This research study investigated the effectiveness of the application of child-centered play therapy procedures and skills by trained fifth grade students in play sessions with kindergarten children who had adjustment difficulties. Specifically, this research determined if play sessions with trained fifth grade students facilitated change in kindergarten children's self concept, internalizing behavior, and externalizing behavior and their parents' stress level.
The problem of this study was to develop a model for the administration of auxiliary enterprises in Texas higher education as a cooperative effort of administrators and input from other sources. The purposes were to determine which administrators currently have the responsibility for the management of auxiliary services, to evaluate the correlation between the type of administrator and the concern for fiscal and student needs, to identify problems and opportunities for useful administration, and to develop a model integrating the strengths of each administrator and the implementation of new ideas to improve auxiliary enterprise management. A survey instrument consisting of three types of questions was mailed to both Vice Presidents of Fiscal Affairs and Student Affairs at all 26 four-year public institutions in Texas. Part I questions were informational, designed to determine who administers auxiliary services. Part II consisted of 20 questions on a Likert scale to obtain both opinions on the theories of the research, and specialized knowledge of the administrators. Part III was free response to solicit ideas from the administrators for the construction of the model. Paired t-tests were performed to determine knowledge strengths of the administrators. All other information was presented in frequency tables or narrative summaries.
American churches seeking to assimilate baby boomers are struggling to meet the adult educational needs of this group. To determine what models of church-based adult education are used to meet the educational needs of this group, three large, growing American churches known for attracting boomers were identified as sites for research. A qualitative case study research design was used and results were compared using cross-case analysis. Initial data collection included a three-day visit at each church. Data were collected in three phases: Phase One consisted of personal interviews with staff and lay leaders; Phase Two focused on observation of adult education events which took place during the visitation period; Phase Three involved gathering materials that described adult education programs. To optimize the reliability and accuracy of the findings data were subjected to examination by peers, collection methods were applied consistently in each research phase, follow-up contacts were made with each church to verify observations and findings, and case records were created for each site. Eleven categories were selected and the data were presented by category. Within each category, data were delineated and organized into three areas: trends among the churches, noteworthy comments about individual programs, and comparison to the literature in the adult education field.
The Discouragement Scale for Adults (DSA) was developed to assess for the Adlerian construct of discouragement in adults age 18 years and over. Data were collected from three samples: norm (n=586), presumed discouraged (n=47), and parents of children with craniofacial anomaly (n=105). Five subscales corresponding to life tasks identified in Adlerian literature as work, love, society, self-significance, and spirituality underlie the 60 item DSA. Item selection was based on ratings by five notable Adlerians and item correlations with scale scores. Gender, age, and ethnicity norms were established for the norm, presumed discouraged, and craniofacial samples. Across three samples, no significant ethnic differences were found. Normative findings indicated females are less discouraged than males on the Total DSA, the society and spirituality subscales. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the Total DSA, the work, society, and spirituality subscales. Presumed discouraged findings indicated females are less discouraged than males on the society subscale. Craniofacial findings indicated females are less discouraged on the society subscale, but more discouraged on the self-significance subscale than males. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the self subscale. Research on CPA parents' relationship status, CPA child's birth order, parental role of adult to CFA child, length of time the parent has cared for CFA child, the CFA child's age, CFA parent's education level, and CFA child's craniofacial anomaly diagnosis was conducted. Findings indicated birthmothers are less discouraged than birthfathers on the society subscale, but more discouraged on the self-significance subscale. Internal consistency ratings of the DSA were .9392, .9496, and .9365 for three samples. Correlations to measures of social interest were negative and significant, reflecting an inverse relationship between discouragement and social interest. Factor analysis and interscale correlations are presented. …
This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range …
The objective of this research was to describe the extent to which Gift Annuity Agreements were used by United States higher education institutions in raising private philanthropic support during the period 1988-93.
