The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and …

The problem of this study was an analysis of the effects of a selected strategy for bringing about changes in stereotypic sex role attitudes of teacher trainees during their teacher education program. The major purposes of this investigation were to (1) develop a preservice treatment program, characterized by the persuasive communication approach, to modify students' stereotypic sex role attitudes, (2) determine the effectiveness of the strategy in modifying students' attitudes, and (3) examine student factors that influence reception and yielding to a persuasive message.

The problem was to develop a model of thought within the basic structure provided by general or "point-set" topology. To do this, it was necessary to make four basic assumptions. It was assumed that each individual possesses more than the classical five senses and that for each of these there exists a category of sensory data. Also, it was assumed that the Cartesian product of these categories formed a set M of thought elements for each individual, and that certain subsets of M provide support for cogitation. The relation, function, continuous function, and homeomorphism, which are used to relate sets in topology, are discussed as a possible ramification of the model for communication. The global properties of the homeomorphism and continuous function present each as a viable support for strong and meaningful communication between thought spaces of individuals.

The problem with which the four-phase descriptive study was concerned is the extent of application of strategic planning by senior colleges and universities in Texas. The purpose was to analyze and describe the status of the planning based on the perceptions of the respondents and a specific set of characteristics validated by twenty experts.

The problem of this study was to investigate how good and poor comprehenders utilize passage structure and task instructions to acquire information from a prose passage. To give a more detailed picture of what type of information processing occurred during reading, both verbatim and paraphrase items were used to assess comprehension.There were two strong but nonsignificant patterns in the data for task instructions. Poor readers were sensitive to both attribute and relation instructions. Good readers, however, were not affected by attribute instructions, but were sensitive to relation instructions. The results for good readers tentatively suggest that they encode attributes as a natural part of reading, but only encode relationships when they are specifically instructed to do so. Based on these results, three observations were made. First, good readers appear not to be easily affected by text organization, but poor readers may be aided in comprehension by slight improvements in the organization of the text. Second, all students need more assistance and practice in drawing inferences from the text. Third, written instructions may be a weak aid for increasing the comprehension of poor readers and may help good readers attend to information they would normally miss.

The purposes of this study were (1) to determine the immediate effects, if any, on marital adjustment of a marital enrichment program entitled Marital Skills Training. Program (MSTP); (2) to determine the residual effects, if any, on marital adjustment after MSTP had been terminated; and (3) to determine the differences, if any, in the effect on marital adjustment of an on-going group and extended session group using MSTP. Measures of marital communication and marital adjustment served as the dependent variables while the MSTP training served as the independent variable. Instruments used for data collection were the Marital Adjustment Test (Short Form), the Primary Communication Inventory, and the Semantic Differential. The study concluded that teaching marital communication skills in a conjoint couples' group in an on-going setting is an effective way to increase marital adjustment. However, the passage of time appears to be a necessary factor in integrating MSTP into behaviors which affect marital adjustment since the significant increase did not appear until five weeks following training and was found to exist only in the On-going training group.

This study investigated the relationship of high school curriculum to performance in academic foundation college courses. The purposes of the study were twofold: First, to study the relationship of a practical arts high school curriculum as opposed to a college preparatory high school curriculum to performance in academic foundation college courses. Second, to analyze this relationship and its implications for high school students, parents, teachers, and counselors.

This study is an analysis of trends in public higher education and their probability and desirability for the 1970's as perceived by persons in positions of leadership in public higher education. The purposes of this study were (1) to identify the major trends in public higher education in the United States, (2) to assess the opinions of persons in positions of leadership in the public four-year colleges and universities in Texas, (3) to determine if there were significant differences in opinions of the probability and desirability of trends for the 1970's, and (4) to develop projections of the most probable and the most desirable trends for the 1970's.

This study is concerned with the problem of identifying the nature of and the similarities and differences among the attitudes of three ethnic groups (Mexican-Americans, Blacks, and Anglos) toward vocational education.The purposes of the study were threefold. The first was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend a vocational/technical high school. Secondly, the purpose was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend regular academic schools. The third purpose was to compare the attitudes toward vocational education of students who attend a vocational/technical high school with those of students who attend regular academic high schools.

