This study is a survey of public community college speech programs in Texas. An investigation of the literature revealed that only three similar studies had been made concerning Texas junior colleges. Chapter Four concludes the study by reviewing the current status of public community college speech programs in Texas and making recommendations for the improvement of these speech programs.

The purposes of this study were to determine the accuracy of counselor perception of client attributes after an initial interview, to determine the relationship that exists between counselors' perceptions of a client's attributes and the counselors' possession of the same attributes, to determine the accuracy of counselor self-perception and to determine whether there were significant differences between counselors who are accurate perceivers and counselors who are inaccurate perceivers of client attributes. The findings pointed to the need for more training in the area of person perception in the master's level counseling program. This need is two-fold. First, counselors-intraining need to become more aware of their own personality, needs and emotions and how these might affect what they see in their clients. Second, counselors-in-training need to become more aware of personality attributes, needs, and emotions in their clients.

This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district.

This study explores beliefs and practices about standards of quality in Texas public prekindergartens as viewed from various perspectives, including prekindergarten teachers, administrators of prekindergarten programs, and families of prekindergarten students. These beliefs and practices are compared with widely-accepted national standards of quality for preschool programs.

The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.

The findings of this investigation support the following conclusions concerning junior high schools. 1. A positive approach to discipline can be expected to have a significant positive impact on students' opinions of school. 2. A positive approach to discipline can be expected to have a significant positive impact on teachers' opinions of school. 3. A positive approach to discipline can be expected to have a significant positive effect on school atmosphere as evidenced by fewer discipline cases and increased student involvement. 4. A positive approach to discipline will result in increased teacher participation in areas such as sponsorship of student clubs, mini-courses and other extracurricular activities. 5. A school-wide positive approach to discipline will result in increased direct teacher involvement with students. 6. A school-wide positive approach to discipline will result in increased parent-school communication. 7. A school-wide positive approach to discipline will result in fewer truancy problems. 8. A school-wide positive approach to discipline will result in fewer serious behavior problems resulting in Reassignment School or suspension.

The basic purpose of this study was to investigate if placement in a cottage designated solely for juveniles involved in vocational training significantly improved the institutional adjustment and recidivism rate of institutionalized male juvenile delinquents. An additional purpose of the study was to investigate the effects of an involvement in a vocational training program on institutional and post release adjustment of institutionalized juvenile delinquents. Statistical analysis of the data supported the basic hypothesis that subjects who were involved in the vocational training, regardless of cottage placement, would adjust better to the institution. The two groups of vocational subjects had fewer admissions to the Discipline Cottage and a greater frequency of achievement of privilege-level status than did the group of subjects who did not receive vocational training. The hypothesis that vocational subjects who were housed in a separate cottage would adjust better to the institution than would the vocational subjects who were housed in the regular cottages was also supported. The vocational subjects who were housed separately had fewer escapes, fewer admissions to the Discipline Cottage, and a greater frequency of attainment of privilege-level status than either of the other two groups. The analysis also supported the hypothesis that recidivism rates …

This study examines nursing students' adoption of inferential sets in a clinical situation. The investigation determines (1) the particular inferential set(s) nursing students adopt toward a patient in a clinical situation; (2) the particular inferential set(s) adopted by sophomore and senior nursing students in a clinical situation; and (3) whether or not inferential sets adopted by the sophomore and senior nursing students differ. Sophomore and senior nursing students at a woman's university in Texas were asked to complete a research tool designed to determine inferential set adoption.

The problem of this study was to describe, by use of a questionnaire and selected testing instruments, mature college women enrolled in undergraduate curricula at a state supported university in the Dallas-Fort Worth metropolitan area. Factors of marital status, major fields of study, children, employment patterns age, part time and full time enrollment, family attitudes, regarding continuing education, and membership in ethnic groups were included in this study.

Action theory provides a theoretical framework for examining administrative behavior in a higher educational system. The specific problem with which this study is concerned is the relationship between parental identification, a selected aspect of early acculturation, and the managerial roles of community college administrators. The purposes of this investigation are twofold. The first is to determine the relationships between perceived parental identification and Theory X and Theory Y action frames of reference of administrators in a selected community college district. The second purpose is to determine Theory X and Theory Y action frames of reference based on (a) age, (b) sex, (c) method of succession, (d) type of administrative position, and (e) length of time in present position.

This research study was developed to investigate whether a structured discussion group on feelings)in combination with play group counseling can be effective as an intervention approach in working with disadvantaged primary grade children who are exhibiting disruptive classroom behavior. The general nature of the research hypotheses was that developmental play group counseling would not only reduce disruptive behavior of disadvantaged second grade students, but would also help to enhance these students' self concepts and attitudes toward school. None of the six hypotheses were confirmed. Developmental play group counseling did not significantly reduce "classroom disturbance" behavior, improve perceived self image, or improve attitude toward school over periods of time. The data indicated that play group counseling did significantly reduce "classroom disturbance" behavior after seven weeks of treatment, and maintained that general level of improvement eight weeks after the end of the study. The above finding suggested that play group counseling be utilized with disadvantaged early primary grade children who present behavior problems in school.

This study was conducted to assess the effectiveness of marathon group counseling and traditional group counseling in producing certain growth changes in their particular group members. The purpose of this study was to compare the relative effectiveness of these two group counseling methods and their relationship in producing changes in self-actualization, self-concept, and level of dogmatism.