This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study was to evaluate the feasibility of applying distance education techniques to teach what was, in essence, an on-campus course. The vehicle for this investigation was an electronically-expanded classroom. The electronically-expanded classroom utilized distance education technology (video, audio, and computer networking) to connect two classrooms in the one building. Students in these two classrooms were the treatment group. Students taking the course in a traditional setting functioned as the comparison group. A total of 109 participants completed the study. Results of the study revealed no significant difference in scores on the subject matter posttest, the final course grade as a numeric score, and attitudes towards computers posttest between students taught the course in an electronically-expanded classroom and students taught the course in the traditional classroom. Results of the survey to measure satisfaction with the presentation method revealed that students in the receive room were slightly more satisfied than students in the send room with the presentation method, but the difference was not significant. The survey indicated that participants in the study were sensitive to technical problems, especially audio-related difficulties. While participants noted some dissatisfaction with audio quality, it had no apparent effect on learning outcomes and attitudes for this study. The study concluded that students taking a course in an electronically-expanded classroom have learning outcomes and attitudes toward …
A nonexperimental descriptive study was conducted to determine the interrelatedness among coping strategies, humor and burnout among nursing education faculty. The conceptual framework of this study was based on the constructs of coping strategies and humor which were conceptualized as having a direct relationship to burnout. Areview of the literature concerning coping, humor and burnout supported this proposition and emphasized the need for empirical testing. Coping Humor Scale. Wavs of Coping Questionnaire and Maslach Burnout Inventory were the instruments used to measure the constructs. Academic history and demographic data sheets were also used. Hie instruments were mailed to 285 nursing faculty teaching in programs of nursing in the Dallas /Fort Worth, Texas area. The return rate for the mailing was 70.07%. Burnout among nursing education faculty showed a low degree of emotional exhaustion (54.8%), a low degree of depersonalization (84.7% and a low degree of personal accomplishment (60.7%). The findings did not reveal a high or low degree of burnout but rather a pattern of burnout suggestive of a different stage. Humor as a coping mechanism during stressful events was not frequently used. The highest proportion of nursing education faculty used distancing (46.53%) as a coping strategy. The second strategy used was planful problem solving (11.3%) with escape-avoidance used the least (3.34%). Multiple regression was used to test the research questions related to the predictor variables of coping, academic history and demographic data as they relate to each criterion variable of burnout. The use coping strategies (including humor) to predict various stages of burnout revealed only weak variable predictors. Academic history and demographic were also weak predictors for burnout.
This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
This study utilized a qualitative/phenomenological research methodology to study the development of child molestation. Five volunteer male juvenile perpetrators of child molestation and their consenting family members participated in three one-on-one in-depth interviews. The juveniles were referred by juvenile justice departments in Texas. The investigation was pursued along three paths: (1) what factors in the perpetrators' life experiences may have influenced the formation of molesting thought and behavior patterns? (2) how did the perpetrators construe social relationships? (3) in developing sexual preference, what process did the perpetrators utilize to achieve the degree of sexual arousal needed to motivate the act of molestation? During analysis, 16 categories and 9 subcategories were developed from the data; these were evaluated in order to address the lines of inquiry listed above. Factors contributing toward deviancy were identified: these included general environmental factors and relationship issues with both parents and peers. The data also elucidated the perpetrators' characteristic ways of viewing themselves and other people, as well as the strategies that they relied upon to cope with their lives. These same strategies were subsequently used in their molesting. The results revealed that the answers to the investigational questions posed above were synthesized by the individual across the lifespan, with origins in childhood when the concepts of self, others, social convention and interpersonal relationships were forming. It is likely that the typical interest in sexual expression that occurs at the onset of puberty was a catalyst that facilitated molesting behavior. The lack of ability to interact successfully with age mates appeared to influence the perpetrators' selection of children as targets. Recommendations were presented for consideration by the mental health and criminal justice communities based on the findings. Also, preventative measures for the public sector were offered.
Geriatric board-certified specialists (GCSs) address health care needs of the growing geriatric population. The study's purposes were to: examine career paths of GCSs, identify influencing factors, and explore implications for higher education. Twelve of 14 original 1992 GCSs participated. Data included document collection and interviews. Using a qualitative methodology, commonalities were sought among individuals and HyperRESEARCH software was used for data management. The participants were adventurous, valued education, and were enthusiastic about physical therapy (PT), geriatrics, and specialization. Their career path began with choosing PT as a career, professional education, and their first job. One GCS moved directly into geriatrics. Others went to different settings before geriatrics. As participants recognized they "fit" in geriatrics, they pursued postprofessional education to increase knowledge before choosing board certification. In choosing PT, volunteer experience and personal research were common influences. In choosing to work with elders, influences throughout life gradually built a social context supporting the decision. GCSs chose specialist certification to assist in professionalization of geriatric PT, because they were highly skilled, for career advancement, and for self professionalization. Specialist certification had few financial consequences. Participants gained friends and professional networks. They experienced improved patient care, increased educational opportunities, and/or increased professional service. GCSs' vision was for a better society and health care system. This vision included successful aging - that it is possible and would benefit society. To bring about global change, GCSs perceived they had to influence older individuals, legislators, PT students, peers, and other professionals. Implications for higher education are as follows. Professional schools should not base admission on expressed intentions to work with elders. Curricula and clinical experiences should be such that a nonageist generalist is produced. Higher education's role postprofessionally can be through continuing education, formal degrees, and geriatric residency programs. Gerontology programs also could meet educational needs. …
This study was an examination of faculty and student perceptions of a campus-wide computer network at Cedarville College in Cedarville, Ohio. The most important conclusion of this study is that the computer network at Cedarville College has significantly impacted interactions between faculty and peers and faculty and students. It is recommended that a longitudinal study be conducted to explore the possibilities of the computer network and its importance to and impact on the teaching/learning process. It is also recommended that an evaluation program be set up to monitor the usefulness of the computer network to the teaching/learning process.
