The problem with which this investigation is concerned is that of determining perceived attitudes of self-concept of educationally disadvantaged students in special vocational environments, other vocational students, and academic students as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated to carry out this study included: 1. There is no significant difference in the mean attitude self-concept score of vocational education students, academic students, and educationally disadvantaged students (CVAE) as measured by the Piers-Harris ChildrenIs SelfConcept Scale. 2. There is no significant difference in the mean attitude self-concept scores as measured by the Piers-Harris Children's Self-Concept Scale between vocational education students, academic students, and CVAE students and number of years of placement in a vocational program, academic program and CVAE program. The Piers-Harris Children1s Self-Concept Scale was administered to 311 students from the CVAE, vocational, and academic programs in the Birdville Independent School District, Fort Worth, Texas and Denton Independent School District, Denton, Texas.

The problem to which this study is addressed is that of education in a technological age. The principal concern is for the recognition of technology in developing general education for the student with particular reference to industrial arts education. The purposes of the study are to assess technology's significance for education, concepts of education which postulate technology as significant, and the impact of technology on education. Finally, the study discusses critically the implications of these assessments for industrial arts education. Four categories of sources provide the data: the history and philosophy of technology, social sciences, the work of generalists, and education. Selection of data includes both common and divergent viewpoints of facts and judgments. The data are formed into a composite structure of ideas which have implications for education in a technological world.

The major purpose of this descriptive study was to identify the reasoning strategies used by seventh- and eighth grade severely disabled remedial reading students when attempting to comprehend expository and narrative prose. Additional research questions dealt with the most frequently used strategies; correct responses to questions through the use of strategies; strategies used when responding to narrative and expository prose; strategies used when answering literal and inferential questions; and the strategies used by individual students.

The problem with which this study is concerned is the determination of the attitudes toward academic governance of administrators and faculty in both a public and a private institution of higher education in Texas. Based on the problem, a Likert-type survey instrument was developed from the questionnaire provided by the North Texas State University Task Force on University Governance; 176 academic administrators and faculty responded (60.5 per cent).

This study surveys a sample of second-, fourth-, and sixth-grade teachers' proficiencies in three areas of standardized achievement test information—knowledge of standardized test terminology, interpretation of standardized tests, and application of standardized test results in program planning. A comparison is also made of teacher knowledge of standardized tests and public school administrators' expectations of teachers' skills. The purposes of the study were to determine elementary teachers' knowledge of standardized achievement test terminology, interpretation and application of test score information. This determination was made across the three variables, grade level taught, highest degree earned, and the number of years teaching experience.

Based on linear models, this study demonstrated that the psychological and social structures of the classroom, viewed as a naturalistic human system, impact learning outcomes. To operationalize learning outcomes, final grades in the course and a subject self report scale tapping perceptions of utility of material taught were used. The social and psychological structures of the classroom-as-a-human-system were operationalized through the following variables: the degree of social integration of each student, based on network analytic procedures; communication apprehension of students; dimensions of perceived credibility of instructors; dimensions of interpersonal attraction to instructors; perceived satisfaction with task demands of the course; and adjusted orientation to communication, based on communication apprehension scores and network data. Data were obtained from five sections of a multi-section communication course of a large state institution of higher learning in the southwestern region of the United States. Differences in sex were not found.

The problem of this study was to search for relationships between selected learning styles as measured by the Grasha-Riechmann Learning Style Scales and personality variables as measured by the Eysenck Personality Inventory and Rotter's Internal-External Locus of Control Scale. An additional problem was to test for differences along the male-female dimension among the personality and attitude variables.

The purposes of this study were (1) to ascertain the total absolute change scores between student basic interest scale scores on the Strong-Campbell Interest Inventory (SCII) and like scores on the audio interest inventory (All), and the audio-visual interest inventory (AVII), which are based on the SCII; and (2) to ascertain if a statistically significant relationship exists between students with high reading ability and students with low reading ability, when different test-retest inventory administration methods are used.

The purpose of this study is to compare the perceptions of two groups of student personnel administrators (chief student affairs officers or deans of students and directors of student activities) with respect to current and expected student activity fee policies and procedures in four-year public institutions of higher education in the United States. The comparison is based on the demographic variables of position held, number of years experience in student personnel administration, and geographical location of the institutions by region.

The problem with which this investigation was concerned was the level of knowledge about the leadership style of the chief student affairs administrators in Southern Baptist colleges and universities. The four purposes of the study were as follows: 1. To determine the prevalent leadership style of the chief student affairs administrators in Southern Baptist colleges and universities in terms of the Blake and Mouton Managerial Grid concept• 2. To determine if self-reported leadership style is congruent with the leadership style determination obtained through an instrument developed to analyze leadership style; 3. To determine if the following are factors in the leadership choice of the chief student affairs administrators in Southern Baptist colleges and universities: - Size and complexity of the institution. - Age. - Years of experience as a chief student affairs administrator. - Educational preparation, i.e. academic, administrative, or religious

The problem of this study is that of comparing a concurrent approach with the traditional (delayed) approach of presenting the alphabet and number/symbol keys on the typewriter keyboard. Ten experimental classes and ten control classes, of male and female high school beginning typewriting students in Texas, participated in the study. The experimental group was introduced the alphabet and number/symbol keys concurrently with drills coordinated with Century 21 Typewriting. The control group was introduced the alphabet and number/symbol keys according to Century 21 Typewriting. Both groups used three minutes of daily practice on number drills through Lesson 60.

