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An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served

Description: The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance.
Date: May 1988
Creator: Ragland, George B., 1953-
Partner: UNT Libraries

An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University

Description: Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State ...
Date: August 1988
Creator: Grimm, J. Ed (Joseph Ed)
Partner: UNT Libraries