The problem of this study was to investigate the effects of motivational group techniques upon selected personality and behavioral variables. Particular emphasis was placed upon changes in personality and behavior with respect to freshmen college students.

The purposes of the study were (1) to assess the validity and reliability of Values for Helpers, (2) to determine whether the test would be a usable instrument for analysis of value systems of mental health professionals, (3) to provide information on possible utilization of the test as a measurement tool for assessing the quality of relationship skills of helpers, and (4) to provide information of a heuristic nature for future research with Values for Helpers. To accomplish these purposes, the following questions were examined. 1. What are the relationships between the scales of the Allport-Vernon-Lindzey Study of Values and Values for Helpers? 2. What are the relationships between the scales of the Personal Orientation Inventory and Values for Helpers? 3. What are the relationships between the total scores on Myrick and Kelly's Counselor Evaluation Rating Scale and the scales of Values for Helpers? Conclusions based on the results suggested that (1) there was acceptable reliability for Values for Helpers, (2) the tribalistic and conformist scales of Values for Helpers demonstrated negative convergent validity with the scales of the Personal Orientation Inventory, (3) the existential scale of Values for Helpers demonstrated positive convergent validity with the scales of the Personal …

The problem with which this investigation was concerned was that of determining the relationship between personally perceived autonomy and the extent of professional activity of secondary teachers. The two methods of determining this relationship were questionnaire completion and personal interview. It was assumed that the two methods complemented one another in the determination of findings.

Literature in the area of play was surveyed, summarized, and organized. The historical approach was used for the collection of data for this study. Materials gathered were acquired through the sources provided by library services as well as current authorities in the field of play therapy. As the material was collected, the focus areas or sections began to naturally develop because of the commonality of the articles. The material found was divided into theory, approach, position, and research. The material found on theory and approach was organized into Chapter II. The material found on position and research was organized into Chapter III. Body movements of both child and therapist offer much research possibility. Since most of the child's language is nonverbal, it is critical that persons develop ways of evaluating and identifying his body signals. Research is needed on the potential use of every toy which is included in the playroom. Research is needed on the potential potency and effect of every type limit set within the play therapy process. Research is needed on the effect of the therapist on the process. Research is needed in reference to training models for the development of play therapy skills in professionals, paraprofessionals, …

The purposes were (1) to determine student attitudes concerning the cause, frequency, method, and punishment of academically dishonest behavior, (2) to determine current behavioral patterns concerning the origin, method, frequency, and student reactions to academically dishonest behavior, and (3) to determine the role of denominational affiliation, religious participation, satisfaction with religious involvement, and importance of religious development in relationship to the practice of academic dishonesty.

This study investigated the prevalence and characteristics of teacher retirement preparation programs in Texas public schools and determined how school personnel directors perceived selected aspects of such programs. A survey questionnaire was used to gather data about personnel directors' opinions of several aspects of retirement preparation programs, and about existing school district programs.

The problem of this study was a comparison of female administrators' self-perceived leadership styles to those of their superordinates' perceptions in five major junior/community college districts in Texas. The population included 59 female administrators submitting biographical information with 53 of the 59 submitting information on their leadership styles. The leadership data were paired with 53 superordinates for comparison of the perceptions of each group. In conclusion both groups agreed on the leadership style exhibited most often by female administrators as being high relationship-low task. Even though the female administrators exhibited this dominant style, the majority of the women and their superiors agreed they could span the other styles in an effective manner.

The problem of this study is the effect of two training models on personnel who teach moderately and severely retarded children. The subjects of this study were sixty-two staff members who work with the moderately and severely retarded pupils in two large metropolitan school systems. Eighteen teachers, eighteen aides, and twenty-six volunteers participated in the study. Two observation instruments administered by trained observers were used as pre- and post-tests to measure the trainees' competencies in applying operant conditioning techniques in both group and one-to-one instructional situations. The purposes of this study were (1) to compare the effectiveness of an experiential model and a didactic model in preparing personnel to deliver cues and reinforcers when working with moderately and severely retarded children; (2) to compare the costs of equipment and supervisory personnel; and (3) to examine the relationship between the trainees' effectiveness of delivering cues and reinforcers to a group of moderately and severely retarded youngsters and the on-task behavior of those students. This report concludes that the trainees' self-evaluation of the training models indicated that they prefer simulated techniques and feedback, which denotes that the Experiential Model may foster certain kinds of incidental learning such as physical mannerisms and visual …

