UNT Theses and Dissertations - 340 Matching Results

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Culture and Anxiety: a Cross-Cultural Study: 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.
A Study of the Relationship Between the Levels of Self-Awareness within Students Enrolled in Counseling Practicum and the Measurements of Their Counseling Effectiveness: Counselor self-awareness is considered an important aspect of counseling effectiveness according to the American Counseling Association and the American Psychological Association and in numerous studies and articles within the counseling literature. With the effort to improve the effectiveness of counseling practicum students comes the need to understand the relationship between effectiveness ratings and the levels of counselor self-awareness. Gestalt Therapy literature, and the development of the Personal Orientation Inventory (Shostrom, 1963) provided the working definition of self-awareness in this study. Research and evaluation are means for improving the correlation between students' characteristics in counselor training programs and their effectiveness as perceived by faculty and doctoral supervisors. The purpose of this study was to determine the effects of practicum students' ages and their levels of self-awareness upon counseling effectiveness as measured by faculty and doctoral supervisors in a university clinic setting. Twenty-nine students who were enrolled in four practicum classes were administered the Personal Orientation Instrument. Four faculty supervisors and eight doctoral supervisors were administered the Counselor Effectiveness Rating Scale (Myrick & Kelley, 1971). The instruments were administered in the tenth week of the counseling practicum semester. Analyses of the data revealed a statistically significant interaction between the older practicum students' levels of self-awareness and their counselor effectiveness as rated by the more experienced faculty supervisors. Further analyses of the data revealed that there was a statistically significant main effect between the practicum students' age groups and their counselor effectiveness as rated by the less experienced doctoral supervisors.
High-Temperature Corrosion of Aluminum Alloys: Oxide-Alloy Interactions and Sulfur Interface Chemistry: The spallation of aluminum, chromium, and iron oxide scales is a chronic problem that critically impacts technological applications like aerospace, power plant operation, catalysis, petrochemical industry, and the fabrication of composite materials. The presence of interfacial impurities, mainly sulfur, has been reported to accelerate spallation, thereby promoting the high-temperature corrosion of metals and alloys. The precise mechanism for sulfur-induced destruction of oxides, however, is ambiguous. The objective of the present research is to elucidate the microscopic mechanism for the high-temperature corrosion of aluminum alloys in the presence of sulfur. Auger electron spectroscopy (AES), low energy electron diffraction (LEED), and scanning tunneling microscopy (STM) studies were conducted under ultrahigh vacuum (UHV) conditions on oxidized sulfur-free and sulfur-modified Al/Fe and Ni3Al(111). Evaporative deposition of aluminum onto a sulfur-covered iron surface results in the insertion of aluminum between the sulfur adlayer and the substrate, producing an Fe-Al-S interface. Aluminum oxidation at 300 K is retarded in the presence of sulfur. Oxide destabilization, and the formation of metallic aluminum are observed at temperatures > 600 K when sulfur is located at the Al2O3-Fe interface, while the sulfur-free interface is stable up to 900 K. In contrast, the thermal stability (up to at least 1100 K) of the Al2O3 formed on an Ni3Al(111) surface is unaffected by sulfur. Sulfur remains at the oxide-Ni3Al(111) interface after oxidation at 300 K. During annealing, aluminum segregation to the g ¢ -Al2O3-Ni3Al(111) interface occurs, coincident with the removal of sulfur from the interfacial region. A comparison of the results observed for the Al2O3/Fe and Al2O3/Ni3Al systems indicates that the high-temperature stability of Al2O3 films on aluminum alloys is connected with the concentration of aluminum in the alloy.
Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan: The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and …
Higher Education and Entrepreneurship: The Relation between College Educational Background and Small Business Success in Texas: This study examined the relationship between success of small businesses and the educational backgrounds of their owners. A survey composed of questions concerning demographics, educational backgrounds, and business success was mailed to 1100 businesses in Dallas, Denton, and Tarrant counties in Texas. There were 228 usable responses which were analyzed by using the Statistical Package of Social Sciences (SPSS12). Data were sorted so that educational level, sales volume, number of employees, and longevity, were identified on a 5-point ordinal scale. Educational major was identified on a 5-point nominal scale. Pearson's correlation was used to determine whether relationships existed between founders' educational background and small business success. Spearman's correlation was used to determine the direction and strength of the relationships. Then educational level and major were combined with age, gender, ethnicity, and industry, to determine the relationships between founders' educational background, and business success. For this purpose a canonical correlation was used. Five opinion questions concerned influence of college education on business success among college graduates and non-college graduates were identified on a 5-point Likert scale and tested using one-way ANOVA, and independent sample t-test. When educational level and major were the only predictors of business success, a statistically significant relationship was found between years of formal education, and sales volume. When educational level and major were combined with age, gender, ethnicity, and industry, a statistically significant relationship was found between founders' educational level and age, and business success. A statistically significant and negative relationship was found between founders' educational major and industry, and business success. All opinion questions revealed statistically significant relationships between owner's college education and business success. These relationships indicate the ability for the owner to learn, adapt and maintain a successful business. The influence of a college education on small business success was noticeable and reflects the …
To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities: The first purpose of this study was to develop and validate the Inventory of Opinions About Persons with Disabilities (IOPD). The IOPD was developed to collect preservice early childhood educatorsself-report data related to inclusion. A total of 332 participants enrolled in graduate programs in a college of education served as the validation sample. After validation and revision of the IOPD, the researcher used the instrument to investigate preservice early childhood educators beliefs, attitudes, and knowledge about students with disabilities and their inclusion in general education classrooms. Data were collected from 172 participants from 10 universities in Texas during their student teaching/final intern semesters. This research demonstrated that an instrument, the IOPD, could be developed to effectively measure preservice early childhood educators beliefs, attitudes, and knowledge about the inclusion of children with disabilities in their classrooms. The participants reported positive self-perceptions (mean = 2.0388) about their beliefs and attitudes toward inclusion. However, the participants reported less positive attitudes about training (mean = -.09884). Discriminant function analyses indicated a negligible statistical effect for type of program (professional development school or traditional) and a statistically significant effect for preferred classroom setting (non-inclusive, special education, inclusive). Further research with the same participants or similar cohorts at one and three years of inservice teaching could broaden the scope of knowledge regarding early childhood teachers opinions about inclusion and students with disabilities. In addition, including procedures for gathering qualitative data with the Inventory of Opinions About Persons With Disabilities might provide more specific information about individual beliefs, attitudes, and knowledge about inclusion.
A Study of Internet Listservs as Post-Teleconference Support to Faculty at Community Colleges and Two-Year Institutions: This case study examined three listservs as follow-up activities for STARLINK® (State of Texas Academic Resources Link) satellite teleconferences for community college faculty development during the 1993-94 season. Purposes included determining through self report and other data: (a) appropriateness of listservs as follow-up activities for teleconferences, (b) if combining video satellite teleconferences with a listserv satisfied perceived needs, (c) purposes of accessing a listserv and if listservs facilitated changes in the performance of work, were supportive of teaching, and provided resources beyond teleconferences' content, (d) what aspects of listservs are helpful or not helpful to participants.
Self-Perceived Administrative Leadership Styles of Presidents, Vice-Presidents, and Deans in Public Community and Junior Colleges inTexas: The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data.
Assessing the Adlerian Personality Priorities: A Formal Instrument for Therapeutic Practice: The purpose of this study was to develop an effective formal instrument to assess the Adlerian personality priorities. The development of the Allen Assessment for Adlerian Personality Priorities, AAAPP, seeks to provide a strong comparability to assessing the Adlerian construct of personality priorities as the counselor interview. One hundred and seven participants were given the 1st administration of the AAAPP, Social Interest Scale and a demographic survey. Sixty-four participants completed a 2nd administration of the AAAPP two weeks later. Twenty participants experienced a counseling interview following the 2nd administration. The methods used to evaluate the validity and effectiveness of the AAAPP included: face validity, predictive validity, construct validity, test-retest reliability, multiple regression, Guttman split-half reliability and the Spearman Brown reliability.
The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills.: This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.
The Impact of Student-Faculty Informal Interpersonal Relationships on Intellectual and Personal Development in the University of Lagos, Lagos, Nigeria: This study was conducted to determine the impact of student-faculty informal interpersonal relationships on the intellectual development and personal achievement of students attending the University of Lagos, Lagos, Nigeria. Specifically, the work of Pascarella and Terenzini was generalized with respect to the positive influence of student-faculty interactions on academic outcomes. Additionally, the work of Pascarella and Terenzini was extended with a sample of students at the University of Lagos, Lagos, Nigeria. Eight hundred subjects were selected for the study; 621 subjects responded. One survey instrument was used. Frequencies and multiple regression analyses were used. A series of studies on student-faculty interaction has shown a significant relationship between student-faculty informal contact and student outcomes. A large number of studies have also indicated that student outcomes are not independent of students' background. Therefore, pre-enrollment characteristics were controlled for this study.
