The problem with which this study is concerned is that of analyzing the implementation of the stated purposes of Lon Morris College of Jacksonville, Texas from 1847 to 1973. Histories and journals of the period, records and publications of the school and other institutions, and oral interviews of persons involved in its development provide data for the study. As a historical analysis, the study is divided according to successive periods in the school's development.

The American junior colleges of today are historical accidents, some having begun originally with elementary and secondary divisions or as adjuncts of local high schools. Wesley College in Greenville, Texas, began on a two acre campus as North Texas University Training School in Terrell, Texas, in 1905. Chartered by the North Texas Conference of the Methodist Episcopal Church, South, the school initially provided elementary and high school and two years of college. At this time the name was changed to Wesley College, but the school closed in the spring of 1911. It reopened on a twenty acre campus in the fall of 1912 in Greenville, Texas, and maintained a close relationship with that city until mounting financial problems forced closure in 1938. Many records of the school were transferred to Southern Methodist University at Dallas, and in 1939, Wesley College alumni were invited to become associate members of the S.M.U. Ex-Students Association. Many associated with Wesley College continue to meet annually in Greenville to keep alive their memories of the once prestigious college. This study employs primary and secondary documentary data, as well as interviews with fifty-six individuals, to provide a chronological descriptive history of the origin, growth, development, and …

The problem of this study was to determine the value of Scholastic Aptitude Test scores and high school percentile rank for predicting a student's achievement in American history at North Texas State University. The study also sought to determine what, if any, difference existed between male and female students, students of different ethnic backgrounds, and students of different semester classification with respect to learning achievement in American history.

The purposes of this study were, 1. To develop a documented history of the founding of the town of Islip. 2. To trace the development of public education within the town and to parallel this development with state-wide developments in the field.

The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region. The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed). The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history …

The problem with which this study is concerned is the development of a plan to reform the structure of the current system of Iranian higher education, both quantitatively and qualitatively. These goals have been set by the Charter of Educational Revolution and coincide with the Development Plans of the nation which have aimed to bring about a fundamental change in society. Educational history of Iran since ancient times is discussed, with special emphasis on higher education, and the religio-cultural influences in shaping the organization of educational institutions and curricula are overviewed. The nation developed one of the world's oldest scholastic centers of higher learning, Gondi-Shapur Academy, whose international faculty contributed significantly to the advancement of knowledge. Iranian culture was exposed to Islam following the Arab invasion; and Islamic doctrine, which has been opposed to secular education, has dominated the educational philosophy of the country. Western education came to Iran through military institutions and religious institutions. Modern schools increased during the last decades of the nineteenth century; however, their progressive development can be traced only from the reign of Reza Shah, beginning in 1925. The first modern university of Iran was established forty years ago. The provincial universities and other institutions …

The purposes of this study are to describe the past and the present systems of secondary education in the Cross River State of Nigeria; to examine the goals, achievements, and failures of each with special consideration for the period from 1970 to 1981; and to make recommendations for improvement of the secondary educational system in the Cross River State of Nigeria.

This study is an historical-philosophical analysis of art education in elementary, secondary, and normal schools in the United States from 1883 to 1910 as revealed through the Journal of Proceedings and Addresses of the National Education Association. Its purposes are to define and describe the role, practices, and status of art education as related to or influenced by selected philosophies, psychologies, theories of learning, and research, along with other prevalent factors such as the scientific, industrial movements, and mores of the period. Art education was found in an admitted state of infancy as the period began. 1883 marked its initial separation from the Manual Training Department and first recognition as an entity. This study of its status traces growth and improvement to a point of tentative public acceptance, and re-attachment of the Art Department to the Manual Training Department as an equal partner. Evidence presented seemed to indicate that progress had been made by art education in several important ways. School administrators had recognized that art did have a legitimate role in education, and a national organization had been formed to act as a forum. A uniform course of study had been presented, and current research in mental development had …

The purposes of this study are to describe the past and the present system of secondary education in Western Nigeria; to examine the goals, achievements, and failures with special consideration for three distinct periods: (1) prior to the arrival of the British people in Western Nigeria, (2) between 1842 and 1960, and (3) between 1960 and 1976; to formulate generalizations about secondary schools, and to offer suggestions for the improvement of the secondary educational system in Western Nigeria. One recommendation that the study makes calls for mass secondary education, not education of the elite only. The recommendations call for programs that would lead to industrial and technological progress.