The present study compared the academic stress levels of 450 college sophomore students at a public university and a public two-year college. This investigation also explored the levels of academic stress by institutional type, age, gender, and ethnicity. Data were obtained from having the subjects complete the Academic Stress Scale, a questionnaire which lists thirty five stress items found in the college classroom. Analysis of variance and t-tests were used to analyze the data. There were 225 subjects each in the community college group and the university group. The university group had a statistically significant higher mean stress score than the community college group. 294 traditional age (23 and younger) and 156 nontraditional age (24 and over) subjects stress levels were compared. It was found that the traditional age college student group experienced a statistically significant higher academic stress level in both academic settings. Group means were compared between the stress scores of 245 female and 205 male subjects. At both the community college and university levels, the female group had a statistically significant higher level of academic stress. The academic stress levels were also compared according to ethnicity. The minority group consisted of 104 subjects and 346 subjects comprised the non-minority group. At the community college, the minority group had a statistically significant higher level of academic stress. However, at the university level, there was no statistically significant difference by ethnicity. Examinations, final grades, term papers, homework, and studying for examinations were ranked as being stressful by the largest percentage of all the subjects. It was found in this study that levels of academic stress differ significantly by institutional type, age, gender, and ethnicity. Implications for college students, instructors, and administrators , based on this study's conclusions, are offered.
The purpose of this study was to investigate and compare knowledge and attitudes of directors of athletics and head trainers in the Southwest (Division 1A) and the Southland (Division 1AA) Conferences concerning HIV/AIDS issues related to transmission, prevention, and protection within college athletics programs. The results of this qualitative study provided descriptive data from university administrators within the athletics setting who are responsible for providing adequate student athlete health care services from developed and implemented administrative policies that directly or indirectly affect a student athlete's physiological and psychological well-being.
Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its 1989 National Survey of Faculty are described in this study and compared with the data from the survey reported by the Carnegie Foundation in The Condition of the Professoriate: Attitudes and Trends, 1989 and Scholarship Reconsidered: Priorities of the Professoriate. The data were compared in the eight areas: goals of collegiate education, academic standards, attitudes about student life, teaching, research, and service, status of the profession, views of the institution, participation in decision-making, and general observations of higher education.
The purpose of this research was to evaluate the ability of two-year college students and faculty in one area of activity and to gain a more adequate understanding of them. A dearth of taxonomic literature on plant populations at the local level prompted this study. It has been observed that amateur botanists have accomplished satisfactory and commendable work in plant taxonomy. Also, it has been observed that a high percentage of students in two year colleges commute considerable distances. These disparate observations led to a potential solution to the botanical dilemma.
This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.
By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.
The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b) to develop the presentation, and (c) to determine the instructional effectiveness of this computer-based graphics instruction. The computerized presentation was written in Authorware for the Macintosh computer. The population of this study consisted of three intermediate algebra classes at Collin County Community College (n = 51). A standardized examination, the Descriptive Tests of Mathematics Skills for Functions and Graphs, was used for pretest and posttest purposes. Means were calculated on these scores and compared using a t-test for correlated means. The level of significance was set at .01. The results of the data analysis indicated: 1. There was a significant difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 2. There was no significant gender difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 3. There was no significant difference between the pretest and posttest performance of the traditional and nontraditional age students after exposure to the computer-based graphics presentation. Females had a lower posttest score than the mean male posttest score, but an analysis of the differences showed no significance. Traditional age students had a higher posttest performance score than the mean traditional age student posttest score, but their pretest performance scores were higher as well. An analysis of the differences showed no significance. In summary, this computer-based graphics presentation was an effective teaching technique for increasing mathematics performance.
Increasing globalization and transnational trends in business have resulted in greater contact with people from different cultures. However, in any cross-cultural encounter, miscommunication and misunderstandings are likely to occur. In a workplace setting, these can seriously undermine job performance and employee relations. The Intercultural Sensitizer is a cross-cultural training tool that is designed to increase the likelihood that trained individuals will make accurate interpretations concerning behavior observed in individuals from other cultural groups (Albert, 1983) . The purpose of this study was two-fold: (1) to identify cultural differences between Americans and Japanese that can lead to misunderstandings in the workplace and hinder communication, and (2) to construct an intercultural sensitizer that will enable the two cultural groups to interact more effectively with each other. The study's five-phase research design was based on Albert's (1983) delineation of the construction of an intercultural sensitizer. Twenty-four episodes were constructed and statistically analyzed to determine if there was a difference in the way the two cultural groups responded to a given situation. Nine episodes yielded critical values significant at the .05 level. The study concluded that there while there are differences in the cultural perspectives of American and Japanese business professionals, the two groups also share common cultural assumptions. The study's findings have numerous implications for cross-cultural corporate training and higher education.