Meta-Analysis of Meditation Outcomes in Counseling and Psychtherapy: Meditation includes a variety of techniques that share a common conscious effort to focus attention in a non-analytic way. In terms of its goals, meditation is a state of completely focused attention devoid of external thoughts--a state of heightened choice-less awareness. This study was designed to: (1) Identify and critically review professional literature on the effectiveness of meditation; (2) Provide an overall measure of effectiveness through the statistical meta-analysis technique; (3) Provide a classification of findings through the voting method; and (4) summarize and integrate highlights and major findings for the purpose of generating implications for future research and practice in counseling and psychotherapy.
Factors Influencing Freshmen Students' College Choice at the University of North Texas: a Focus Group Study: 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.
An Investigation into the Current Practices of Group Counseling Instructors in the Delivery of the Required Experiential Group in Accredited Institutions: This study was designed to determine the diverse practices of group counseling instructors in the delivery of the required experiential group. A small group experience (experiential group) is required of all counseling students in accredited institutions. The accreditation body for counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The experiential group has been considered to be a valuable and integral part of counselor training. However, the group has been controversial because of ethical issues involving dual relationships and the right to privacy. The purpose of this study was to determine how group counseling instructors deliver the experiential group, compare current practices to recommended practices in the literature, and recommend changes based on disparities that may exist. The difference between this study and previous surveys of group counseling instructors is that the sample in this study involves CACREP institutions exclusively and the focus is on CACREP standards rather than the standards of the Association for Specialists in Group Work. The results of the study showed that approximately one third of the instructors surveyed indicated that they also serve as leaders of the experiential group. Many of these instructors who serve as group leaders also indicated that they use the group for gatekeeping. Instructors in this study also indicated that understanding group process was the most important goal of the required experiential group. Personal growth was not ranked highly as a goal of the experiential group.
A Psychometric Study of the Stiles' Child Life Style Scale: The purpose of this study was to examine the reliability and validity of the Child Life Style Scale (CLSS) and clarify the underlying dimensions of the scale. Dr. Kathleen Stiles designed the 90 item CLSS to quantitatively identify life style typologies for children between eight and twelve. This questionnaire consisted of 6 scales based on Adlerian constructs of personality. They are pleasing, getting, controlling, rebelling, inadequacy, and socially useful. Ten items were deleted after an inter-judge reliability/validity study. The 80 item CLSS was administered to 314 third, fourth, and fifth graders in public and private schools in Dallas, Texas. Internal consistency coefficients for the six subscales ranged from .72 to .76 and test-retest reliability coefficients ranged from .70 to .80 (p < .001). Results from a factor analysis confirmed the original six scales but factors five and six were not strong. Exploratory factor analysis found four clear factors with internal consistency coefficients ranging from .76 to .84 and test-retest reliability coefficients ranging from .73 to .83 (p < .001). Underlying dimensions of the factors, which reflect Alfred Adler's four typologies exactly, were: Factor 1: Rebelliousness Factor 2: Social Usefulness Factor 3: Control Factor 4: Fear of Failure. Results of analysis of variance indicated that age and socioeconomics made significant differences while gender and place in the family were not as significant. This study showed the revised 64 item version of the CLSS reflects Adler's tenets exactly, and has a more concise format with better reliability and validity. The CLSS is a solid questionnaire worth being further investigated for use in schools and therapy.
Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling: The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the …
Effects of a Trained Therapy Dog in Child-Centered Play Therapy on Children's Biobehavioral Measures of Anxiety: This study was concerned with reducing children's anticipatory anxiety when entering mental health services for the first time. The purpose of this study was to determine whether combining two effective modalities, play therapy and animal-assisted therapy, would be effective in decreasing children's biobehavioral measurements of anxiety. Specifically, this study examined the effects of the presence of a trained therapy dog during one individual 30-minute play therapy session. The experimental group consisted of 26 children who received one individual 30-minute play therapy session with the presence of a trained therapy dog. The comparison group consisted of 25 children who received one individual 30-minute play therapy session without the presence of a trained therapy dog. The SenseWear® PRO 2 armband monitor measured children's biobehavioral measurements such as galvanic skin response, temperature, and activity level (BodyMedia, Inc., Pittsburgh , PA , www.bodymedia.com). The Tanita 6102 Cardio® digital heart rate monitor measured children's pre-treatment and post-treatment heart rates (Tanita Corporation of America, Inc., Arlington Heights , IL , www.tanita.com). Five hypotheses were tested using repeated measures ANOVA with mixed factors and eta squared. All five hypotheses in this study were retained based on statistical significance at the .05 level. The combination of child-centered play therapy (CCPT) and animal-assisted therapy was shown to have little practical significance in decreasing children's first 5-minute biobehavioral measurements, middle 5-minute biobehavioral measurements, last 5-minute biobehavioral measurements as measured by the SenseWear Pro 2 armband monitor. The combination of CCPT and animal-assisted therapy was shown to have little practical significance in decreasing children's pre-treatment and post-treatment heart rate. The results of the two factor repeated measures analysis of variance with mixed factors were not statistically significant. Although, research has shown that play therapy is an effective modality in reducing children's anxiety over time, children's anticipatory anxiety was increased in the …
The Effect of Hand-Held Weights and Exaggerated Arm Swing on Heart Rate, Blood Pressure, and Ratings of Perceived Exertion during Submaximal Walking: The purpose of this study was to investigate the effect of hand-weights and exaggerated arm swing on heart rate, blood pressure, and ratings of perceived exertion during submaximal walking. Twenty middle-aged (40- 59 years) female volunteers were given four submaximal treadmill tests at 3.0 mph and 0 grade. The four treatment conditions were as follows: 1) walking with unexaggerated arm swing (AS); 2) walking with unexaggerated arm swing with hand-held weights (ASHW); 3) walking with exaggerated arm swing (EAS), and 4) walking with exaggerated arm swing with hand-held weights (EASHW). The testing sequence was randomized and a minimum of 48 hr was given between tests.
Adjustment of Kindergarten Children through Play Sessions Facilitated by Fifth Grade Students Trained in Child-Centered Play Therapy Procedures and Skills: 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.
Covering the Campus: The History of The Chronicle of Higher Education: This study, the first comprehensive history of The Chronicle, melds a quarter-century of higher education and journalism milestones.
The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs: This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.
Graduate Students' Perceptions of the Effectiveness of a Two-Way Audio/Video Distance Learning Session and of Its Effects on Graduate Students' Comfort Level: The purposes of this study were to (a) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the delivery system, (b) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the teacher, (c) determine graduate students' level of comfort with the delivery system and their level of comfort with the teacher, (d) determine differences in graduate students' ratings of the effectiveness of the delivery system before a distance education session and after a distance education session, and (e) determine differences in graduate students' level of comfort with the teacher before a distance education session and after a distance education session.
The Status of the Implementation of International Education in Texas Four-Year Colleges and Universities: a Comprehensive Study: This study examined international education programs in Texas 4-year colleges and universities to determine how they compare to models found in the literature. A second purpose of the study was to compare Texas 4-year colleges and universities with out-of state benchmark institutions with a history of international education programs for over a decade. Areas examined in the study were: (a) administration of international education; (b) instructional activities of international education; (c) international student support services; and (d) outreach both in the community and abroad.
The Assessment of Cognitive Development and Writing Aptitude Within Learning Communities: Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influenced by the work of William G. Perry, Jr. Though no theory exists which would address the stages of writing development in university students, many composition theorists suggest a correlation between cognitive development and writing aptitude. This study measured cognitive development and writing aptitude in learning community students and non-learning community students, matching them for SAT scores, high school grade point averages, gender, and ethnicity. The research questions of interest were: 1) How does participation in a learning community affect students' cognitive development; and 2) How does participation in a learning community affect students' writing aptitude? The participants were pre- and post-assessed for cognitive development, using the Measure of Intellectual Development (MID). Additionally, participants were preand post-assessed for writing aptitude, using a diagnostic essay and exit exam. Results of this study indicate no statistically significant differences in cognitive development and writing aptitude for learning community students and non-learning community students as measured by the Measure of Intellectual Development (MID) and the diagnostic essay and exit exam. These findings may have been influenced by the small sample size. It is suggested that this research be replicated, ensuring a larger sample size, to determine the efficacy of this pedagogy on these variable sets.