The problem with which this study is concerned is that of tracing the history of state level laws and resolutions which affected the elementary school curriculum in Texas' public schools during the years 1950-1983. The roles of the legislature, the State Board of Education, and the State Department of Education in relation to the curriculum are presented. The purposes of the study are to review state level legislation since 1950 that affected the curriculum, to update the work of earlier historical accounts of public education in Texas, and to provide a basis for understanding the current state of curriculum by focusing on its evolution. Inspection of the data reveals that numerous topics were added to the elementary curriculum during the years under study, resulting in a fragmented and complex curriculum. Many of these topics were repealed in 1981. The study concludes that the State Board of Education and the State Department of Education, as well as the legislature exert considerable influence over the curriculum, and that this influence seems likely to increase as the result of reform legislation enacted in 1981. Further study relating to the implementation effects of the new curriculum is recommended.

The problem of this study was to test and compare the impact of two alternative educational treatments on the rate of success among high-risk students enrolled in the United States History telecourse at Richland College, DCCCD during the Spring Semester of 1980. The purposes of the study were to determine whether 1. The rate of success, that is, the proportion of students completing the course with a grade of "C" or higher, would increase among high-risk students in either experimental group; 2. The rate of success would increase among high-risk students with poor reading skills in either experimental group; 3. The rate of success would increase among high-risk students with poor academic motivation for telecourses in either experimental group; 4. The rate of success would increase among high-risk students when related to the demographic variables used as predictors and collected for the students who were in either experimental group; 5. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with poor reading skills to complete the course with a grade of "C" or higher; 6. There would be a difference in the effects of experimental treatment I and experimental treatment …

The history of day care licensing standards in Texas was traced from the beginnings in voluntary welfare organizations to the 1976 revisions. The jurisdictional foundations of day care licensing was presented in a summary of the related legislation passed in Texas during the years from 1848 to 1975. Categories of licensing requirements in the different sets of standards promulgated in Texas were compared. The attempt was made to derive a contextual milieu of social, political and educational factors which influenced Texas day care legislation and the development of licensing standards. It was recommended that funds are essential to adequate enforcement of licensing standards. In addition, to facilitate acculturation of day care licensing, consultation and training efforts should expand proportionately to the expansion of day care. The fact that issues related to specific requirements surfaced repeatedly in the different decades studied, a need for carefully controlled research to validate the individual requirements was indicated.

For almost two hundred years, liberal arts colleges dominated the American system of higher education. The Wesleyan movement into education was a missionary movement to provide an education to those denied this privilege by the class prejudices of the eighteenth century. Founded by the Methodist Episcopal Church, South, Texas Wesleyan University (originally known as Polytechnic College) began in 1891 with 11 faculty members and 173 students. It has survived despite the hardships of The Depression, economic adversities, and a severe financial crisis in the 1980s. Today with 73 faculty and 1,550 students, Texas Wesleyan remains committed to its original mission that the goal of education is the development of each student to his or her greatest potential. William M. Pearce, born in the woman's dormitory of Seth Ward College in Plainview, Texas, resigned his position as executive vice-president of Texas Technological University to become the thirteenth president of Texas Wesleyan College in June 1968. Upon assuming office, Pearce realized the need to concentrate his efforts on those things in need of repair and improvement. There was no faculty organization, no tenure, no formal budget process, and Texas Wesleyan was lacking many other standards usually found in institutions of higher education. …

This historical study examines the career of George I. Sanchez, New Mexican educator, who led many political and educational battles in New Mexico and Texas to improve educational opportunities for Spanish-speaking children. Archival materials from the State Records' Center of New Mexico, the papers of Senator Bronson M. Cutting, the Rockefeller Foundation Archives, the papers of President Lyndon Baines Johnson, Sanchez's private papers, unpublished materials at the University of Texas in Austin, oral history, and published materials were used in this study. The author used oral history and archival materials to gather much of the information for this work. The author extends special thanks and appreciation to Mrs. George I. Sanchez for making Sanchez's private papers available for study. The author also wishes to thank Dr. Hector Garcia, Senator Ralph Yarborough, Judge Carlos Cadena, Tom Sutherland, Arthur Campa, J. W. Edgar, Ed Idar, Jr., John Silber, and Connie Sprague, Sanchez's daughter, for their help.

