The problem of this study was to determine the effectiveness of community education in Texas as perceived by the superintendents, community education directors, and selected laymen in the participating school districts. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury—validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 121 educators and lay participants responded to the questionnaire. As a result of the study, it appears that according to the perception of those surveyed, that the community education programs in Texas are accomplishing at least 83 percent of all the goals purported in the nationally-circulated literature. Based on the study, it appears that the ongoing community education programs in Texas are perceived to be effective by those most closely associated with them and therefore deserve to continue to receive special considerations and funding.

This study investigates various factors related to North Texas State University graduates who were certified to teach and obtains those graduates’ appraisal of the extent to which the teacher education program is meeting their needs. The purposes of this study are to determine the extent to which North Texas State University teacher education graduates are carrying out the personal and professional activities for which they were prepared and to determine the effectiveness of selected aspects of the teacher education program. It is also the purpose of this study to solicit opinions of the graduates concerning the strengths and weaknesses of the program. The findings of the study support the following conclusions: 1. A majority of the graduates are well prepared by the teacher education program to enter the teaching profession. 2. Teacher education graduates have a positive self-concept concerning their success as teachers and they are highly satisfied with teaching as a profession. 3. Student teaching is considered by the graduates to be the strongest and most important course in their preparation for the teaching profession. It was also considered to be the most valuable course by those who are now teaching. 4. Earlier and more frequent classroom observations and …

This study investigated the relationship of Executive Professional Leadership of principals in the elementary schools of Texas with specific factors which influence the quality of instruction. The primary purpose was to determine the significance to which the level of Executive Professional Leadership correlates with teacher morale, teacher performance, school organizational climate, and selected personal attributes of the elementary school principal. This study concluded that the elementary school principal who is effective in motivating his staff and improving its standards and performance in teaching (1) creates a social climate conducive to the development of high morale in the teachers, (2) sets the standard of behavior expected of his staff, (3) creates the kind of organizational climate conducive to the development of a quality school program, and (4) has the ability to effectively handle delicate situations such as complaints by parents and problems of discipline. Also, this study concluded that (1) experience in elementary teaching, (2) level of self-assessment as an educational leader, (3) internalization of the professional leadership definition, and (4) importance of routine administrative functions have no bearing on the elementary school principal's effectiveness in motivating his staff and improving its standards and performance in teaching.

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 with which this investigation is concerned is that of determining the academic as well as psychological differences between the McKinney Texas Job Corps graduates and non-graduates. The purpose of the study is to gain knowledge that will be useful in the guidance of Job Corps students. Nine hypotheses were formulated to investigate the relationship between academic achievement and certain selected academic and psychological variables. It was concluded that significant personality differences do exist among the McKinney Job Corps graduates and non-graduates. Chronological age is a significant variable with respect to success at the Job Corps Center. Academic variables are not useful indicators of success at the Job Corps training program.

This study initially was designed to produce an in-depth profile of minority students at North Texas State University. After the original dissertation proposal was presented and accepted the "Family Educational Rights and Privacy Act of 1974" was passed. Considerable time passed while NTSU officials developed a legal basis as to the kind of information that would be accessible to doctoral students. The problem of this study was to construct a profile of minority students at NTSU who enrolled during the Fall and Spring semesters, 1974-75. It appears, and very significantly so, that the population percentage for minority students at NTSU is quite disproportionate when compared with the minority population percentage of the State of Texas. For the period examined, one out of every four students of minority designation was Latin-American while three out of four were of Afro-American ethnicity. The average minority student is from a population center that may be designated as a medium sized city to a large metropolitan area. The average minority student at NTSU is admitted from a large urban area high school, and not much preference seems to be given to native Texans. It appears that most minority students are admitted on the same basis …

The purposes of this study were (1) to identify the major goals of independent senior colleges and universities in Texas, (2) to survey the opinions of persons in positions of leadership in independent senior colleges and universities in Texas with respect to existing and preferred goals, (2) to determine if there are significant differences of opinion among these persons, and (4) to develop projections of the probably priorities for goals of independent senior colleges and universities in Texas, based upon the expressed opinions of these persons in positions of leadership. According to the opinions of institutional leaders, the major goals pertain to quality faculty and academic freedom, to areas which are directly related to the personal, social, and intellectual development of students, and to the continuance of quality academic programs. Based on the opinions of these groups, plans and decisions in independent higher education in Texas over the next decade will be influenced more by financial matters than by any other factor. Other goals which will be important include continued development of strong academic programs, spiritual and moral growth of students, stabilization of enrollment, and development and retention of quality faculty.

The problem of this study was to investigate the relationship of the variables of impulse control, adaptive behaviors, responsible behaviors, intelligence, and duration of institutionalization to job performance of the mentally retarded student at the Denton State School, Denton, Texas. The purposes of this study were 1. to ascertain the correlation of the variables of adaptive behaviors, responsible behaviors, impulse control, duration of institutionalization and intelligence quotient to job performance of the mentally retarded student at the Denton State School; 2. to determine which factor or combination of factors would be most useful for predicting job performance effectiveness of the mentally retarded student. It was concluded that of those variables included in this study, intelligence quotient was the best single predictor of job performance. The combination which was found to be the best predictor of job performance was impulse control and intelligence quotient. The variables included in this study (adaptive behaviors, impulse control, responsible behaviors, intelligence quotient, and duration of institutionalization), taken either singly or in combination, do not correlate highly enough with job performance to be of much value for predicting job performance.