A Descriptive Study of Students Who Were Accepted for Admission at West Texas A&M University But Did Not Enroll: Each year, institutions of higher education devote valuable financial and personnel resources in the hope of enhancing student recruitment and matriculation. The purpose of this study was to examine the demographic characteristics, the factors that influenced students decisions to apply for admission to a university, their educational intentions, and their reasons for not enrolling after they had been admitted. The subjects of the study were first-time freshmen accepted for admission to a mid-size, public, southwestern university who did not enroll for the fall 1997 semester. Statistically significant differences were found when comparing no-shows and enrolled students by gender, ethnicity, age, ACT/SAT score, and distance of their hometown from the university. There were more female no-shows, and more males enrolled than females; a greater percentage of no-shows reported the distance of their hometown to be more than 200 miles; and the mean test score for no-shows was higher. Factors important in the college selection process found to be statistically significant among the groups were: a greater percentage of Minorities than Caucasians reported the importance of the financial aid award or a scholarship offer; students living within 100 miles of the campus reported the proximity of the university as important, advice received from current or former students and high school counselors was more important to those living more than 100 miles from the campus. Cost of attendance and scholarships were important to students with the higher test scores. Statistically significant reasons cited by the no-shows for not enrolling were more Minorities than Caucasians reported financial difficulties and job demands; students living farther from the campus reported attending other universities while those living within 100 miles reported attending a community college. Recommendations the university studied could pursue include: developing a program to follow-up on the no-shows, directing more energy at recruiting students living …
Self-Efficacy and Selected Variables as Predictors of Persistence for First Quarter Students at a Proprietary Institution: Proprietary colleges are uniquely different from two or four year colleges due to the emphasis on the student establishing a definite career path prior to enrollment. Because of this career track emphasis, Bandura's (1977) postulation that self-efficacy is a significant variable influencing task completion may offer insight into the challenge of student retention at a proprietary college. The study's purpose was to determine if career self-efficacy, demographic factors, and academic preparedness measures in first quarter students could predict student persistence, class attendance, and academic performance. The statistical technique of multinomial logistic regression was applied to data files of 725 first quarter students who attended The Art Institute of Dallas from Summer 1996 through Winter 1997. The predictor variables included a measure of career self-efficacy, ASSET scores (American College Testing Program, 1994), ethnicity, age, gender, full-time/part-time attendance, high school grade point average, parents' educational level, socioeconomic status, and developmental course placement. Criterion variables were completion, class attendance, and cumulative grade point average.
The Relationships Among Field Dependence/Independence, GRE Scores, and GPA of Master's Students in Kinesiology, Health Promotion, and Recreation: The purposes of this study were 1) to determine the field dependence/independence preference (FD/FI) of selected master's students and their choice of academic discipline, 2) to determine the FD/FI of selected master's students and their areas of specialization within their discipline (kinesiology, health promotion, recreation), 3) to determine the relationship between FD/FI and GRE scores, and 4) to determine the relationship between FD/FI and cumulative GPA. The Witkin Group Embedded Figures Test (GEFT) was used to test for FD/FI.
Filial Therapy with Children with Spectrum Pervasive Developmental Disorders: This investigation was concerned with determining the effectiveness of filial therapy as a method of intervention for families of children with pervasive developmental disorders.
Domestic Violence Study for Counselor Education Masters Students: The issue of domestic violence continues to be of great concern to society. It is crucial counselors have an understanding of dynamics of domestic violence and the impact it has on victims. Even with heightened awareness of the past decade, the issue continues to be misunderstood, missed altogether by counselors, and sometimes misdiagnosed. This study was created to explore the level of understanding masters level counseling students have of domestic violence, battering behavior, victimization, socioeconomic preconceptions, and counseling victims. Masters level counseling students from the University of North Texas, Denton, TX and staff members of two battered women's shelters from the Dallas, TX area participated in a survey to identify the level of knowing and sensitivity to the issue of domestic violence. Upon completion, an independent t-test was conducted to measure differences in these areas between the two groups. Results indicate a need for counseling students to better understand this issue and implications for client/victims.
A Comparison of Academic Stress Experienced by Students at an Urban Community College and an Urban University: 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.
Christian Higher Education at Dallas Theological Seminary: An Assessment of Doctor of Ministry Programs: This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.