This study was concerned with analyzing selected Texas school administrators in an attempt to locate intrapersonal patterns of (1) values, (2) leadership traits, (3) personality traits, (4) critical thinking ability, (5) perception, and authoritarianism. A second aspect was correlating these profiles with each other. The study had a threefold purpose. The first was to perform a detailed analysis of school administrators to determine selected intrapersonal patterns. The second was to determine possible relationships between these selected profiles. The third was to generate plausible hypotheses for testing the intrapersonal patterns found and for determining the magnitude of any existing relationships. The case studies revealed the uniqueness of each participant in this study. With the possible exception of one individual, certain weaknesses were evident in each of the participants. Canonical correlation and the Pearson correlation of D matrices determined that a relationship existed between many of the profiles. Eight hypotheses were presented at the close of the study as guides for additional research. The results of this study indicated that further research was justified in these particular areas. The results of this study indicated that intrapersonal patterns existed within school administrators and that these patterns or profiles are related. However, the determination …

This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

The problem of this study was to ascertain the role and status of the specialist in human relations in the desegregation of selected public schools in Texas. Its purpose was to review human relations literature in order to compile a list of representative criteria for human relations programs in industry and to describe the human relations programs and roles of the directors in selected schools. An analysis of available information indicated that industrial organizations have given more attention to human relations programs than have the educational institutions of this country, although their problems have been similar. It was in the workshops of the factories, rather than in the classrooms of America, that social scientists developed human relations skills and techniques. The social issue of desegregation of the races has been a battle often fought on public school campuses. These racial confrontations, coupled with conflicts spawned by the rigidity of traditional schools, have signaled the urgent call for human relations programs to alleviate human problems. The background study included a review of relevant literature, interviews with public school officials, and discussions with state and regional educational administrators. The survey technique was used to collect data for the study. Personal interviews were …

The purpose of this study was to determine the effect of using word processing and proofreading software in freshman composition at a community college. This study used pretest and posttest measures to determine if significant differences in the improvement of composition skills occurred between students in a composition class that did not use microcomputers and students in a composition class that did use microcomputers. Objective tests and writing samples were used as measurements. The population for the study consisted of students enrolled in freshman composition classes at a two year community college. Students self-selected enrollment in each class. Three hundred students who completed the pretest and posttest measures and completed the course were included in the study. There was no significant difference found in the improvement of writing skills between the two groups as measured by the objective test or the writing samples. There was a significant difference found in the withdrawal rate of students from the classes. The computer class had a significantly higher withdrawal rate than the non-computer class.

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.

The purpose of this study was to examine the effectiveness of a school-developed continuous-progress program in mathematics in terms of how well students achieved in arithmetic computation, concepts, and applications. The study also investigated the student's attitude toward arithmetic. Conclusions and Recommendations: 1. All students in grades four through six favored the continuous progress program over the conventional program in terms of arithmetic computation and concepts. Grades four through seven favored the continuous progress program in terms of arithmetic applications. A trend was noted that indicated the program was more effective for lower grade levels. It is recommended that the continuous progress be used with all fourth and fifth grade students and that a longitudinal study be developed for the fourth and fifth grades as they continue the experimental program through the eighth grade. 2. Sex is a doubtful factor in determining the effectiveness of the continuous progress program. A trend did appear in the area of arithmetic computation that indicated sex may be a greater factor in this variable than in the other three variables studied. It is recommended that further study be done concerning the relationship of sex to arithmetic achievement when using a continuous progress concept. 3. …

The teacher of the emotionally disturbed student must provide an educational setting for pupils unable, or unwilling, to appropriately interact within the regular educational setting. The teacher, ultimately, decides classroom scheduling, academic experiences, social interactions and order of the room. In short, teaching style and the teaching personality shape the learning environment. Style of teaching is evidenced by the management techniques utilized within the classroom. The purpose of this study is to determine if differences exist in the classroom management techniques employed by educators of emotionally disturbed children and youth assigned to (a) resource rooms in the public school setting, (b) self-contained classrooms in the public school setting, and (c) residential treatment centers as determined by the Classroom Management Profile (Bullock & Zagar, 1980).