This study was designed to determine the effects of child-centered play therapy as a play therapy training model for beginning play therapy students. The purpose of this study was to determine the effects of child-centered play therapy training on play therapy trainees in (a) improving positive attitudes and beliefs toward children; (b) improving knowledge of child-centered play therapy; (c) improving confidence in applying child-centered play therapy skills; (d) reducing dominance tendencies in trainees' personality as measured by the California Psychological Inventory; and (e) increasing tolerance levels in trainees' personality as measured by the CPI. The experimental group, consisting of 37 counseling graduate students with a specialty in child counseling, received 45 clock hours of introduction to play therapy graduate course training at the University of North Texas, Denton. The control group, consisting of 29 counseling graduate students with a specialty in child counseling, received other counseling graduate courses training but no play therapy training at the time of their participation in this study at the University of North Texas. Both experimental and control group students completed the pretest and the posttest on the Play Therapy Attitude Knowledge Skills Survey and the California Psychological Inventory at the beginning and the end of the semester terms of Fall 1995, Spring 1996, and Summer 1996. Analyses of covariance revealed that students in the experimental group demonstrated (a) a significant improvement in their positive attitudes and beliefs toward children; (b) a significant improvement in their child-centered play therapy knowledge; (c) a significant improvement in their confidence in applying child-centered play therapy skills; and (d) a significant reduction in their dominance tendency. An insignificant result was found in their tolerance level. This study suggests that child-centered play therapy training is a viable training model for prospective and beginning play therapists.
This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.
This study focused on factors that may influence freshmen students when choosing their colleges, specifically those who attend metropolitan universities such as the University of North Texas. In addition to identifying major characteristics of the institution that attract students, it also explored the sources of information that students considered important when making their choice about where to attend college. The primary instrument for gathering the data was focus groups. These informal, small groups provided a format for in-depth discussion and probing questioning about the needs, wants and influential factors driving freshmen college choice. Ten focus groups were held with between six and ten students in a specially designed room on the campus of the University of North Texas. A professional moderator was employed and sessions were observed via a two-way mirror and tape recorded for later transcription. The major questions addressed in the focus groups included: What factors influenced students the most to attend the University of North Texas? What did they consider the level of friendliness on campus? And how did the marketing materials that the university distributed impact their decision to attend? The study found that the factors that most influenced freshmen to attend the University of North Texas were low cost, convenient location and the good academic reputation of their field of study. Students believed North Texas to have a very friendly campus and were pleased with the overall academic environment. They were not, however, impressed or greatly influenced by the marketing materials currently being used by the University and suggested ways to improve the design and distribution of these materials to make them more effective. Additional observations were made concerning these and related questions. A partial transcription of the focus group sessions is included.
The purposes of this research were to determine (1) the extent to which faculty are employed by the types of institutions from which they earned their doctorates in the United States, (2) the extent to which faculty have higher professional rank at employing institutions tat are the same type of institutions as those from which they earned their doctorates, (3) the extent to which female faculty are employed by the types of institutions from which they earned their doctorates, (4) the extent to which female faculty have higher professional rank at employing institutions that are the same type of institutions as those from which they received their doctorates, and (5) the extent of variability across academic disciplines in which faculty are employed by types of institutions from which they earned their doctorates. An exhaustive review of the literature on academic lineage was used to develop this research. All stratified random sample of 260 institutions from 2,873 colleges and universities was selected by Carnegie Foundation classification categories. Institutions were selected at random until the number of faculty members in each category corresponded to the estimated national distribution of faculty across Carnegie classification categories (n=3,940). The analyses revealed that the majority of faculty (74%) employed at all types of higher education institutions obtained their doctoral degrees fromresearch I institutions. Professional academic rank is an interaction between doctoral-granting institution and employing institution combined with gender. Male faculty are following the traditional "trickle down" theory of academic lineage while women faculty appear to be charting a different career path. Another unique finding was that there was not significant variability in the findings across academic disciplines. Academic success is a complex phenomenon that is not singularly explainable by academic lineage. As more women are entering into the academic ranks of higher education, changes in academic …