The Leadership Path of R. Jan LeCroy: Recent studies reveal that a considerable number of U.S. community college leaders will be retiring in the next several years. The concern is that with the large turnover, history, culture, and important lessons of leadership will be lost. The current research on the lives of presidents, their career paths, and experiences in community college leadership centers on approaches to the study of leadership at the macro level. Limited research exists in the published literature that reports and analyzes the development of individuals as community college leaders at the micro level. This results in a gap regarding understanding leadership development and strategies to prepare leaders. This study addresses this gap by providing a critical description of the leadership development of one individual who became a community college chancellor and who the literature on the community context indicates contributed to the local and national context for community colleges. Biography is gaining prominence as a legitimate and viable tool in the study of leadership. Few biographical studies currently exist which focus on leadership development in context at the micro level. This dissertation is a biographical, qualitative study of the leadership path and legacy of R. Jan LeCroy, a community college leader. The study combined two viable approaches to biographical inquiry: a scholarly chronicle and the realist approach. Data included the use of primary and secondary sources and included interviews, document analysis, and archival data such as newspaper articles, memos, and minutes of meetings. The data were analyzed and the findings discussed using the theoretical framework of Gronn's (1993) career model of leadership, Vaughan's (1986) study of the career paths of presidents, and Sullivan's (2001) study of four distinct generations of community college leaders. The leadership path of R. Jan LeCroy paralleled the four stages in Gronn's (1993) career model of leadership; he shared …
An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children: The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs. Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted. Statistically significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses. Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
Student Outcomes in Selected Distance Learning and Traditional Courses for the Dallas County Community College District: A Pilot Study: The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit …
An Investigation of the Efficacy of Play Therapy with Young Children: This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.
Development of a Database Guide for Institutional Research in a Theological Seminary: This study sought to create a guideline to assist theological seminaries build a longitudinal database for institutional research. The study used the National Center for Higher Education Management (NCHEMS) data element dictionary as the base document for the study.
A Descriptive Study of Accredited Counseling Programs.: The Council for Accreditation of Counseling and Related Education Programs (CACREP) is the accrediting body for the field of counselor education. Since the inception of the standards, several individuals have published journal articles reviewing the strengths and weaknesses of CACREP accreditation. The purpose of this study was to do a preliminary survey of the opinions of individuals within CACREP accredited programs to discover the effects of accreditation on programs. The survey of opinions from respondent CACREP accredited programs indicated interesting results. The eleven frequently held beliefs about improvements after accreditation was substantiated by the number, the percentage, and the Chi Square results from respondent programs. Therefore, after CACREP accreditation, most programs reported the opinion that: students have higher grade point averages and test scores; students are younger, learn better, and receive more employment opportunities; a higher percentage of students pass the licensed professional counselor examination; average scores are higher on the nationally certified counselor examination; programs receive more applicants and faculty is more professionally active, publishes more, and presents more. The second part of the survey indicated that a large percentage of respondent programs offer courses beyond the CACREP core curriculum experiences (91%) and that a variety of courses are offered (78 courses). In addition, 91 respondent programs indicated that courses are required beyond the CACREP core curriculum experiences and that a variety of courses are required (29 courses). Three primary limitations exist in this study. First, the eleven frequently held beliefs were marked by the opinion of one faculty member for each program. Second, the number of blanks for each item was frequently close to or sometimes exceeded the number of respondents who marked the after CACREP column. Third, the survey data collected on courses that were offered by programs beyond the core were based upon memory and/or opinion …
The Effect of Breastfeeding Education on Breastfeeding Initiation Rates Among Teenage Mothers: The purpose of this study was to examine the effect of a breastfeeding education program on breastfeeding initiation rates, breastfeeding knowledge, and attitude towards breastfeeding among teenage mothers at an urban school for pregnant and parenting teens. Breastfeeding initiation rose from 35.7% in the control group to 85.2% in the treatment group. The mean score on the Breastfeeding Knowledge Subscale was significantly higher for the treatment group but not the control group. There was not a significant increase in mean scores on the Breastfeeding Attitude Subscale. Participants who initiated breastfeeding scored also had a significant increase in scores from pretest to posttest on the Breastfeeding Knowledge Subscale, while participants who did not initiate breastfeeding did not.
