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An Analysis of the Teaching of Religion in the State Universities of Texas
The problem of this study was to analyze the teaching of religion in the state universities of Texas. The purposes of the study were (1) to describe instructors of religion, (2) to describe programs of chairs of religion, and (3) to examine the points of view of administrators who regulate Bible Chairs. The findings of the study are presented in five chapters. Chapter I is an introduction delineating the procedure taken in the study. Chapter II is an historical review of the literature and supplemental data. Chapter III outlines the process of data collection. Chapter IV contains a presentation of findings from university catalogs, instructors' information sheets, and data from questionnaires.
A Comparative Analysis of the Educational Theories of Charles Dickens and John Holt
The purpose of this study is to determine. whether Charles Dickens's educational theories in England during the nineteenth century are conclusively juxtaposed to John Holt's educational theories in America during the twentieth century. Chapter One introduces the proposition and states the general nature of the discussion in -subsequent chapters. Chapter Two presents a history of economic conditions in nineteenth-century England and shows how its evolution influenced Dickens's educational theories. Chapter Three discusses the economic conditions in twentieth-century America, the moral crisis- and its affect on youth, and Holt's theories of how children fail and how they learn. Chapter Four synthesizes Dickens's and Holt's -theories and establishes that their philosophies and aims in the field of education are closely juxtaposed.
A Comparison of Selected Student and Environmental Variables in Open-Area and Traditionally-Constructed Elementary Schools
The problem of this study was to assess and compare selected student and environmental variables in seven open-area elementary schools carefully matched with seven traditionally-constructed elementary schools on eight different criteria. The hypotheses were formulated to carry out the following four purposes of the study: 1. To determine the differences between the achievement test scores in reading, language, and mathematics of students attending open-area elementary schools and scores of similar students attending traditionally-constructed elementary schools, as measured by the California Achievement Test and the Comprehensive Tests of Basic Skills administered in grades one, two, and three. 2. To determine if there was greater individualization of instruction in open-area elementary schools as measured by the Individualization of Instruction Inventory. 3. To determine if students attending open-area elementary schools evidenced a greater number of positive actions toward school, as indicated by attendance, number of acts of vandalism, and number of suspensions from school shown in official records of the school district.
The Educational Policy-Making Process in the Republic of Korea: A Systems Analysis
This study was concerned with examining the process of educational policy-making at the central government level in the Republic of Korea through an application of systems analysis. The purposes of this study were (1) to examine the relationship existing between politics and education; (2) to construct a systems analysis for examining the process of educational policy-making; and (3) to identify problems and limitations in the educational policy-making process in the Republic of Korea. To accomplish these purposes analytic and descriptive methods were used as a research technique.
The Effects of Counselor-Led Group Counseling and Leaderless Group Counseling on Anxiety, Self-Concept, and Study Habits Among High School Seniors
The problem with which this investigation is concerned is the comparison of the effects of two group counseling approaches upon selected counselee characteristics. The purpose of the study was the determination of the relative effectiveness of counselor-led group counseling and leaderless group counseling upon anxiety, self-concept, and study habits and attitudes among high school seniors. Forty of ninety-six Russellville, Arkansas, high school seniors who were referred for group counseling by their high school teachers and counselors were randomly selected as subjects. Thirty of the students were assigned in a random manner to three ten-member experimental groups. Ten of the students were assigned in a random manner to a control group. Following treatment each group was reduced to eight subjects each because of poor participation by a few subjects in each group. The IPAT Anxiety Scale, the Tennessee Self-Concept Scale, and the Survey of Study Habits and Attitudes were administered to all subjects prior to and after ten weeks of treatment.