This study was designed to determine the effectiveness of filial therapy with incarcerated mothers as a method of increasing empathic behaviors with their children, increasing attitudes of acceptance toward their children, and reducing stress related to parenting. Filial therapy, a method of training parents to respond and interact therapeutically with their children, focuses on enhancing the parent-child relationship. The sample population of 22 volunteer subjects was drawn from a pool of incarcerated mothers in the Denton County Jail who had children between three and ten years of age. The experimental group parents, consisting of 12 incarcerated mothers, received 2-hour filial therapy training sessions biweekly for five weeks and participated in biweekly 30-minute play sessions with one of their children. The control group parents, consisting of 10 incarcerated mothers, received no treatment during the five weeks. The three written self-report instruments completed for pretesting and posttesting purposes by both groups were The Porter Parental Acceptance Scale, The Parenting Stress Index, and The Filial Problem Checklist. The parents were also videotaped in play sessions with their child before and after training as a means of measuring change in empathic behavior. Analysis of Covariance revealed that incarcerated mothers in the experimental group had significant change in 9 of 13 hypotheses, including (a) a significant increase in their level of empathic interactions with their children, (b) a significant increase in their attitude of acceptance toward their children, and (c) a significant reduction in the number of reported problems with their children's behavior. This study supports filial therapy as an effective intervention for enhancing the parent-child relationship with incarcerated mothers and their children. Utilizing instruction and practical application of positive therapeutic methods, filial therapy training empowers parents by increasing their parenting knowledge and skills, and indirectly empowers children who experience the parent-child relationship with an …
This study was designed to determine the effectiveness of the 10-week filial therapy model as an intervention for Native American parents and their children residing on the Flathead Reservation in Montana. Filial therapy is an approach used by play therapists to train parents to be therapeutic agents with their own children. Parents are taught basic child-centered play therapy skills and practice those skills during weekly play sessions with their children. The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of Native Americans residing on the Flathead Reservation of their children; 2) reducing the stress level of those parents; 3) improving empathic behaviors of those parents toward their children; 4) changing the play behaviors of children with their parents who participated in the training; and, 5) enhancing the self-concept of those children. The experimental group parents (N=11) received 10 weekly 2-hour filial therapy training sessions and participated in weekly 30-minute play sessions with one of their children. The control group (N=10) received no treatment during the 10 weeks. All adult participants completed the Porter Parental Acceptance Scale and the Parenting Stress Index. Child participants completed the Joseph Pre-school and Primary Self Concept Screening Test. Parent and child participants were videotaped playing together in 20-minute videotaped play sessions before and after the training to measure empathic behavior in parent-child interactions and desirable play behaviors in children. Analyses of Covariance revealed that the Native American parents in the experimental group significantly increased their level of empathy in their interactions with their children. Experimental group children significantly increased their level of desirable play behaviors with their parents. Although parental acceptance, parental stress, and children's self concept did not improve significantly, all measures indicated positive trends. In addition, this study gives rise to questions regarding the …
This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum.
Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.
This study investigated relationships among and between psychological hardiness, coping style, and burnout in 101 female hospital nurses. The third generation (50-item) hardiness scale, scored by the revised scoring procedure, was used to measure hardiness and its components. The Maslach Burnout Inventory was used as the measurement for burnout. Coping style was assessed by the COPE Inventory. The components of hardiness, commitment, control, and challenge, were hypothesized to be negative predictors of emotional exhaustion and depersonalization and positive predictors of personal accomplishment. In addition, hardiness and its components were postulated to be positively related to adaptive coping styles and negatively related to maladaptive coping styles. Emotional exhaustion and depersonalization were thought to be related positively to maladaptive coping styles and negatively related to adaptive coping styles. Personal accomplishment was thought to be positively related to adaptive coping style and negatively related to maladaptive coping style. Simple and multiple regressions were used.
This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, …
The University of Texas of the Permian Basin (UTPB) is a public university that serves over 4,500 undergraduate and graduate students as a branch of the University of Texas system located in Odessa, Ector County, Texas. The UTPB was established as an upper-division and graduate school on February 4, 1969, and first opened its doors to students in September, 1973. This historical study focuses on the development and progress of the UTPB from its inception until it was elevated from an upper-level institution to a four-year university twenty-two years later. The formation, mission, and curriculum are examined as well as are faculty and student characteristics and support. This study addresses the background history of higher education in the region, the role of community and college leaders in the UTPB's creation and struggle for four-year status, and the UTPB's unique features. The study was conducted by collecting data from available primary and secondary sources. The written data were then subjected to both external and internal criticism to determine the authorship and meaning of the documents. To explain events and put the written documents in context, oral histories, given by participants, were used. The educational opportunities offered by the UTPB have enriched the lives of Ector County citizens as well as the lives of many students from surrounding counties in the region of Texas known as the Permian Basin. Additional research topics related to the UTPB as well as other educational institutions are suggested.