This study explored the attitudes of four professional groups toward selected adult behaviors in order to gain an insight into their definitions of abuse and neglect. A sample was drawn from the population of pediatricians, psychologists, teachers, and social workers employed in a large metropolitan area of North Central Texas. A total of 190 subjects participated. The instrument used to quantify the attitudes of the respondents was a five-point rating scale, the ABTC Rating Scale. The rating scale was composed of thirty-six adult behaviors selected from the "gray areas" of child abuse and neglect. Participants rated the thirty-six behavior items according to how harmful they perceived each behavior to be for a five-to-six year old child. It was concluded that of the variables tested, those that appear to have the most influence on the differences in responses are professional membership and sex. It is possible that the differences found are due as much to the sex of the respondent as to professional membership. Teachers and females may react more strongly to the behaviors almost universally.

The problem was a study of the School of Technology graduates and non-graduates of Texas Southern University with implications for curriculum revision.

The problem of this study involved the identification of white student teacher racial attitudes relative to blacks and whether these attitudes changed during the course of student teaching. The purpose of the study was to determine the nature of these racial attitudes, to determine if these attitudes were influenced by the experience of student teaching or the racial environment in which student teaching was accomplished, and, in light of the findings of the study, either to reinforce the manner in which racial attitudes are treated in traditional teacher preparation programs or suggest new directions in the curriculum that might lead to more realistic and desirable teacher attitudes. In light of the above findings, the following conclusions seem warranted: 1. The contact thesis of racial attitude change is confirmed. However, among experimental group subjects, the nature of the contact achieved was incongruous with what research has found to be most conducive to positive attitude change. 2. Racial attitudes are so deeply and emotionally embedded that attitude change, if it is to be accomplished, should be treated as a priority item, and any programmed attempt to alter racial prejudice should be comprehensive in design.

This study was conceived as an attempt to determine .and analyze factors deterring participation in continuing professional education among social workers in environments where continuing education for relicensure is mandatory and voluntary. The specific research design implemented to complete this study was the ex-post facto descriptive design. The sample included 106 social workers randomly selected in the state of Texas where continuing education is mandatory and 94 social workers in the state of Louisiana where continuing education is voluntary. The instrument used was the Deterrent to Participation Scale developed by Scanlan (1983) and a demographic inventory. Scanlan (1983) earlier identified six factors deterring participation in continuing professional education: Disengagement, Lack of Quality, Family Constraints, Cost, Lack of Benefit, and Work Constraints. The study concluded that social workers in both states considered work constraint as a major factor deterring participation in continuing professional education. Also the factors of cost and lack of quality were also considered as crucial barriers in their efforts to participate in continuing professional education. The Wilks' multivariate test of significance of the means and univariate F tests at alpha level p < .05 revealed differences in the combined mean scores of social workers in both states when …

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings …

The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were: 1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics? 2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics? The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways: * Caucasian students' preference of a high level of persistence in completing a difficult task. * Hispanic students' preference for a warm learning …

The problem of this study was to analyze the economic understanding and values of high school seniors in a large metropolitan school district. To attack the problem, three purposes were formulated. The first purpose was to determine if students enrolled in a one-semester, elective course in economics differed significantly in terms of economic understanding from students enrolled in a comparable non-economic social studies course. Another purpose was to determine if an already existing value orientation had some effect on a change in economic understanding. The final purpose was to see if a change in a particular value orientation was related to a change in economic understanding.

The problem of this study was to assess the concerns and locus of control of black women enrolled in an urban community college district and to answer the following question. What is the relationship between each of those concerns and locus of control and each of the following demographic data: current hourly enrollment, number of college credits earned, age, marital status, number of dependent children, age of youngest child, estimated total annual income, and time of day of classes (whether the majority of their classes are during the day, at night, on Saturdays, any combination of the three or mostly telecourses)?

The problem of this study was to evaluate the effects of participation in the Hilda Taba In-Service Education Program on teachers' self concept, attitude, and selected personality characteristics.

The purpose of this study is to present a historical account of the Dallas County Community College District and to analyze and interpret the role of the political process in the District's relations with governmental agencies and civic groups. On May 25, 1965, the voters approved a $41.5 million bond issue, established a county-wide junior college district, and appointed a seven-member Board of Trustees. Secondary accounts were consulted, but the emphasis was on such primary sources as official documents of the District, publications of the District, newspaper accounts, interviews, and relevant materials from the Office of Public Information. It may be concluded that the Dallas District is a recognized leader in the community college movement. A key to its success is that it is student- and community centered. The district has experienced a rapid and tranquil growth but there may be a greater diversity of views expressed with the change in the composition of the Board.

The problem of this study was to measure the effects of differing curricular patterns involving the use of planetarium centered activities on the affective domain of high-,middle-, and low-achieving secondary school students. Two different curricular patterns were studied. At each achievement level, one group viewed two planetarium lessons in conjunction with their classroom work in astronomy. Also, at each achievement level, two groups viewed the planetarium lessons as review activities which followed their completion of classroom work in astronomy earlier in the school year. The following conclusions were made with respect to the planetarium-related curricula studied. 1. Two exposures to planetarium lessons as a review activity caused a significant decline in the attitude toward astronomy among high-achieving students. 2. Two exposures to planetarium lessons did not significantly improve students' attitudes toward astronomy at any achievement level or with either curricular pattern studied. 3. Middle- and low-achieving students' attitudes were not significantly affected by two exposures to the planetarium lessons. Varying the manner of employing the planetarium in relation to classroom work in astronomy, in the manner studied, made no significant differences in the attitudes of students at either of these achievement levels.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.