The Integrated Laboratory Sequence Approach in Undergraduate Chemistry Programs
The problem with which this investigation is concerned is that of a survey of the various integrated laboratory sequence programs at college and university chemistry departments. A preliminary questionnaire served to determine which chemistry departments had tried an ILS approach. Those departments which responded that they had tried an ILS approach and were willing to answer a questionnaire concerning it were sent copies of the main questionnaire. The returned copies of these two questionnaires form the source of data for the dissertation. The dissertation is organized into five chapters. The first chapter gives the background and significance, statement of the problem, the purposes and delimitations of the study, and a definition of terms. Chapter II is a review of the literature. Chapter III describes the collection of data. Construction, validation, administration, and analysis of the questionnaire are considered. The findings of the study are presented in Chapter IV. After an introduction, the occurrence of ILS programs and the reasons for trying or not trying an ILS approach are tabulated. The nature of the ILS programs which have been tried and the problems and changes that have occurred in the various programs are presented. The last part of Chapter IV is devoted to the perceived advantages and disadvantages of the ILS approach. Chapter V presents a summary of the findings. Conclusions are drawn and recommendations are made on the basis of the findings.
Perceived Roles of College Financial Aid Directors in Texas
The problem with which this investigation is concerned is that of determining the existing and ideal perceived roles of college financial aid directors in Texas, the preparation of financial aid directors, the scope of their work, status, degree of job satisfaction, and attitudes toward selected financial aid concepts. A self-report questionnaire, which had been validated by a selected panel of financial aid directors, and for which reliability had been established by the test re-test method, provided the necessary data for the research report. Replies were received from more than seventy-five per cent of the financial aid directors in the colleges of Texas. Chapter I, Introduction, includes the subject of the study, purposes, research questions, background and significance, definition of terms, basic assumptions, instruments, and procedures for analysis of data. Chapter II is the review of related research. Chapter III gives procedures for collection and treatment of data. Chapter IV contains the report of the responses to the questionnaire, and Chapter V contains a summary of the findings, the conclusions reached, recommendations, and implications for further study.
An Analysis of College Student Problems as Indicated on the Mooney Problem Check List
This study examines personal problems which a selected group of 1970's college freshmen at North Texas State University considered important to them and investigates significant changes in the nature, configuration, and frequency of these problems from those indicated by selected freshmen of the 1960's and 1950's. None of the wide variety of previous approaches over the years in studying problems of students has presented such a broad time span as this study. The students of the 1950's and 1960's were North Texas State University freshmen enrolled in Education 161, "The Psychology of Social and Personal Adjustment." The 1970's population was taken from basic freshman English courses at North Texas State University. All students were administered the Mooney Problem Check List, and the results were prepared for computer analysis. An analysis-of-variance program was used on eight hypotheses, with a .05 level of significance required for the hypotheses to be retained. The Spearman Rank Order Correlation Coefficient was used in answering two hypotheses. There were 2,809 freshmen from the 1950's, 1,440 from the 1960's, and 695 from the 1970's.
A Comparative Study of Policies and Procedures Used for Selection of School Board Members
This study compares present policies and procedures for selection of school board members in districts of The Council of Great City Schools with those advocated by board members, professional educators, and representatives of lay organizations. To determine present selection policies for school board members, a questionnaire was sent to the business manager of each participating district. Replies were received from twenty-one of the districts and presented in tables including number and percentage of respondents for each item. To determine opinions of board members, professional educators, and members of lay organizations, a thirty-five-item questionnaire was mailed to 190 board members, 22 school superintendents, 19 college professors, 19 PTA representatives, 22 NAACP representatives, and 11 chamber of commerce representatives. After a return of 200 usable questionnaires, data were presented in separate tables including number of respondents and percentage of respondents. Using the contingency coefficient technique for statistical analysis, null hypotheses were formulated to test relationships between the opinion of respondent groups and selection policies and procedures actually in use. The chi square test was applied to test the relationships, with the .05 level of significance as the criterion. Results were tabulated collectively. Tabulated results indicate that board members should be elected at general elections on a non-partisan basis representing at-large districts, should serve four-year, overlapping, unrestricted terms, should meet local legal requirements, should receive some type of compensation, and should not represent occupational and other special interest groups. Based on this survey, it is recommended that a similar study be made in districts with less population than those districts studied to determine if policies and'procedures for selection of school board members in the districts are comparable.
