Although in 1915 there was no drama education in Methodist colleges and universities in Texas, today all Methodist schools of higher education in Texas have at least course offerings in drama. Southern Methodist University was one of the first Methodist schools to offer such courses which began with the hiring of Mary McCord to teach public speaking in September, 1915. The problem of this study is to explain the contributions of Mary McCord to the development of drama education at Southern Methodist University. It is recommended that the development of the department after Miss McCord retired be examined, that the students taught by Miss McCord who chose theatre as their life's work be interviewed about the effect of her training on their careers, and that a thorough study of the McCord Theatre Collection be undertaken.

The problem with which this investigation is concerned is that of developing a theory in vocal pedagogy, voiception, which could provide teaching techniques with tangibility for gaining control of both voluntary and involuntary functions of the singing act. This study appears to show that feeling tone and cognition are innately involved with singing, since the vocal instrument is actually a part of the singer. Analysis of the sung vowel through the singing sensation is the connecting link for gaining control of involuntary vocal functions.

This study was an experimental design, using twenty-two variables, twelve covariates, and six criterion measures. The purpose of the study was the effect of the use of selected transcription drills in beginning shorthand on the ability of students to produce both typewritten copy and mailable letters from shorthand notes. The bases for comparison were five minute timed transcription tests, three-minute dictation tests, and thirty-minute mailable letter production tests, of both previewed and unpreviewed material.

The problem of this study is that of developing a program of study of Mexican literature at the graduate level at North Texas State University. The study of literature and culture is approached by probing into the influences on the thinking of the Mexican and by using an in-depth study, rather than an "anthology" approach to teaching. The findings of the study indicate a need for an upper level course in Mexican literature at North Texas State University. Therefore, the following recommendations seem appropriate: (1) that North Texas State University initiate a course in Mexican literature which may be utilized by both students in the Department of Foreign Languages and Literatures and students in the Bilingual/Bicultural Education program; (2) that the course be made available to both graduate and upper-level students; (3) that oral communication be emphasized in the course and that student participation in the target language be maximized.

The problem of this study was to determine the differences on selected variables between who prefer a lecture-test learning approach and those who prefer a lecture-contingency management learning approach after experience with both learning systems in an introductory psychology course. The purposes were 1) to compare personality characteristics of self-concept and reward expectancies between students who select a lecture-contingency management and those who select a lecture-test learning approach; 2) to determine the effect on academic achievement of preference for a lecture-contingency management versus a lecture-test learning approach; and 3) to compare age, grade point average, and previous instructional experience between students who choose a lecture-contingency management and those who choose a lecture-test learning approach after experience with both approaches of students in an introductory psychology course in a metropolitan community college.

The problem investigated was to compare the effects of orders of presentation and anchors on the ratings of perceived exertion obtained during bicycle ergometry. Based on the statistical analysis of the data, the following findings were apparent: 1. It was found that there were no significant differences in mean scores of perceived exertion obtained among the orders of presentation, ascending, descending, and random. 2. It was found that the light anchor mean score was significantly greater than those of the heavy or identical anchor. 3. It was found that there were significant differences among the ratings of perceived exertion that may be attributed to changes in work loads. 4. It was found that there were significant differences among the mean scores of ratings of perceived exertion that may be attributed to the interaction of the main effects. As a result of the findings, the following conclusions were deemed appropriate within the limitations of the study: 1. Ratings of perceived exertion in ascending and random order increased proportionately in value as the work load increases. 2. Contrast effects are present in ratings of perceived exertion obtained during bicycle ergometry. 3. The majority of previous findings agree with the present research with …

The problem with which this study is concerned is the investigation of certain selected elements of technological change upon certain selected elements of psychosocial change and the relationship of such changes upon modern man's ability to adjust to these changes. The necessity for psychosocial change and, consequently, adjustment, has risen dramatically in the past few decades as a result of rapid technological and scientific advances for which modern man has been ill-prepared.

This study is concerned with the administrative and educational contributions of Don Heath Morris to Abilene Christian College. The aim of this investigation is to ascertain the purposes of those who founded Abilene Christian College and to study the effects of the philosophy and work of Don H. 'Morris on the school. Attention is also given to the changes that occurred in Morris' philosophy as he adjusted to the vicissitudes of a growing college during a period when American higher education was making dramatic changes. Perhaps the outstanding quality of Don H. Morris as a college administrator was his persistence and single-mindedness in pressing for the achieving of the school's goals. He had the ability to see a goal clearly and to work toward it tirelessly. He never allowed the burdens of office that might have deterred a less committed and determined person to come between him and his devotion to the purposes of the school. Morris' basic philosophy of Christianity and Christian education was matured and intensified during his years at Abilene Christian College. His life was fulfilled in his work at Abilene Christian College, and Abilene Christian College bears the lasting impression of his personality and philosophy.

