The problem of this study was to standardize the Basic Movement Performance Profile with male and female profoundly retarded residents from the ten Texas state schools for the mentally retarded. To standardize the Basic Movement Performance Profile, the following objectives were formulated: 1. To determine if the test items found in the Basic Movement Performance Profile were valid and appropriate items to measure the basic movement skills of profoundly retarded residents of state institutions. 2. To establish the reliability of the Basic Movement Performance Profile test items utilizing the test-retest method with thirty profoundly retarded males and thirty profoundly retarded females at the Denton State School for the Mentally Retarded. 3. To establish performance level norms utilizing percentile ranks for both sexes on the Basic Movement Performance Profile.

This investigation of failure in the first two grades and the effectiveness of group counseling upon the failing children seeks first to determine whether students who have failed hold a different self-concept or attitude toward school from those of students who have not. The second aim is to determine the effect of group counseling on self-concept and attitude toward school of failing students. The third purpose is to analyze the implications of these findings for elementary school counselors and teachers. The investigation's two phases include a survey study and an experimental study. The ninety-six subjects for the survey phase were selected by identifying forty-eight first and second grade students who failed their grade level in the 1972-1973 school year, and by randomly selecting a control group of forty-eight second and third grade students who had not failed a grade. For the experimental phase of the study, the forty-eight failing students were divided into an experimental group and a control group. Twenty-four were randomly placed in the counseling groups, with the remaining twenty-four as a control group.

The purpose of this study was to determine if any correlation exists between the presence of vocational bias in elementary students and (1) the presence of bias in the textbooks they use, (2) father's occupation, (3) student grade level, (4) level of intelligence, and (5) sex of the student. The population for the study consisted of 368 kindergarten, third-grade, and sixth-grade students from two North Texas school districts. The instrument used to measure student vocational bias was the Were I a Worker attitude inventory developed by P. K. Yonge Laboratory School at the University of Florida under the direction of the Fusion of Applied and Intellectual Skills Research Project. The instrument used to categorize the father's occupations into professional and non-professional groups was the "Two-Factor Index of Social Position" developed by A. B. Hollingshead. The data were collected by having each student respond to the attitude inventory under the supervision of the participating classroom teacher. In addition, the student's I.Q., grade level, sex, and father's occupation were recorded on the test booklet. A notation was also placed on each instrument indicating the type of textbook used by that student. After all the data were collected, the attitude inventory was hand …

The problem of this study was to survey the perceived effectiveness of a human relations training program for a select group of Public Safety Officers at the Dallas/Fort Worth Airport. In relation to this select group of Public Safety Officers, the purposes of the study were as follows: (1) to describe the selection procedures, (2) to provide a general overview of the procedures involved in a thirteen-week police training program, (3) to describe the human relations training aspects of the thirteen-week police training program, (4) to describe the public safety officer trainees in terms of their performance on various criteria measurements, (5) to assess and describe the personality characteristics of the Public Safety Officer trainees, and (6) to determine the Public Safety Officers' perceptions of, and reactions to, the human relations training aspects of the thirteen-week police training program.

The problem of this investigation is to determine the relationships between certain cognitive, conative, and demographic variables and student ratings of instructors and introductory economics courses at North Texas State University. In addition, the study seeks to determine whether significant, interactive effects exist among the seventeen main variables: pretest, posttest, sex, age, college major, required course, actual grade, residence, SAT, socioeconomic class, Opinionation, Dogmatism, instructor, course rating, instructor rating, expected grade, and attitude. The principal sources of data are students' test scores on the Test of Understanding in College Economics, Rokeach Scales of Opinionation and Dogmatism, Modified Purdue Rating Scale, Personal Data Sheet with Hollingshead Index, and Questionnaire on Student Attitude Toward Economics-Revised. The organization of the study includes a statement of the problems, a review of the literature related to student ratings of courses and instructors, the ethodology used in the statistical analysis of the data, an analysis of the data, and the findings, conclusions, implications, and recommendations for additional research. Chapter I introduces the background and significance of the problems. Hypotheses are stated in the research form, terms in the study are defined, and limitations are delineated. Chapter II is a topically-arranged review of the related literature, including …