A Comparison of a Visual Disassociation Test on the Keystone Telebinocular with Other Tests of Dominance
This study compares results of sighting, control, suppression and wink tests of visual dominance with a dissociation test administered to 240 high-achieving (ninetieth percentile and above academically) and low-achieving (twenty-fifth percentile and below academically) students at grades four, eight, and twelve. The study examines differences between visual dissociation and other visual-dominance tests. In so doing, the study tests the proportion of consistent dominance revealed by each test among underachievers with a high incidence of dominance variations, examines possible influences on choice of dominant eye, and compares distributions of dominance functions in high- and low-achieving populations.
A Construct of Organization for Higher Education
In developing a construct of organization for higher education, this study is designed to describe the historical development of college and university organizational structures and supporting theory, to describe higher education's contemporary organizational structures and supporting theory, to determine from writings on complex organizations their applications to organizational structures and supporting theory in higher education, to synthesize from the search of literature a consistent theory of organizational structures and supporting theory for higher education institutions, and to develop a higher education organizational construct composed primarily of principles of organizational structure. This study explores theory of organization as it pertains to colleges and universities. Heuristically conceived, the study is reflective and developmental in nature.
The Doctoral Program in Higher Education at North Texas State University: An Appraisal
Doctoral graduates of the program in Higher Education, Division of Higher Education, North Texas State University, from the fall of 1969 through spring, 1973, were selected as subjects for an evaluation of the program. To appraise the effectiveness of the program, the evaluation attempted to: (1) determine how the graduates viewed various aspects of their doctoral program and experiences at North Texas State University; (2) appraise the effectiveness of the doctoral program in Higher Education in light of the career goals and needs of the graduates and how the program served those needs; (3) present conclusions and recommendations based on the findings of the study which could aid in the administration of the program, provide information for planning new programs and policies, or in supporting those already in existence. A questionnaire was developed and used as the data-gathering instrument, after being revised according to suggestions given by a jury. The questionnaire was mailed to graduates on August 17, 1973, and a follow-up letter was mailed on September 19, 1973, to those non-respondents who could be identified. Of the total number of graduates who received the questionnaire, 69 (71 per cent) responded. Data contained in the questionnaires were numerically coded and recorded on keypunch worksheets. With the aid of the staff from the N.T.S.U. Computing Center, print-outs were produced from the worksheets which contained tabulated data. Tables were made from the data for analysis and interpretation. Analysis of the data led to the following conclusions. The program is producing graduates who have a marketable education with most of them teaching in four-year colleges and universities. The emphases on college teaching and administration are major strengths of the program and graduates rate a strong degree of satisfaction with the major program components, structure and curriculum. Competencies gained in educational research and statistics …
The Effect of Criterion-Referenced Tests on the Acquisition of Mathematical Skills and the Mastery of Objectives in Fifth-Grade Students
This study is a description and analysis of the effect of criterion referenced test data on the acquisition of math skills and the mastery of selected objectives in fifth-grade students.The first chapter includes the introduction, statement of the problem, purposes of the study, statement of the hypotheses, background and significance., definition of terms, limitations, basic assumptions, and procedures for collecting data. The second chapter is a review of the literature pertaining to criterion-referenced testing and also includes a review of studies utilizing criterion-referenced test material. The third chapter describes the population being studied, the instruments used to measure achievement, and procedures for treatment of the data. The fourth chapter presents an analysis of the data collected for the study and a discussion of the findings. The fifth and final chapter presents a summary of the study, findings, conclusions, and recommendations pertaining to future research in the utilization of criterion- referenced testing. The subjects in this study were sixty, fifth-grade students attending Lakeland Elementary in the Lewisville Public School System who comprised the experimental group and sixty, fifth-grade students attending Central Elementary in the same district, who comprised the control group. The Comprehensive Test of Basic Skills (Form G Level 2), and the Prescriptive Mathematics Inventory (Aqua Level), were administered to both groups, with the pretest occurring in September, 1973 and the posttest being administered in April, 1974. Analysis of covariance and chi square goodness of fit were the techniques used to analyze the data statistically. Significant change was found to take place in the experimental group in mastering a greater proportion of the objectives selected for this study. The socio-economic level and educational background of the parents of the subjects in this study proved to be a significant factor in mastering the objectives selected for this study. The hypotheses utilizing …
The Effect of the Student Teaching Experience on the Student Teacher's Attitude Toward Punishment
This study investigates the effect of the student teaching experience on attitudes toward the use of punishment in the classroom. Student teachers in large innercity and suburban secondary schools furnished data, which were analyzed with a semantic differential technique and the Purdue Attitude Scale Toward Any Practice. The study seeks to determine the effect of student teaching on attitudes of prospective teachers toward punishment in the classroom for discipline purposes, as measured by a semantic differential; to determine differences in attitude changes when student teachers were grouped according to sex in pretests and posttests; to determine differences in attitude changes between those in inner-city schools and suburban schools; to determine the effect of student teaching on the attitudes of prospective teachers toward corporal punishment in the classroom as measured by the Purdue Attitude Scale Toward Any Practice. This study concludes that a beginning student teacher's attitudes toward punishment in the classroom changes significantly with experience. Attitudes of student teachers in inner-city schools do not change significantly more than those in suburban schools. Attitudes of female student teachers toward corporal punishment change more than those of males. The rules of the particular school in which the student teacher does his teaching influence the student teacher appreciably.
