The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.

This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.

This study centered on competencies needed by entry-level automotive technicians. Many students in automotive technician programs immediately seek employment upon program completion. This study is one step toward identifying areas in the automotive technician curriculum that need the most training emphasis.

The effects of random guessing as a measurement disturbance on Rasch fit statistics (unweighted total, weighted total, and unweighted ability between) and the Logit Residual Index (LRI) were examined through simulated data sets of varying sample sizes, test lengths, and distribution types. Three test lengths (25, 50, and 100), three sample sizes (25, 50, and 100), two item difficulty distributions (normal and uniform), and three levels of guessing (no guessing (0%), 25%, and 50%) were used in the simulations, resulting in 54 experimental conditions. The mean logit person ability for each experiment was +1. Each experimental condition was simulated once in an effort to approximate what could happen on the single administration of a four option per item multiple choice test to a group of relatively high ability persons. Previous research has shown that varying item and person parameters have no effect on Rasch fit statistics. Consequently, these parameters were used in the present study to establish realistic test conditions, but were not interpreted as effect factors in determining the results of this study.

The need for a high-quality workforce to meet increased competition in the world economy has increased the need for competent vocational administrators in public 2-year postsecondary institutions. Researchers have agreed that vocational education is in a state of metamorphosis and must change to meet its challenges in the coming century. At the same time, more women are seeking and obtaining vocational administrative positions. Several studies have been done to identify the competencies needed by vocational administrators to perform their duties, but there has been little research on the actual ability to perform the administrative tasks identified by these studies. Two main purposes of this study are: (a) to determine the perceived level of administrative competencies possessed by women administrators in vocational education at the community college level in Texas; (b) to determine the adequacy of the preservice training received by these administrators to perform their administrative functions. Of the 175 women administrators randomly selected to participate in the study, 71% completed the Administrator Task Inventory. In addition to the descriptive statistics, two multiple regression analyses were tested. First, principal component analysis was used to reduce the number of dependent variables from 11 to 2, after which two multiple regression analyses …

This study investigated whether a computer-administered mathematics test can provide equivalent results for normal and mathematically disabled students while retaining similar psychometric characteristics of an equivalent paper and pencil version of the test. The overall purpose of the study was twofold. First, the viability of using computer administered assessment with elementary school children was examined. Second, by investigating items on the computer administered mathematics test for potential bias between normally achieving and mathematically disabled populations, it was possible to determine whether certain mathematical concepts consistently distinguish between the two ability groups.

Recent research in juvenile justice has focussed on identifying precursors of delinquency, which are referred to as "risk factors." These are biological or psychosocial conditions that increase the probability of an individual developing problem behaviors. Delinquency prevention and intervention programs are adopting a risk-focussed approach which attempts to reduce targeted youth's exposure to risk factors. Limited attention has been paid to investigating whether commonly accepted risk factors are equally relevant across various subtypes of juvenile offenders. Two subgroups of offenders deserving of special attention by virtue of their extremely high prevalence rates in the juvenile justice system are those with emotional/behavioral disorders (EBD) and those with learning disabilities (LD). The purpose of this study was to determine the relevance of specific individually-, family-, and school-based risk factors for delinquency across three specific groups of juvenile offenders: (a) those with EBD, (b) those with LD, and (c) those who did not qualify as disabled under the definition of disability used in the Individuals with Disabilities Education Act (IDEA). Individual risk factors that were measured included aggressive/acting-out behaviors, irresponsible/inattentive behaviors, fearful/anxious behaviors, social withdrawn behaviors, age at first arrest and history of substance use. School-based risk factors examined were students' reading and …

Over the past three to four decades the community college has experienced some tremendous periods of growth and success. Much of this has been due to a growing economy and a growing population. However, the future of the community college may be in for some changes. The effects these changes are having can mean opportunity or disaster depending on the readiness of the institution. The change occurring today requires future insight, swifter action, and a proactive response. Community colleges cannot afford to leave planning for crisis situations. A proactive stance must be taken and tough questions must be asked. In 1991 the Seventy-second Texas Legislature tasked the Legislative Budget Board of Texas with the assignment of developing a long-range strategic plan for state government based on individual agency plans. The passing of House Bill No. 2009 required that all agencies of Texas State Government, including community colleges, develop a strategic plan. The purpose of this study was to determine the significance of certain independent variables towards the perceived importance of three dependent variables - statements of purpose, statements of direction and statements of impact - found in the Legislative Budget Board Strategic Planning Template. Research shows that there are a …