Occupational Therapy Academic Program Faculty Attitudes Toward Tenure as Measured by the Tenure Attitude Scale: This study explored attitudes of occupational therapy faculty toward tenure and selected alternatives to tenure. A survey method was employed, and the Tenure Attitude Survey Instrument, (TASI), was created for use in the study. Additionally, a questionnaire sought information regarding respondents' rank, tenure and administrative status, institutional type, and years in academia. Participants were accredited occupational therapy professional program faculty who identified their primary work setting as "Academic" on the 2000-2001 American Occupational Therapy Association membership survey. Factor analysis of 577 surveys examined the structure of scores on the TASI, and the instrument consisted of 4 scales, and 18 items, as follows: Scale One: Attitude toward academic freedom and job security protection, 7 items; Scale Two: Attitude toward tenure in general, 6 items; Scale Three: Attitude toward stop-the-tenure clock provisions, 2 items; and Scale Four: Attitude toward post-tenure review, 3 items. Cronbach's alpha was conducted, as follows: TASI overall alpha = .7915; Scale 1 alpha = .7884; Scale 2 alpha = .8420; Scale 3 alpha = .7020; Scale 4 alpha = .4229. Proportional analysis showed that most respondents were full time faculty (88.1%); taught full time at public institutions (52.8%); were tenured or tenure-track (55.5%); had no administrative duties (70.5%); with a rank of instructor or lecturer (17.5%), or assistant professor (45.7%). Time in academia ranged from 1-40 years, with a mean of 11.27 years, median of 9.25 years, and mode of 4 years. Attitudes toward, and support for, the continuation of tenure and for selected proposed alternatives to tenure were analyzed according to the following: faculty rank, administrative status, and tenure status. Respondents held generally favorable attitudes toward tenure as measured by Scales 1 and 2 of the TASI, and the best predictors of faculty attitude toward tenure were tenure status and rank. Due to low reliability scores on …
Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data.: Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained.
Perceptions of assurance service services performed by certified public accountants: Accounting education assessment applications: The overall purpose of this study was to examine how Certified Public Accountants (CPAs) perceive the potential use of assurance services to assess quality in accounting education programs. Survey questionnaires were mailed to a random sample of 250 CPAs in the north central Texas area. The questionnaire was designed to obtain demographic information and information relating to the respondents' perceptions of quality assessment of accounting education programs. An analysis of the results of this study suggest the following: CPAs consider (1) certain established criteria, such as SAT scores and faculty-to-student ratios, as effective measures for assessing quality attributes in accounting education programs and (2) traditional measures currently used for quality assessment in accounting education programs as only moderately effective by CPAs. CPAs are apparently seeking increased involvement with accounting education quality assessment and formulation of educational standards. They view the potential application of assurance services to accounting education quality as a way to offer a wider range of services to the public. CPAs perceive assurance services as a type of quality assessment that can be used to complement, but not replace, some of the more effective traditional methods, and as a way of enhancing the quality assessment process for accounting education.
Moving toward the 21st Century: American Association of Colleges of Nursing Guidelines and Baccalaureate Nursing Education: 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.
Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?: The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak …
Parenting styles and spiritual maturity.: Relationships between parenting styles practiced in individuals' families of origin and the measurement of individuals' spiritual maturity in adulthood were studied. Relationships between gender and the authoritative (facilitative) parenting style comprised the main focus of the study. Participants for this study were recruited from a large, non-denominational Christian church located in north Texas. A total of 300 individuals were randomly selected. A total of 160 individuals filled out the demographic sheet, the Parental Authority Questionnaire (PAQ), and the Spiritual Assessment Inventory (SAI). Canonical correlation procedures were performed among the set of SAI scales measuring individuals' spiritual maturity (awareness, instability, grandiosity, realistic acceptance, disappointment, and impression management) and the set of PAQ scales that measure parenting styles (authoritative or facilitative, authoritarian, and permissive) of mothers and fathers. Conclusions about female and male students raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were varied. Female adults raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were not correlated in a positive manner with spiritual maturity. Male adults raised in homes characterized by fathers with an authoritative (facilitative) parenting style demonstrated significance at only a large observed p value and therefore, could not be reported. Male students raised in homes characterized by mothers with an authoritative (facilitative) parenting style were correlated significantly with spiritual maturity in one correlation at the .04 level of significance. In another correlation, at the .003 level of significance, male adults raised in homes characterized by mothers with an authoritative (facilitative) parenting style were not correlated. Some cautions were discussed regarding the findings, and directions for future research on parenting styles and spiritual maturity were discussed.
Litigation Subsequent to a Mandated Psycho-Educational Seminar for Divorcing Parents: 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.