An Experimental Study to Compare Audio-Tutorial Instruction with Traditional Instruction in Beginning Typewriting
The problem of this study is to compare the effectiveness of two methods of teaching beginning typewriting in the community college. The two methods are an audio-tutorial approach and the traditional textbook approach. Groups taught by the contrasting methods of instruction were compared on the basis of their production performance and their straight-copy skills after thirty-six class periods of instruction. A comparison was also made of the attrition rate of the two groups.
An Exploratory Study of Faculty Perceptions of Teacher Evaluation Criteria
The problem with which this investigation was concerned was the determination of group perception profiles of selected higher education faculties. These group perception profiles were based upon faculty perceptions of the ten most important criteria considered in evaluating faculty members for purposes of rank, promotion, salary, and tenure. Also, the study determined whether or not cluster profiles existed at three levels or types of institutions-- university, liberal arts, and junior college--and how such profiles differed between levels. This study had several purposes. The first was to determine how group perception profiles of higher education faculties clustered in response to perceptions of criteria considered in evaluating faculty members. The second was to determine if similar clusters existed at three types of institutions. A third was to determine differences in the proportion of teachers belonging to each identifiable cluster at each level of institution. The fourth was to determine differences in profiles according to proportions of teachers across common clusters. And finally, the fifth was to determine differences in profiles among faculty members in identified clusters at each institutional level according to biographical characteristics: age, rank, teaching experience, seniority, and highest degree held.
The Feasibility and Organizational Procedures for Establishing a Children's Theatre in the Fort Worth, Texas, Metropolitan Area
This study seeks to determine the values of and the procedures for establishing a children's theatre activity in the Fort Worth, Texas, metropolitan area. This study has a twofold purpose. The first is to apply the values of children's theatre to children in the Fort Worth metropolitan area. The second purpose is to develop a feasible plan for organizing a workable theatre for children. Chapter II is a review of related literature and is divided into two parts. A history of the children's theatre movement in the United States was presented to substantiate general observations of the values of children's theatre. The final part of Chapter II presents several outstanding children's theatre groups and a brief synopsis of their organization. This is followed by specific organizational needs and suggestions. The final portion of this study presents a feasible organizational plan for the establishment of a children's theatre in this metropolitan area. The plan is flexible enough that other areas could adapt it to their own needs and desires.
