This study was initiated to determine the soundness of certain phases of the counseling and visiting teacher program in a selected school system of a metropolitan area. It was believed that investigation of those programs would prove to be of significant value to those individuals who were in charge of the guidance programs in those schools, and that ultimately the full benefits of these investigations would be received by the students.

The problem of the study was to determine the effects of student use of Skill-Builder Controlled Reader training in facilitating skill development in beginning and intermediate typewriting classes at the college level.

The problem of this study was to determine if significant differences in scores attained by students on academic achievement, problem-solving, and attitudes were associated with closed-circuit television observations. More specifically, the problem was resolved into seeking solutions to the following! 1. Will college students' academic achievement be extended through television observations of children in classroom situations? 2. Will college students' ability to solve problems be improved through television observations? 3. Will college students' attitudes toward teacher-pupil relationships be affected through television observations?

The problem of this study was to determine the effectiveness of short-term group guidance in improving the academic achievement of transfer students admitted to North Texas State University on scholastic probation. In addition to the primary problem, an analysis was made of the differences in changes in certain psychological needs, as measured by the Edwards Personal Preference Schedule, between academically successful and unsuccessful students. Changes in these psychological needs were determined for students who participated in group guidance sessions and compared with changes made by a group of students who did not participate in group guidance. The relationship between these need changes and grade-point average was studied for these students. A comparison of the number of drop-outs was made between students who participated in group guidance sessions and students who did not participate.

The present study was an attempt to discover what relationship exists between an arrangement of coordinated laboratory experiences in art, music, and modern dance at the college freshman level and the development of four factors related to aesthetic experience. These factors were: (1) aesthetic perception as measured by A Test Aesthetic Perception; (2) aesthetic attitude as measured by A Test of Aesthetic Attitude; (3) physiological responsiveness to perceptual stimuli as measured by the Galvanometer; and (4) level of freedom from restraint as measured by a portion of the Guilford-Zimmerman Temperament Survey. An additional purpose of the study was to determine the persistence of significant changes in the experimental group, as measured over a period of five months.

The problem of this study was to analyze the effectiveness of two counseling procedures which were used with college students on academic probation. The functions of the problem were: 1. To determine whether there were any differences on selected variables among three groups of college students on academic probation who participated in individual counseling, in group guidance, or were given no formal counseling. 2. To determine the degree to which the relative effectiveness of group guidance, individual counseling, and no counseling was related to the scholastic aptitude of the students.

The present study is an investigation into the interrelatedness of student teachers' temperament traits, their attitudes toward youth, as measured by appropriate testing instruments, and the interpersonal teacher-pupil problems encountered by the respondents during their student teaching experience.