This study chronicles the contributions of Bill J. Priest under the headings of Board of Trustees governance model, multi-college district, quality first: facilities and staff, curriculum, counseling, public relations, telecourses and the Bill J. Priest Institute for Economic Development. Data were gathered from personal interviews, primary sources and secondary sources. The study includes an overview of the emergence and evolution of the junior college with specific focus on the conceptual beginnings of the Dallas County Community College District and the selection of its founding president, Bill Priest. Professional and personal profiles of Priest are documented as background for the study. Conclusions are that Bill Priest established the Dallas County Community College District as a national model of a multi-college district, was instrumental in affecting the change from junior college to comprehensive community college as the standard for two-year higher education institutions, played a significant role in setting the national agenda for the community college movement through his long-term participation in a leadership capacity in the American Association of Junior and Community Colleges and through the establishment and selection of leadership of the League for Innovation, was instrumental in the creation of the Associate Degree of Nursing, was a national leader in the establishment and development of telecourses as an instructional delivery system, was the forerunner in utilizing public relations and establishing it as a credible tool for institutions of higher learning, and brought the concept of counseling and advising as a vital part of student success to the two-year colleges in Texas.
The Bill J. Priest Institute for Economic Development is an entity created in the Dallas County Community College District to serve the community in workforce and economic development. The history of the Priest Institute over the last ten years parallels and illustrates the commitment of community colleges nationally to workforce and economic development. The history also reflects similar goals and trends within the state of Texas and, particularly, in the city of Dallas. The Priest Institute is made up of three distinct entities. One entity is the Edmund J. Kahn Job Training Center; another is the Business and Professional Institute, which provides consulting and training services to business clients. The final service area is the complex made up of the regional North Texas Small Business Development Center and its several related local service operations. This study provides an analytical history of each of these components and the process by which they came together in a model facility in Dallas. This study also describes perceptions of persons within the Institute regarding its present mission and purposes and the efficacy of the current organizational structure both internally and within the district operation as an appropriate structure enabling the Institute to meet its goals.
This study was designed to investigate what course of action therapists and physicians report they would take in reconciling their conflicting duties to maintain confidentiality and protect third parties from harm in HIV-related situations. The physicians surveyed were licensed to practice medicine in Texas and board certified in Internal Medicine. The therapists surveyed were licensed professional counselors in Texas and members of one of three selected divisions within the Texas Counseling Association. A survey instrument developed by the researcher was mailed to 200 subjects randomly selected from each group.
The purpose of this study was to identify a selected set of perceived indicators of institutional quality for Bible colleges accredited by the Accrediting Association of Bible Colleges (AABC). From the literature, 67 indicators of institutional quality in higher education and Bible colleges were identified and collected in a questionnaire, the Inventory of Determinants of Quality for Bible Colleges (IDQBC). The IDQBC was mailed to Bible college presidents, faculty members, alumni, and alumnae representing all 73 Bible colleges in the United States accredited by the AABC. Of the 448 surveys mailed, 309 were returned for a response rate of 69%. The analysis of variance (ANOVA) procedure was executed for each of the 67 IDQBC indicators to determine if the group means of the four study groups were significantly different. Of the 67 indicators evaluated, 12 were found to have significant differences among the study groups at the .01 level. Therefore, the study groups were in agreement as to the relative weight they assigned to 55 of the 67 indicators. Of these 55 indicators, 46 were rated as important or very important when considering the quality of a Bible college, while 9 were rated as less important when considering the quality of a Bible college. The results of this study point to four conclusions regarding the study groups' assessment of quality in Bible colleges. First, there was a high degree of agreement reported as to the importance of indicators of institutional quality in Bible colleges. Second, student outcomes were reported to be the most important indicators of institutional quality in Bible colleges, especially outcomes related to Biblical values and ideals. Third, indicators related to the teaching mission of Bible colleges were reported to be the next most important determinants of institutional quality. Fourth, indicators related to institutional demographics, resources, and student …
The fact that girls and women suffer a loss of self-esteem disproportionate to boys and men is without argument. There are an increasing number of books, magazine articles, and resource kits being made available to begin to comprehensively address the issue with young girls. However, less effort is being directed toward the older adolescent, the college-age woman. The problem with which this study was concerned was that of determining the impact of a mentoring program on the self-esteem of college-age women. The Multidimensional Self-Esteem Inventory (MSEI) was administered as a pre- and posttest, to 40 sophomore women, 20 of whom were in a control group and 20 who participated in the structured mentoring program. Using the MSEI, it was possible to gain statistically significant data which indicated that the self-esteem of the women could be positively impacted as a result of the mentoring experience. In addition to the instrument, the participants kept journals about their mentoring experience. Therefore, this research was able to report both qualitative and quantitative findings. The findings regarding the control group were not statistically significant for any of the 11 characteristics on the inventory. The findings from the mentored group however, were determined to be statistically significant for 5 characteristics: global self-esteem, competence, lovability, body appearance, and identity integration. From the statistical findings, as well as, from the journal entries it appeared that mentoring is a valuable experience. Also it was determined that there was a pattern to a positive mentoring experience. The women felt that their mentors were individuals in whom they could place their trust, the women felt the mentors could be helpful to them because of the wisdom that comes from life experience.