Guidelines and an In-Service Model for Secondary Teachers who Supervise Student Teachers
This study develops guidelines and an in-service model for secondary teachers supervising student teachers. The study provides guidelines for developing in-service teacher supervision activities in secondary schools that serve as student teacher centers. The study seeks to determine selection criteria for supervising teachers; to ascertain in-service program activities considered valid by experienced supervising teachers, administrators and college coordinators; to measure professional reaction toward recent co-operative implementation of Senate Bill Eight; and to assess current in-service programs for supervising teachers in the North Texas area and test their conformity with criteria stated by known authorities. The study reviews literature in topical areas considered by known authorities to be those in which secondary-school supervising teachers must function. A questionnaire was developed, validated and mailed to an aggregate of 239 secondary supervising teachers, college co-ordinators, principals and central office administrators in selected public schools, and colleges and universities in the North Texas area. Collection of data resulted in a 73.6 per cent return in a ten-day period. Degrees of differences among the beliefs of participant groups were revealed by the chi-square measure of significance. It was found that the supervising teacher is the most influential feature of the entire student-teaching program and that in-service staff development programs concentrating on supervision of student teachers are both wanted and needed. It was further found that there is no central trend, in the North Texas area, to meet the desired need. Only ten per cent of the supervising teachers have had formal training in the supervision of student teachers. Those who were least familiar with Senate Bill Eight and the Texas Education Agency's guidelines supported one to three two-hour, inservice sessions per year. Central office administrators supported from four to six two-hour, in-service sessions per year.
Outdoor Activity Group Experience and Group Counseling with Institutionalized Children and Adolescents
This study compares the impact of group counseling with that of outdoor group experience upon institutionalized adolescents. Limited to subjects between twelve and sixteen years old, the study evaluates behavior, self-esteem, social and personal adjustment, and sociometric choosing. The object of these evaluations is to test the effectiveness of these two approaches to treating disturbed adolescents who had failed to function in a community setting and who might otherwise have lapsed into delinquency. Significant change following group counseling and following outdoor group experience as measured by accrual of points for behavior suggests that both approaches are effective, with group counseling having the greater impact. Also, younger subjects appear to profit more from both group counseling and outdoor group experience. The absence of significant change reflected by standardized instruments creates two questions. Are available instruments normed on basically normal groups appropriate for use with such a unique group of subjects as those in this study? Also, does the intense resistance these subjects demonstrated toward all pencil-and-paper activities negatively affect the accuracy of results from these standardized instruments?
Perceptions of Purchasing in Texas School Districts
Based on the position that perceptions about roles and functions within organizations affect the operational goals of those organizations, this study vas conducted to determine differences in perceptions among educational personnel in large Texas school districts as to the operation of purchasing departments. The data generated by the present study support the conclusions stated below: 1. All employee groups questioned feel that there is a significant discrepancy between current and ideal practices in purchasing departments. 2. Any tendency to protect the status quo appears to be limited to those involved with the purchasing system in its design and operation. 3. Being more closely associated with classroom operations causes a greater discrepancy in how purchasing department practices are viewed. 4. Secondary Teachers were either more intensely in favor of change or more willing to express opinions. 5. There exists the tendency to lose rapport with teachers the more removed one is from the classroom. 6. Communications gaps exist between purchasing departments and those in classroom operations.
The Relationship Between Selected Cognitive and Affective Factors and Student Teacher Effectiveness
The primary purpose of this study was to examine the relationship between selected cognitive domain criteria represented by college gradepoint average and ACT scores, selected affective domain criteria represented by scores on the MTAI and the EPPS, and success in student teaching as measured by a rating performed by the student teachers' college coordinators and the public school supervising teachers. After the examination of the findings, the following conclusions were drawn concerning the study: Grade-point averages of secondary teachers can be effectively used to predict success in student teaching; however, it did not prove to be an effective predictor of student teaching success in elementary student teachers. The ACT sub-tests of English Usage and Natural Sciences Reading proved to be a good predictor of success in student teaching among secondary teachers, but not among elementary teachers.
Accounting Instruction in Public Junior (Community) Colleges in the United States
The focus of this study was the status of accounting instruction in public junior (community) colleges in the United States. The purposes were: (1) to make a survey and comparison of the accounting instruction which was being offered by the four types of post-secondary public institutions as listed in the Directory of Junior Colleges, (2) to determine the extent to which specially prepared materials were being utilized, (3) to determine the methods of instruction which were being utilized, and (4) to determine the work experience and educational level of the average full-time instructor who taught accounting in these institutions. The following conclusions have been drawn from an analysis of the findings: 1. The post-secondary institutions in the United States have accepted the challenge to provide technical accounting instructional programs provided this acceptance is indicated by the number of courses in accounting offered. 2. Although the institutions reported extensive offerings of different accounting courses, the instructional materials and methods were found to be the same as those in traditional accounting classes at four-year institutions which offer only degree programs in accounting. 3. Use of the cooperative method of instruction for technical accounting students was minimal. 4. The accounting instructors employed by the institutions appeared to have sufficient teaching and work experience to enhance their classroom activities, although only slightly more than half had majored in accounting.
