TIME COMPARABLE TO THAT NEEDED BY COLLEGE STUDENTS, BUT DISTRIBUTED OVER A GREATER PERIOD OF TIME AND WITH CONSIDERABLY MORE DIRECT TEACHER SUPERVISION, AND (3) THE MORE DEDICATED AND ABLE ELEMENTARY-SCHOOL TEACHERS CAN BE GIVEN SUFFICIENT TRAINING IN 5 OR 6 SEMESTER HOURS OF INSTRUCTION TO TEACH CLASSES IN ELEMENTARY MATHEMATICAL LOGIC. (JM)

Published
1964

47. Beautiful Science: Worth a Visit

Author

Bingham, Frederick M.

Abstract

For those in the profession of teaching physics who reside in or plan to visit the Los Angeles area, I would highly recommend a trip to the Huntington Library in San Marino, specifically to a permanent exhibit entitled "Beautiful Science: Ideas that Changed the World" in the Dibner Hall of the History of Science. The exhibit contains original books and manuscripts from the library's own collections. The sheer magnitude of human achievement represented here and the amount of effort and money that must have been required to amass these books boggles the mind. (Contains 1 figure and 1 supplemental file.)

Published
2013
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48. Multimodal and Complete Streets Performance Measures in Pasadena, California.

Author

Dock, Frederick C., Greenberg, Ellen, and Yamarone, Mark

Subjects
GREENHOUSE gases, URBAN transportation, NETWORK performance, WALKING, CYCLING
Abstract

The article discusses new metrics implemented by Pasadena, California to reflect sustainability goals in terms of greenhouse gas (GHG) production and to look beyond individual intersection operations. Laying the foundation for a city transportation system emphasizes network performance for travel time reliability, improved transit services and complete streets to attract walking and bike use. Categories of measures considered are accessibility, sustainability, livability and user experience.

Published
2012

49. Bayesian change point analysis of abundance trends for pelagic fishes in the upper San Francisco Estuary.

Author

Thomson, James R., Kimmerer, Wim J., Brown, Larry R., Newman, Ken B., Ralph Mac Nally, William A. Bennett, Frederick Feyrer, and Erica Fleishman

Subjects
PELAGIC fishes, STRIPED bass, THREADFIN shad, MARINE ecology, BAYESIAN analysis
Abstract

The article presents a study which analyzes the trends in abundance of several pelagic fish species, including striped bass, threadfin shad and delta smelt in the upper estuary in San Francisco, California. It highlights the utilization of the change point with Bayesian model to identify biotic or abiotic covariates. It mentions several abiotic variables which affect the abundances including water clarity, volume of exported freshwater and position of the two percent isohaline.

Published
2010
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50. Analysis of pelagic species decline in the upper San Francisco Estuary using multivariate autoregressive modeling (MAR).

Author

MacNally, Ralph, Thomson, James R., Kimmerer, Wim J., Feyrer, Frederick, Newman, Ken B., Sih, Andy, Bennett, William A., Brown, Larry, Fleishman, Erica, Culberson, Steven D., and Castillo, Gonzalo

Subjects
PELAGIC fishes, STRIPED bass, THREADFIN shad, MULTIVARIATE analysis
Abstract

The article presents a study regarding the decline in the species of pelagic fish in an estuary in San Francisco, California. It highlights the utilization of multivariate autoregressive modeling (MAR) which is essential in the analysis of several pelagic species including delta smelt, striped bass and threadfin shad. It recommends that further study should be conducted using state-space models to enhance the results.

Published
2010
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