The problem with which this study was concerned was that of evaluating and comparing of locus of control scores and interpersonal distance among the institutionalized and non-institutionalized mildly retarded populations. The hypothetical assumptions specifically stated that the institutionalized retardates will be more externally oriented, will show a greater interpersonal distance towards stimuli with no specific expectancies. In view of the findings of the study, the following recommendations are offered: 1. Determination and evaluation of locus of control in retardates may be a useful technique in assessing their personality and understanding their psychological needs. Several investigators have been attempted with neurotics and subjects with character disorders, but none is reported with retarded populations. Such information may contribute to planning and programming for this particular group. 2. Determination of the retardates' interpersonal space may be an important approach in assessing their personality structure. Such studies have been conducted with the emotionally disturbed children, schizophrenics and normal subjects; however, none has been conducted with retardates. 3. The instruments used for this study have been designed for and standardized on samples of normal populations. To achieve more accurate results, these instruments should be designed for and standardized on a sample consisting of retarded subjects. …

The purposes of the study were: to determine the relationship between class size and academic achievement among university students in first-semester calculus classes, and to compare opinions about the instructor, course, and classroom learning environment of university students in small first-semester calculus classes with those in large classes. The sample consisted of 225 university students distributed among two large and two small sections of first-semester calculus classes taught at the University of Texas at Arlington during the fall of 1987. Each of two tenured faculty members taught a large and small section of approximately 85 and 27 students, respectively. During the first week of the semester, scores from the Calculus Readiness Test (CR) were obtained from the sample and used as the covariate in each analysis of covariance of four periodic tests, a comprehensive final examination, and final grade average. The CR scores were also used in a logistic regression analysis of attrition rates between each pair of large and small sections of first-semester calculus. Three semantic differentials were used to test the hypotheses relating to student opinion of the instructor, course, and classroom learning environment. It was found that for both pairs of large and small first-semester calculus classes …

Psychological research suggests that Ritalin reduces the rate of maladaptive behaviors in hyperactive children but does not improve their academic performance. Teachers, however, often assert that writing skills and other graphic work are improved by Ritalin. Twenty elementary school children who had been diagnosed as hyperactive and who were taking Ritalin were tested using WISC-R coding, WISC-R block design, and Bender Gestalt. Ten of the subjects were assigned to a group which was first tested when the children were off Ritalin and subsequently tested when they were on Ritalin. The sequence was reversed for the remaining ten. This procedure was designed to counterbalance the effect of practice. Direct difference t-tests indicated that there were no differences between groups regarding any of the three dependent measures. Thus, results indicate that the popular conceptions among educators regarding the efficacy of Ritalin for improving visual-motor efficiency is open to serious question.

The purpose of this study was to determine attitude and attitude change toward,student teaching as expressed by students who were pursuing certification to teach speech and/or drama courses in the public school at the secondary level.

Recall of expository prose after one of two learning techniques was determined. Pearson correlation did not discover a significant difference between the recall writings of the examinees who studied by discussion and those who studied by underlining. The significance of the difference between two proportions found that the group which underlined recalled significantly better than the group which discussed what they had read. This highly significant difference was almost identical when all synonyms from the Turbo Lightning computer program were considered correct recall and analyzed by the significance of the difference between two proportions.

The purposes of this study were to (a) investigate the physiological changes produced in college men after a nine-week circuit training and jogging conditioning program, (b) analyze the effects of deconditioning periods of four, six, and eight weeks upon the physical fitness of college men, and (c) compare the developmental and retentive aspects of muscular strength, muscular endurance, circulo-respiratory endurance, and skinfold measurements. Pearson Product-Moment correlations of pre-test measures, post-test measures, differences between pre-test and post-test measures, and differences between post-test and respective retention test measures did not identify any consistent pattern of developmental or retentive relationships. The components of fitness tended to develop and deteriorate independently of each other.

In cerebral palsied adults, the cardiovascular responses to different types of exercise have not previously been ascertained. Therefore, the purpose of this study was to determine the blood pressure and heart rate responses of adults with cerebral palsy to static muscular contractions and to dynamic muscular contractions. Fifteen adults with cerebral palsy and 15 able-bodied adults (average age for each group = 30 years) performed a static exercise protocol and a dynamic resistance exercise protocol using each limb (or the limbs capable of meeting the requirements of the exercise protocol). Heart rate and blood pressure were assessed before, during, and after each exercise bout with each limb. During the static exercise protocol, each subject performed static contractions at 40% of maximal voluntary contraction to fatigue. The dynamic exercise protocol for each limb consisted of three 20-second bouts of hydraulic resistance exercise each of which was followed by 20 seconds of rest. No differences were found between the two groups of subjects in heart rate and blood pressure during static exercise. In dynamic exercise, however, the trend in heart rate from bout to bout differed between the groups. In addition, the cerebral palsied group's diastolic pressure was higher than that of …

This study examined the educational activities at the University of Jordan, established in 1962, which is the oldest university in the country. The study traced the historical development of the university, which emphasizes highly-qualified graduates, and analyzed some of its educational practices. Research on this subject is limited. Jordanians have written little about their educational system, and there is little evidence of foreign scholars' interest in the subject. Some researchers argued that national pride was the main reason for establishing the university, since financial resources were not available to initiate and sustain serious research. The university started in the fall semester of 1962 with 167 students and one faculty, the Faculty of Arts. Two decades later, the university had ten faculties: Commerce and Administrative Sciences, Sciences, Medical Sciences (Medicine, Nursing, and Pharmacy), Agriculture, Education, Law, Engineering, Sharia, and Physical Education. The total number of staff continued to increase from 7 in 1962 to 627 by 1982. The size of the physical structure increased from one building to 40 buildings with approximately 18,000 square meters in 1982. As of 1982, more than 15,253 students had graduated from the university with bachelor's, master's, and diplomas-in-education degrees. In 1972, the University of Jordan …