The Hilmar Unified School District came into existence on July 1st, 1950, after three years of meetings by local patrons and County Committees, with final approval by the regional and State Commissions, as provided for in Chapter 16 of the Education Code. One of the primary objectives for the reorganization and unification was an improved curriculum.
Curriculum study is complex and can include all parts of the school and its program. Curriculum is interwoven with personnel, finance, facilities, type of organization, and many other factors. For that reason, curriculum problems will vary in almost every school. In order to understand the basis of the reasoning for the several problems, it is necessary that a brief background be given, as well as information on the financial ability of the district. In this way, problems found in the Hilmar Unified School District can be studied in the light of comparable problems in other districts.
","abstract_html":"<p>The Hilmar Unified School District came into existence on July 1st, 1950, after three years of meetings by local patrons and County Committees, with final approval by the regional and State Commissions, as provided for in Chapter 16 of the Education Code. One of the primary objectives for the reorganization and unification was an improved curriculum.</p><p>Curriculum study is complex and can include all parts of the school and its program. Curriculum is interwoven with personnel, finance, facilities, type of organization, and many other factors. For that reason, curriculum problems will vary in almost every school. In order to understand the basis of the reasoning for the several problems, it is necessary that a brief background be given, as well as information on the financial ability of the district. In this way, problems found in the Hilmar Unified School District can be studied in the light of comparable problems in other districts.</p>","abstract_has_math":false,"creators":["Goodell, Earl Angus"],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis","degree_discipline":"Graduate School","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1952,"date_issued":"1952-01-01T08:00:00Z","date_published":"1952-01-01T08:00:00Z","updated_at":"2026-07-24T05:37:06Z","subjects":["Education Curricula","School superintendents","Curriculum planning","Schools Centralization","Education"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/NKC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/1179","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Goodell, Earl Angus"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:40:30Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate School"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education Curricula","School superintendents","Curriculum planning","Schools Centralization","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/NKC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/1179"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Hilmar Unified School District came into existence on July 1st, 1950, after three years of meetings by local patrons and County Committees, with final approval by the regional and State Commissions, as provided for in Chapter 16 of the Education Code. One of the primary objectives for the reorganization and unification was an improved curriculum.
Curriculum study is complex and can include all parts of the school and its program. Curriculum is interwoven with personnel, finance, facilities, type of organization, and many other factors. For that reason, curriculum problems will vary in almost every school. In order to understand the basis of the reasoning for the several problems, it is necessary that a brief background be given, as well as information on the financial ability of the district. In this way, problems found in the Hilmar Unified School District can be studied in the light of comparable problems in other districts.
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Curriculum study is complex and can include all parts of the school and its program. Curriculum is interwoven with personnel, finance, facilities, type of organization, and many other factors. For that reason, curriculum problems will vary in almost every school. In order to understand the basis of the reasoning for the several problems, it is necessary that a brief background be given, as well as information on the financial ability of the district. In this way, problems found in the Hilmar Unified School District can be studied in the light of comparable problems in other districts.
"],"dc:identifier":["https://scholarlycommons.pacific.edu/uop_etds/1179"],"dc:rights":["http://rightsstatements.org/vocab/NKC/1.0/"],"dc:source":["89"],"dc:subject":["Education Curricula","School superintendents","Curriculum planning","Schools Centralization","Education"],"dc:title":["The superintendent as curriculum director in a small unified school district"],"thesis:degree_discipline":["Graduate School"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (M.A.)"]},"updated_at":"2026-07-24T05:37:06Z"}