This study has a twofold purpose. The first is to determine through the administration of selected instruments the educational needs of television production personnel employed by businesses and industries engaged in the production of non-commercial television programs. The second is to develop a community college curriculum based on the assessed needs of the production personnel.

The problem of this study is to see if there is more symbolic language transfer by autistic children in an untrained matching situation if there has been previous training on similar matching situations. The purposes of the study are twofold. The first is to see if subjects will make a motor sign response untrained to an object if the word for the object has been trained to the motor sign response and to see if they will make a motor sign response untrained to a word for an object if they have been trained to make the response to the object named. The second is to see, if transfer occurs, whether the order presentations of object and word are a factor.

The problem of this study was to effect a comparative study of B. F. Skinner and John Dewey with respect to the development of a technology of teaching. The purposes of this study were to analyze and compare the writings of Dewey and Skinner as they relate to the development of a technology of teaching, to synthesize the findings of this analysis and comparison and direct it to the technology of teaching, and to create and enumerate new insights into the teaching phenomena. The procedures for completing the study were based upon the selection of four basic constructs which allowed a framework on which to hang a comparative study of B. F. Skinner and John Dewey as their writings related to the development of a technology of teaching. These constructs were (1) naturalism and the scientific point of view; (2) knowledge and experience; (3) evolution and control of culture; and (4) the philosophy of education as it relates to the technology of teaching. The methods used to complete the study were the analysis and synthesis of Dewey's and Skinner's writings and their relative positions to the four constructs mentioned were shown. Other authorities were also consulted in hopes that the …

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 problem of this study was a comparison of two techniques of teaching general education mathematics: a transpersonal psychology technique and a lecture-oriented technique. The purposes of the study were to determine the relative effectiveness of a transpersonal psychology technique and a lecture-oriented technique in promoting an understanding of the structure of the real number system, in the development of students' attitudes toward mathematics, and in the retention of knowledge of the real number system. The results of this study were generally inconclusive. It seems necessary that more research be done in the application of relaxation procedures and guided fantasy journeys to the teaching of mathematics before definite conclusions are drawn concerning the effectiveness of the techniques. The paper describing the experimental study consists of five chapters, five appendixes, and a general bibliography. The first chapter is introductory and presents the problem, purposes, hypotheses, and other introductory materials. The second chapter consists of a synthesis of research done in the area of man's two-hemisphere brain and a synthesis of material on the informal applications of the transpersonal teaching technique. Chapters four and five describe the collection of data and the analysis of the data. The fifth chapter presents findings, conclusions, …

The problem with which this investigation is concerned is one of increasing the goal-striving and achievement behavior of externally controlled students. The present study was designed to test the efficacy of short-term persistence training. The purpose of the training was to alter temporarily the cue discrimination and paired-associate memory task outcomes of externally controlled students. It was found that persistence training had no significant effect on either the cue discrimination or paired associate memory task performance of the students. Surprisingly, internals failed to do better than externals, regardless of the type of persistence training or the task employed. Although the total internal IARQ scores of the students in this study were comparable to those of the standardized norm of the IARQ, the students did not perform as might have been expected from the review of the literature. Because persistence training failed to enhance the students' cue discrimination or paired-associate memory task performance, it was concluded that brief persistence training was ineffective. However, because externals performed comparably to internals it was also concluded that the locus of control dimension was not predictive of achievement on these tasks for these students. This finding was in opposition to most related literature. Further research …

The problem of this study was an analysis of results obtained by a computer-assisted instructional approach and a lecture-demonstration instructional approach of teaching mathematical concepts in the area of office machines at the community college level. The purposes of this study were as follows: (1) to determine which method, the lecture-demonstration or computer assisted instruction, will produce the better mathematical skill in office machines; (2) to determine the effectiveness of computer-assisted instruction as compared to the lecture demonstration approach on the student’s attitude toward office machines, as measured by the Purdue attitude scale; (3) to compare the correlation between attitude and achievement for the computer-assisted instruction group and the lecture-demonstration group; and (4) to compare the correlation between attitude and achievement for high-ability students and low-ability students, based on scores obtained from the Otis-Lennon Mental Ability Test. The findings in this study indicate that there were no significant differences in mathematical achievement, attitude scores, or the correlation between attitude and achievement between students in the computer-assisted group and students in the lecture-demonstration group. The following conclusions were formulated from an analysis of this study. 1. Based on the mathematical achievement scores and the statistical analysis presented in this study, it …