This study examines the efforts of Radicals (Republicans) to establish a state-wide public school system in Texas between 1870 and 1873. Primary sources cover the chronological fringes of the period being examined. This study follows a chronological narrative with the four chapters examining first, educational trends in the southern states and Texas prior to Reconstruction, followed by examination of the Radical system in Texas, and, finally, its destruction by Conservative Texans. The final chapter focuses on immediate and long range results of Radical education. In examining the Radical educational program, an attempt has been made to dispel ideas popularly held by present-day Texans who believe that the Radical school program was simply another "carpetbagger" scheme for raiding the state treasury and building Radical patronage. This paper contends that the Radicals established as good a public school system as could be created at the time, and that it was administered in an honest and efficient manner. The system was destroyed by politicians and a grass roots revolt of taxpayers who had no faith in its methods, goals, or administrators.

The problem for this investigation was the extent to which instruction in the traditionally black colleges and universities was directed toward higher cognitive skills as perceived by teachers of United States history in these institutions. The purposes of the study were to determine whether teachers (1) in state supported as opposed to private black colleges, (2) in urban-based as opposed to non-urban-based black colleges, (3) at non-denominational as opposed to denominational black colleges, (4) of age forty or older as opposed to teachers under age forty at black colleges,(5) categorized according to gender at black colleges, (6) categorized as United States citizens as opposed to non-citizens at black colleges, and (7) taught at black colleges and those who taught at white colleges differed significantly in their reported efforts to promote higher cognitive development. The following conclusions were drawn: Teachers at black colleges, as well as black teachers and white teachers at black colleges appeared to recognize the need to develop the higher mental powers of theirs students. Emphasis upon higher cognitive development is not likely to vary significantly according to academic degrees attained by the teacher, the geographic area in which the teacher was reared, or the gender of the …

The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.

Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of …

This investigation of twentieth century trends in mathematics education includes the survey of existing literature and questionnaires conducted with retired and active Texas teachers. Historical events, trends in curriculum, instruction, learning theories, and contradictions of twenty-year periods are delineated. Questionnaire responses are tabulated along the same periods and vignettes of typical classrooms are drawn from the data. Results of the survey show the impact of societal forces on mathematics curricula, a continued downward expansion of content into lower grades and expanding knowledge of learning processes. A unified mathematics curriculum, classroom-related learning theory research, and further development of team-teaching are postulated as future trends. Recommendations include further examination of trends through isolation of other variables such as region and ethnicity.

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 …

The problem of this study is to present a complete historical record of Henderson State College, Arkadelphia, Arkansas, from 1890 to 1970. The sources of data included public records, legislative acts, court decisions, reports, catalogues, bulletins, periodicals, newspapers, letters, minutes, yearbooks, files, official records, interviews, and histories of public education and higher education in the United States. Standard methods of historical research were employed in examining 'materials.. pertinent to the study.

The purpose of this study was to identify and describe the purposes, plans, activities, and programs of the National Education Association that focused upon instruction. To carry out this purpose, guideline questions were developed. Answers to the questions were sought through leads obtained from a study of the volumes of Addresses and Proceedings for the years since the first NTA meeting in 1857 through the 1976 NEA Convention and editions of the NEA Handbook from the first in 1945 through the 1976 edition. Findings were presented in a six-chapter historical-descriptive narrative. Although interest in instruction is not an exclusive concern held only by professional associations, the findings of this study do suggest that instruction has been a fortunate focus for the NEA in two respects. First, the times of NEA's more obvious emphasis on instruction have been relatively free of criticism of Association activity. Secondly, emphasis on instruction has emerged as a thread to unify the National Education Association with diverse organizations and with classic human institutions--the home, the church, the school, and governmental agencies--throughout the world.

The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred …

Higher education has always occupied an important place in this nation's concerns. This study was undertaken in an attempt to determine how the Founding Fathers, especially the nation's first six presidents, regarded the subject of higher education. The study was limited to these six men because they were charged with inaugurating the new government and because these six men were all participants in the drafting and ratifying of the Constitution. Findings for this study came from the personal and private papers of the first six presidents, government documents, and the press. A comparison of the findings indicates that these men shared many beliefs while disagreeing on some aspects of higher education.