This study is concerned with the problem of determining whether there is a relationship between achievement and specific ethnic and profile characteristics of Anglo-American and Mexican-American junior and senior high school students who are enrolled in a large metropolitan public school district. The purposes include (a) delineation of demographic data on these students in terms of specific group membership, gender, age, and educational concerns; (b) identification of the attitudes and values of these students; (c) evaluation of the relationships between the demographic data and the degree to which ethnic membership and interpersonal concerns impact participation in the classroom.
Within the last decade, continuous quality improvement (CQI) has been embraced by higher education management. An important component of the quality philosophy is to institute training for everyone: faculty, administrators, staff and students—in order to achieve a cultural transformation. The purpose of this study was to identify and describe the implementation characteristics of CQI training programs and to determine whether or not and to what degree relationships exist between these characteristics and training program effectiveness, as perceived by selected individuals at two- and four-year colleges in the United States. A survey instrument was designed to elicit the perceptions of both the chief administrators and those quality professionals who are charged with the training process as they relate to specific implementation characteristics such as training content needed to convey the appropriate philosophy, program implementation processes, and the perceived effectiveness of the respondents' quality training program. A 21-item questionnaire was used to gather the data from a sample of 524 individuals at two- and four-year colleges in the United States. The dependent variables in the study related to items addressing program effectiveness based on four types of program evaluation, and the independent variables related to specific implementation characteristics. Spearman correlation matrices were executed to test the relationships between and among implementation characteristics and between the four levels of evaluation. Multiple regression analyses were computed to determine which and to what extent implementation characteristics accounted for variation in each of the four measures of effectiveness. Analyses revealed that using a variety of philosophies, tools and content segments, providing training in quality awareness, team leadership, management and leadership, and assessment, using internal trainers, and the extent of staff and faculty support accounted for the largest proportions of variance. The statistical results for the two hypotheses which were derived from the research questions were also …
The purpose of the study was to determine whether age, ethnicity, gender, full-time/ part-time status, and the community college academic variables of cumulative GPA, total transferable hours, and number of completed core courses predicted students' persistence or GPA at a four-year university.
The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification.
The purpose of this study was to determine the relationship of leisure satisfaction, job satisfaction, and life satisfaction among selected faculty in higher education institutions whose specialty teaching subject area was therapeutic recreation. This study also investigated the relationship of specific demographic variables to leisure satisfaction, job satisfaction, and life satisfaction. The variables included age, gender, education, income level, health, tenure, marital status, type of institution where employed, and participation in therapeutic recreation organizations. The population for this study consisted of 162 faculty whose specialty teaching subject area was therapeutic recreation. Subjects were selected from colleges and universities of the United States listed in the curriculum catalog published by the Recreation and Park Association, Society of Park and Recreation Education for the year 1993-1994.
The purpose of this study is to examine historically the presidential administration of John Christopher Stevens at Abilene Christian University from 1969 to 1981. During this time the institution grew in enrollment, faculty, facilities, endowment, and quality of educational opportunity. Limited to selected experiences and accomplishments, this dissertation examines Stevens' personal and administrative characteristics through interviews with him and those who worked with him. Materials were also used from Stevens' Presidential Archives in the Callie Faye Milliken Special Collections of the Herman and Margaret Brown Library at Abilene Christian University.
This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner …
This study investigated the effects of personality characteristics on emergent leadership in small group settings. Two instruments were used to assess personality factors: The BASIS-A and the California Personality Inventory (CPI). A sociometric tool was developed to elicit leader ranking of female group members. The BASIS-A, was used to test for Taking Charge and Wanting Recognition lifestyles in women who emerged as leaders. The CPI was used to assess female emergent leaders for Dominance and Leadership Potential. The two instruments and a sociometric form were distributed to 115 female graduate counselor-in-training students the last week of their group counseling experience. This survey resulted in 55 respondents (N=55) from eleven discussion groups. It was expected that women who had the highest averaged leader rank would demonstrate higher test scores in Dominance, Leadership Potential, Taking Charge, and Wanting Recognition than women who received a lower averaged leader rank. It was also thought that these four test factors would be highly related. If so, a case would be made to use the BASIS-A as an emergent leader assessment tool because it is consistently based in one psychological theory. No significant effect was found between the highest leader rank and three of the test measures: Dominance, Leadership Potential, and Taking Charge. Using four one-way ANOVAs, a significant effect was found between highest leader rank and Wanting Recognition. This demonstrated that individuals high in interpersonal caution, empathy, and with a need to succeed emerged as leaders. Possible explanations for this finding were discussed. Significant relationships were found using the Pearson-r correlation statistic between three of the four test variables. From the CPI, the Dominance and Leadership Potential scales were highly correlated to the BASIS-A Taking Charge life-style. The BASIS-A Wanting Recognition lifestyle was not related to either Dominance or Leadership Potential. Unexpectedly, a significant relationship …