The problem with which this investigation was concerned was that of determining the practices utilized by college supervisors of secondary student teachers in Kentucky. A mailed questionnaire was employed to determine the emphasis of practices of the college supervisor pertaining to student teachers, cooperating teachers, and cooperating school administrators. The purposes of this study included the following: 1. To determine the status of Kentucky college and university supervisors of secondary student teachers. 2. To compare the practices of Kentucky college supervisors with practices recommended by national authorities in the field of student teaching. 3. To compare the practices reported by general supervisors with practices reported by special supervisors. 4. To compare the supervisory practices as reported in Texas in 1968 to the practices reported currently in Kentucky. The findings pertaining to the status of the Kentucky college supervisor included the following: 1. Seventy-one percent of Kentucky college supervisors reported having a total of more than ten years teaching experience at different levels. Twenty-eight percent had more than twenty years full-time teaching experience. 2. Sixty-four percent of the supervisors reported twenty-one or more student teachers as a full supervisory load. 3. Fifty-four percent of college supervisors at state schools and 39 …

The problem under consideration in this study is a description of teacher preparation for elementary school health instruction. The dissertation is organized into six chapters, which are as follows: Introduction, Review of Related Literature, Procedures for Collection and Treatment of Data, Input from Texas Teachers, Competency-Based Health Education, and Summary and Recommendations. The following recommendations are made: (1) the program should be implement into the undergraduate tacher preparation program; (2) revision should be made based upon data collected during implementation; (3) research to produce objective questions for pretesting and posttesting purposes in each of the competency areas would be beneficial; and, (4) the Dearborn College Health Knowledge Test should be administered to those students who complete the program, and a comparison of scores made.

This study examined the student's achievement, attitude toward science, and self-concept of ninth grade physical science students in an individualized science program and ninth grade physical science students in a traditional science class. The research was conducted to ascertain the effect of individualized instruction upon the achievement, attitude, and self-concept of inner-city junior high school science students, and to analyze the implications of these effects for administrators, teachers, counselors, and others who are interested in the optimum achievement of students to science instruction. The sample size was 150 ninth grade physical science students enrolled in an individualized science program and 150 ninth grade physical science students enrolled in a traditional program. The students were administered the Stanford Achievement Test: Science, Remmer's Attitude Toward Any School Subject Scale, and the Piers-Harris Children's Self-Concept Scale. The experimental design of the study was patterned after the posttest only control group design. Preliminary data were obtained for each student within each participating class. The preliminary data were used for establishing group equivalence and as a concomitant observation in the analysis of covariance. The preliminary data were obtained from the permanent records of each participating school and involved the student's age, I.Q., natural science achievement …

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

The purpose of this study is to present a historical account of the Dallas County Community College District and to analyze and interpret the role of the political process in the District's relations with governmental agencies and civic groups. On May 25, 1965, the voters approved a $41.5 million bond issue, established a county-wide junior college district, and appointed a seven-member Board of Trustees. Secondary accounts were consulted, but the emphasis was on such primary sources as official documents of the District, publications of the District, newspaper accounts, interviews, and relevant materials from the Office of Public Information. It may be concluded that the Dallas District is a recognized leader in the community college movement. A key to its success is that it is student- and community centered. The district has experienced a rapid and tranquil growth but there may be a greater diversity of views expressed with the change in the composition of the Board.

The problem of this study was predicting teachers' job satisfaction and performance based upon selected factors in personal background and organizational properties of their school. The purposes of this study were to determine (1) whether seven organizational properties of a teacher's work environment were important in predicting five job satisfactions and job performance, (2) whether the five job satisfactions were important in predicting teacher job performance, and (3) whether there were significant differences in five job satisfaction scores and in performance rating between teachers grouped by fifteen independent variables. This study concluded that the use of data collected on the seven organizational properties increased the prediction of job satisfaction and performance. The addition of the five job satisfactions and seven organizational properties increased the prediction of job performance. The specific independent variables that had the highest relationship on criteria mean scores were Teaching Field, Teaching in Area of Preparation, Expenditure per Student, and Campus Size for elementary teachers. For secondary teachers the highest relationships were on Contract and Salary.

The problem of this study was to survey and report the perceptions of superintendents of school districts in Region 10 regarding programs of service offered by Region 10 Education Service Center. The superintendents of all public school districts in Region 10 were included in the survey study. All school districts concerned were grouped into one of three categories, according to size. The primary purpose of the study was to determine the perceptions of superintendents in Region 10 regarding programs of service offered by Region 10 Education Service Center, and to make the results available for use in planning future center operations.