The Effects of a Parent Program Focused Upon Enhancing Social-Emotional Development of Young Children Through Parent Instruction in Affective-Interpersonal Facilitation
Twenty-seven parents with young children were randomly assigned to an experimental group which underwent an affective skill-building program, or one of two control groups. Pre and postassessments measured levels of communication, discrimination, and child vocalization for each parent. Multilinear regression analysis indicated that final communication skills among the three groups were significantly different. Final communication skills of the experimental group were significantly greater than those of the Hawthorne control group. Final discrimination skills for the three groups showed a trend toward being significantly different. Levels of child vocalization did not show significant changes. The experimental program was successful in improving accurate parent-child communication in the affective realm.
Effects of Practicing Self-Selected Teaching Skills on Measures of Personality and Teaching Behavior of Elementary Education Majors
The problem of this study was to determine the effects which the practicing of self-selected teaching skills by elementary education majors had on measures of personality and of teaching behavior. Personality measures were limited to self-confidence; attitudes toward self, children, and others; identification with the teaching role; and identification with the teaching profession. The teaching behavior measures were coded interaction episodes between a teacher trainee and four pupils in a microteaching setting. It was concluded that training experiences of short duration (e.g., eight weeks or less) (1) can be expected to positively affect specific, narrowly defined personality traits such as identification with the teaching role and identification with the teaching profession, (2) cannot be expected to affect broadly defined, global personality traits such as self-confidence or attitudes toward self, children, and others, and (3) cannot be expected to affect the classroom interaction of teachers and pupils.
An Exploration of Self-Actualization, Self Concept, Locus of Control, and other Characteristics as Exhibited in Selected Mature Community-College Women
This study describes certain characteristics of mature women students in a community college in a large metropolitan district. Three standardized instruments gathered data on self-actualization, self concept, and locus of control. A questionnaire collected demographic and education data as well as information on attitudes, motivations, problems encountered, and suggestions. The women perceived attitudes of their families as positive toward their education. They were motivated by desires to gain knowledge, get degrees, obtain promotions, and improve themselves. They cited themselves, long-time ambition, friends, and husbands as influential in motivating them to attend college. They selected this community college because of its convenience. The majority were married, had children, and were of the middle to upper-middle class. Over half were employed. Their average age was thirty-seven. They were active outside the home, although continuing to perform most traditionally feminine home responsibilities. The majority were part-time students, classified as freshmen. Education, business, nursing, accounting, and psychology were popular majors. Over half planned to obtain bachelor's degrees. Most felt they encountered no problems in pursuing their education; lack of sufficient time was their major complaint. Most were pleased with their community-college experience. their suggestions included special counseling, flexible class schedules, a club for mature students, and child care.
A Study of Certain Effects of Cross-Age Tutoring
This study investigates the effect of the helping relationship in cross-age tutoring upon the attitude toward school, self-concept, and grade average of elementary and middle-school students.The data measuring attitude toward school of those in the tutor-pupil relationship imply that this variable is the most sensitive to the tutoring program. The program resulted in a definitely superior attitude toward school for eighth graders and one sub-group of third graders. Therefore, it is concluded that cross-age tutoring can be expected to result in an improved attitude toward school on the part of children in specific age levels. Since no significant difference in self-concept was found, cross-age tutoring cannot be supported as an indirect means of improving the self-concept of children. Generally, the experimental condition of the tutor-pupil relationship did not result in higher grade averages for the experimental tutors and pupils in grades three, five, and six; however, the grade averages of lower-ability eighth-grade students showed highly significant gains over the control group. Therefore, although cross-age tutoring cannot be expected to improve academic standing of all elementary students, lower-ability eighth-grade students acting as tutors can be expected to improve their academic standing.
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