There were two purposes of this study. The first was that of determining, through an analysis of Texas and Thai biology textbooks, which objectives -- cognitive, affective, manual skill, processes of scientific inquiry, and orientation—were emphasized in three major and twenty-seven minor fields of biology. The second purpose was to determine if significant differences exist in the frequency distribution of these objectives. Only one biology program is used in schools throughout Thailand. This program, which was published by the Ministry of Education, consists of four textbooks with 1977 copyright date. The five Texas textbooks used in this study were those adopted under the provisions of the Textbook Law. The contents of each of the six texts included in the study were classified by using the criteria of Klopfer's Table of Specifications for Science Education.

The purpose of this study was to identify and compare the specific writing assignments provided in the five basal readers, grades one through eight, adopted by the state of Texas. These seventy-eight basal reader's guides were first analyzed for statements indicating specific writing assignments. The total number of writing assignments in each of the teacher's guides were totaled for each publisher. The location of each writing assignment which supported the TABS categories was recorded. The writing assignments which did not support the TABS categories were assigned appropriate categories and recorded on a table. Another table compared the five publishers and the total number of writing assignments supporting the TABS categories. A fifth table compared the five publishers and the total number of writing assignments found in other categories not supporting the TABS categories.

The State of Texas requires the completion of all six semester hours of government for graduation from a public college, but does not provide detailed guidelines regarding content, and related objectives, for these courses. Thus instructors have considerable discretion in the setting of course objectives. The problem of this dissertation, therefore, is the determination of course objectives actually set and the general orientation within political education that the objectives may reflect.

The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.

The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.

This study determined the instructional approaches and teaching techniques and materials reading specialists perceived to be the most effective for the seventh and eighth grade remedial reading courses mandated by Texas House Bill 246. It also determined the most effective inservice procedures for training teachers assigned to teach these courses. Fifty-four Texas reading specialists, representing school districts, service centers, and colleges and universities, participated as panelists in the Delphi, completing three rounds of questionnaires. Perceived recommendations were rated by panelists according to levels of effectiveness.

The classroom communication behavior of preservice teacher education students was the focus of this research. The study was designed to provide descriptive and empirical data for teacher educators to use in designing preservice and in-service training in classroom communication. Additionally, an interdisciplinary focus on research from the fields of interpersonal and instructional communication as applied to teacher education was emphasized. The sample for the study included 30 secondary and 29 elementary preservice teacher education students. The sample was stratified on the basis of the level of communication apprehension. A total of 30 high level apprehensive and 29 low level apprehensives were identified. The Personal Report of Communication Apprehension-24 (PRCA-24) was administered as a pre-posttest measure. Scores from the Communicator Style Measure (CSM) were analyzed with the PRCA—24. University supervisors and public school cooperating teachers completed a modified version of the CSM on two separate observation occasions.

The purpose of this study was to evaluate the effects of specialized skill instruction on the ability of sixth-grade students to solve mathematics word problems. Subjects were 578 sixth graders from eight elementary schools. Researcher-developed materials were used based on seven identified content strands. Specific sections of a widely used achievement test were used to identify ability groups in both reading and mathematics and served as the pretest and posttest measures.

This research study was designed to investigate the relationships of stress, anxiety, self concept, social support and illness in children and to examine the potential of specific cognitive mediating variables, self concept and anxiety, and an external mediating variable, social support and an interaction between self concept and social support, to significantly increase the efficiency of stress as a predictor of children's illness. The purposes of this study were (1) to determine if stressful life events, anxiety, self concept, social support, sex and illness are related in children, (2) to determine if stressful life events are an adequate predictor of illness in children, (3) to determine if a combination of anxiety, self concept and social support will increase the predictive efficiency concerning illness in children, (4) to provide information that may help develop a theoretical base concerning stressful life events and illness in children, and (5) to provide information that may be beneficial with regard to future research involving stress, anxiety, self concept, social support, sex and illness in children.

The problem addressed in this study is the identification of perceived and preferred goals in post-primary educational institutions in Kaduna-State, Nigeria. The purposes of the study are to identify and analyze the most important goals and to make recommendations for improvements based on these findings. Chapter I discusses the background and significance of the study and the procedures used in collecting and analyzing data; Chapter II surveys related literature. Methodology and analysis of data are presented in Chapters III and IV. Chapter V offers the study's findings, summary, conclusions, and recommendations.

The purpose of this study was to (1) report changes in elementary teachers' and principals' perceptions of organizational climate as climate was perceived by (a) elementary teachers in individual schools, (b) elementary teachers as a total group, (c) elementary principals in individual schools, and (d) elementary principals as a total group. The subjects in the study included 13 elementary principals and 247 elementary teachers. Each principal had a least two years tenure in the elementary school. The Organizational Climate Description Questionnaire (OCDQ) was administered at the beginning of the school year, at midyear, and at the end of the school year.

The problem of this study was to compare two methods of instruction in helicopter pilot ground training in terms of cost of training and support services and customer satisfaction upon completion of training. The purpose of the study was the evaluation of a specialized program of instruction taught on videotape by comparison with conventional instruction. The significance of the study was related to savings in costs of instruction per trainee. Research questions for the study sought significant differences between mean scores achieved by students receiving the two treatments. Data providing information on specific characteristics of the learners were gathered as a preliminary step to establish similarity of the students in the two groups compared. A table of random numbers was used to select subjects from the population of student pilots entering training for the Bell model 206B helicopter during the months of March, April and May 1981. Upon completion of the course, all students were asked to complete an evaluation opinionaire relating to satisfaction with selected aspects of the instructional program.