The problem of this study was to determine and report the attitudes of selected undergraduate military veterans toward selected campus organizations at North Texas State University. The purpose of this study was to provide a basis for evaluating and possibly improving the campus organizations at this university. As a result of this study, it was concluded that the majority of responding veterans had very little knowledge concerning the majority of campus organizations. It was concluded that the majority of responding veterans preferred the miscellaneous type of organizations as opposed to the national honorary and professional, departmental, and social types. It was also concluded that all the responding veterans stated the overall groups of campus organizations were between "good" and "fair," and felt they needed help from their advisors about the organizations on this campus.

This study was concerned with which competencies are considered necessary for success as a Texas public school superintendent, and the results were derived from responses to a questionnaire by practicing school superintendents in Texas during the spring of 1975. Summary of Findings: The literature reviewed and the data obtained from the survey instrument appeared to indicate that school superintendents in Texas do need certain competencies in order to adequately fulfill their role in the educational setting. This study was limited to seventy-five school superintendents in Texas. There were variations in their responses depending on: 1. Size according to pupil population. 2. Wealth according to the amount of taxable value located in the school district subject to taxation backing each pupil enrolled. 3. Experience of the superintendent surveyed. There was no effort to develop historically the concepts related to the competencies necessary for success as a school superintendent in Texas. Only opinions of writers and school superintendents of schools serving in Texas schools were used in this study.

The problem of this study was to examine the selection process used in the appointment of high school principals in the forty-eight large-city school districts of the nation. The purposes of this study were (1) to examine how principals of high schools in large-city districts are selected, and (2) to determine the criteria considered important in the selection process. In order to conduct this investigation a questionnaire was developed. The questionnaire was validated by a twelve-member panel composed of eleven public school administrators and a former United States Commissioner of Education. Significant findings which tend to be supported by the data are: 1. Human relations skills were considered as being most important in selecting principals. 2. Superintendents placed little value on the personal traits of candidates. 3. Instructional skills ranked third in importance. 4. The selection process depended heavily on biographical data and the use of the interview. 5. Teaching experience and a master's degree are essential. 6. Assistant superintendents are involved in the selection process more often than any other group, but superintendents are most influential in the selection process. 7. School facilities, pupils, and parents are seldom involved in the selection process, and when involved, their influence is …

The problem of this study was to determine legal, moral, and social responsibilities and practices of the Texas public school system in dealing with religion. The purposes of the study were (1) to determine the impact of state and federal judicial decisions on religious practices in schools, (2) to review the historical background for trends of religious practices in the public schools of Texas, (3) to determine the social and professional influence on religious practices in public schools, and (4) to survey current religious practices from a select sample of public schools in Texas to determine if schools were basically sectarian. The following conclusions are inferred: I. It is not the intention of the Supreme Court of the United States to deny the existence of a Supreme Being, but rather its intention is to assure each individual freedom from any form of an established religion. 2. School policies do not delineate the role of religion in public school, 3. Through careful planning, progress could be made in developing policies for a study of religion which will complement, not supplement, the religious teachings of the home and of the church. 4. There are many opportunities for public schools to provide religious …

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 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.

The purposes of this investigation were to 1) determine to what extent nontraditional external doctorates will be recognized for employment and promotion in school systems accredited by Southern Association of Colleges and Schools; 2) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in junior/community colleges accredited by Southern Association of Colleges and Schools; 3) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in baccalaureate granting colleges and universities accredited by Southern Association of Colleges and Schools; 4) determine which degree and institutional factors concerning the nontraditional external doctorate are not accepted in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities; 5) determine which degree and institutional factors concerning the n on traditional external doctorate are acceptable in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities. The major conclusions were that the traditional doctoral degree still has strong advantages and that the institutional and program characteristics of the degree granting institution were very important. Many chief administrators are still undecided concerning the external doctoral degree. Chief administrators appear to be receptive to changes in traditional doctorate programs.

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.

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 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 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.

The problem of this study is an investigation into the need for and possible content and design of a specialized program of study to develop proficiencies for resource development in higher education. The study has three broad purposes. The first is to determine if there is a need for the specialized preparation of educational resource development officers in higher education; secondly, to ascertain what competencies are required of professionals in this field; and, finally, to assemble those competencies into component parts of a program of study. The following results were discovered by the study. 1) A majority of experienced practicing professionals in the field of educational resource development agrees that some form of specialized preparation for new professionals is needed. 2) Practicing professionals identified and described several competencies as well as personality traits and basic skills which are required of the educational development officer. 3) A majority of experienced practicing professionals agreed on a general format for a formal program of advanced degree work that would include an internship, master's level work and would terminate with some overall form of competency evaluation