Analyzing the Financial Condition of Higher Education Institutions Using Financial Ratio Analysis: The problem concerned the financial indicators used to evaluate the financial condition of the six sister higher education institutions under the authority of the Board of Regents of Oklahoma Colleges. The purposes were to determine the financial ratios that best indicate financial condition; to calculate those financial ratios for the six designated Oklahoma higher education institutions; and to evaluate and compare the financial condition of the six institutions. This study attempted to further the use of financial ratio analysis as an objective addition to subjective studies that examine an institution's definition of its mission, objectives, and goals and its own assessment of the degree to which its resources allow it to attain those goals. The data were obtained from the Integrated Postsecondary Education Data System; the financial reports were audited by independent certified public accountants and presented to the Board of Regents of Oklahoma Colleges; and John Minter Associates, Inc., provided the national norms. The set of financial ratios identified provides a means to study a single higher education institution through trend analysis and in comparison to national norms. It also works well with a sample of homogeneous institutions with interinstitutional comparison. The techniques are intended to provide a general profile of an institutions financial health. Cause-and-effect ratio analysis has been proposed as another technique to aid administrators in determining changes in their financial statements and what may have caused them. The study identified a set of financial ratios that summarize the financial condition of a higher education institution. The ratios helped to analyze the financial solvency and viability of the six Oklahoma higher education institutions and focused on the ability of the institutions to meet current and future financial requirements. The importance of financial statement analysis should not be underestimated. The understandable format of financial ratios allows virtually any …
Counseling Students' Technological Competence: Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
Gender Differences Associated with Enrollment in the Texas Academy of Mathematics and Science: 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.
An Adult Educational Research Model for Developing an Evaluation System for Clergy: Formal job performance evaluation of a church's pastoral staff has been almost nonexistent in many churches. While business and education have been making strides in evaluation techniques during the past three decades, the church is just beginning to notice the need for this kind of accountability and ongoing professional development. In this research, the author applied the evaluation techniques of education to church pastoral staff members. Evaluation can be understood as both a formative process and a summative decision. The steps to planning an evaluation that will be both formative and summative are discussed. Qualifying the ministerial tasks through objective job descriptions will enable the church to quantify the job performance through evaluation. Suggestions are given for developing a ministerial evaluation instrument. In this research a model from educational evaluation was adapted for use in a local church setting. One denomination was selected to demonstrate the process of evaluation development. Denominational governments differ considerably. Therefore, the key stakeholders of the church for the chosen denomination were identified as pastors and church board members. These stakeholders were used as a "panel of experts." The Delphi technique was used to develop consensus from the participants concerning (1) the core skills of ministerial effectiveness and (2) the quality indicators to measure those core skills. This required two rounds, one for identifying the core skills and one for identifying quality indicators. Each round consisted of three surveys. The research identified seven core skills for ministerial effectiveness and a number of quality indicators to measure each core skill. The results were used to demonstrate how an evaluation tool could be developed from the data. This evaluation tool was the consensus of the panel of experts in this study. While the process is a model that could be similar for any church's "panel" of participants, the …
Counselor Effectiveness and Correlations With Select Demographic Variables for Masters Level Counseling Students: Counselor education programs are charged with the responsibility to train students to be effective counselors. Despite relative consistency in academic and clinical experiences, some students are less effective than others. It was the intent of this research to investigate possible relationships which may exist between students' background and experiences and their levels of demonstrated counselor effectiveness as measured by the Counselor Rating Form - Short Version (CRF-S) and the Supervisor Rated-Counselor Interaction Analysis (SR-CIA). It was hypothesized that counselor effectiveness would be negatively correlated with prior teaching experience and level of religious participation. Data was collected using a demographic survey from masters level counseling students participating in their practicum semester. Counseling tapes from each of the participants were collected towards the end of the semester. These tapes were then rated by doctoral students using the CRF-S and the SR-CIA. The total sample size was 28. Regression analysis was used to investigate the hypotheses. Three models were constructed. The dependent variables used were scores from the CRF-S, the SR-CIA and a third comprised of a normalized composite of CRF-S and SR-CIA termed COMPOSITE. Each model used, as the independent variables, years of teaching experience, and hours of religious participation. Results from regression analysis suggested that a negative correlation existed between counseling effectiveness and years of teaching experience and a positive correlation between counselor effectiveness and hours of religious participation. Statistically significant results were not achieved for any of the models tested. Further investigation was conducted using effect size analysis. Small to medium effect sizes were achieved, however, suggesting that the models were detecting a negative correlation between counselor effectiveness and years of teaching experience, and a positive correlation between hours of religious participation and counselor effectiveness.

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