This study was designed to assess the difference in litigation between two courts: one mandating For Kids' Sake, a psycho-educational seminar for divorcing parents, and the other not so mandating. The level of difficulty of children's adjustment to divorce has been positively correlated with parental hostility. More hostile parents would have more contested cases, interim motions, and relitigations. This research compared final dispositions, interim motions, and relitigation between parents in two courts in Collin County, Texas. The treatment group was from the 219th District Court which mandated all divorcing parents with minor children to attend the For Kids' Sake Seminar and the control group was from the 199th District Court which did not so mandate. Archival data was collected from a computer generated list for the Total group data to assess final dispositions and directly from District Clerk files for the In-Depth group data to assess interim motions and relitigation. The Total group was comprised of 679 research subjects with 330 cases in the treatment group and 349 cases in the control group. The In-Depth group consisted of 182 cases from both courts with 84 cases in the treatment group and 98 cases in the control group. Chi square analysis of the total group revealed significantly more parents in the treatment group who non suited the divorce suit and remained married (p. < .05), a significantly lower number of cases in the treatment group with interim motions (p. < .10), and a significantly lower amount of relitigation in the treatment group (p. < .05). The results showed that the court that mandated For Kids' Sake evidenced a reduction in subsequent litigation which not only benefits the legal system but also hopefully reflects lower parental hostility and higher parental cooperation, thereby benefiting the children of divorce.
This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.
The percentage of women who receive doctorates has increased by over 300 percent during the past three decades. The consequences of pursuing the Ph.D. degree have always been far reaching and profound, serving as an impetus and springboard for the reconfiguration of one's beliefs, values, and professional life. The purposes of this national study were to ascertain and describe marital and social changes that occurred in the lives of women who were awarded the Ph.D. degree at midlife. A questionnaire was distributed to a sample of three-hundred women who hold the Ph.D. degree and were employed in institutions of higher education in the United States. The study sought to identify the effects of the Ph.D. experience upon the marital relationships, friendships, and social activities of women who completed the degree between the ages of thirty-five and forty-five. Demographic data were collected which were related to their marital status before, during, and after the Ph.D. experience. Both closed and open-ended questions were posed which solicited information pertaining to their post Ph.D. experience. This research reports both quantitative and qualitative findings. The majority of women who complete the Ph.D. experience at midlife undergo and initiate changes in their lives which impact their relationships and activities. Many of these changes are the result of employment which follows the award rather than the degree itself. While some women experience negative effects in some areas of their lives, overall, the findings of this study suggest that changes are perceived positively by the majority of women who receive the Ph.D. at midlife.
The purposes of the study were (a) to examine selected areas of knowledge perceived by collegiate basketball coaches as essential for inclusion within a masters degree curriculum for collegiate basketball coaches, then (b) based upon these findings, to construct a model curriculum for the masters degree preparation of collegiate basketball coaches. A survey instrument, Questionnaire on the Areas of Knowledge Essential to Collegiate Basketball Coaches, was constructed and mailed for the purpose of collecting data from NCAA coaches. There were 252 instruments returned (58%). The coaches were asked to respond to topics which they perceived to belong within a graduate curriculum for intercollegiate coaches. The areas of knowledge were extrapolated from the 1995 National Association for Sport and Physical Education National Standards for Athletic Coaches. Chi-square goodness-of-fit tests and paired t-tests were performed on the data. Major findings of the study led to the conclusion that the areas of knowledge (a) training, conditioning, and nutrition; (b) skills, tactics, and strategies; and (c) teaching and administration mean rankings were not significantly different from one another but were significantly different from mean rankings from all other areas of knowledge. The areas of knowledge (d) social/psychological aspects of coaching; and (e) professional preparation and development mean rankings were not significantly different from one another but were significantly different from mean rankings of the other areas of knowledge. The areas of knowledge (f) injuries: prevention, care, and management; and (g) growth, development, and learning mean rankings were significantly different from all other areas of knowledge mean rankings. Additional conclusions were that perceptions of collegiate coaches concerning the seven areas of knowledge were independent of coaching experience, division of NCAA affiliation, academic degree, gender, or the gender of the team they coach. A model curriculum was proposed for the masters degree preparation of collegiate basketball …
Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates …
This study investigated current use of American Association of Colleges of Nursing guidelines in preparing the baccalaureate nurse graduate to practice nursing in the community health sector of the healthcare delivery system and use of community based healthcare delivery sites by baccalaureate programs located in non-urbanized and urbanized areas. The extent of guidelines adoption, plans by colleges not currently using them to do so in the future, and impact of accreditation visits on the adoption of the guidelines were also explored. A qualitative survey design was used to describe the use of AACN guidelines in the development of baccalaureate nursing education.
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