The concern that prompted this study is the inadequacy of the present system of handling teacher certification information, especially as it involves the movement of information between Texas' teacher-certifying universities, local school districts, and the Texas Education Agency. Since it was found that no computerized certification system presently exists in any state, the primary purpose of this study was to develop a model for a computerized teacher certification information system; a secondary purpose was to determine the major factors involved in regard to the feasibility of such a model. The model is written from an education administration viewpoint and is limited to in-state elementary and secondary teacher certification, 1972 certification standards, and existing computer capabilities.

This research was a reanalysis of an extant data set on a Youth Employment Demonstration Projects Act (YEDPA) summer program. The ten week, seven site program combined classroom training with a worksite experience and was targeted to drop-outs, potential drop—outs and adjudicated youth. Eligible youth were randomly assigned to participant and control groups and were measured at pre— and postprogram and three and eight month follow-up. The data set included information on 1901 participant and 978 control youth.

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.

The problem of this study was to determine if pre-training of volunteers working in special education classes for orthopedically handicapped and multihandicapped students makes a difference in their classroom effectiveness. The purposes of this study were two-fold. The first was to develop a training program for volunteers working in special education classes for orthopedically handicapped and multihandicapped students. The second was to determine the effectiveness of the training program.