The purposes of this study were to discover the current status of church administration of the Evangelical Churches of West Africa (ECWA) and to offer recommendations. In order to achieve these purposes, an extensive review of the professional literature dealing with church administration and management was conducted, and a questionnaire was constructed and categorized into the following broad areas of church administration: (1) church government, (2) educational leadership (3) evangelism and missions, (4) financial management, and (5) general administration. The following conclusions were drawn: 1. Management of church affaris under the four administrative church councils appears to be less than effective. 2. Professional local church leadership appears to be weak. 3. Strategies regarding recruitment of missionaries and mission finances appear weak. 4. The ECWA appears to lack both an acceptable criteria and specified groups for evaluation of theological programs. 5. Better financial management is one of ECWA's major areas of need. 6. Written personel guidelines and job descriptions are a critical need in ECWA church administration. 7. The need for effective communication may be one of the major problems facing ECWA.

The American junior colleges of today are historical accidents, some having begun originally with elementary and secondary divisions or as adjuncts of local high schools. Wesley College in Greenville, Texas, began on a two acre campus as North Texas University Training School in Terrell, Texas, in 1905. Chartered by the North Texas Conference of the Methodist Episcopal Church, South, the school initially provided elementary and high school and two years of college. At this time the name was changed to Wesley College, but the school closed in the spring of 1911. It reopened on a twenty acre campus in the fall of 1912 in Greenville, Texas, and maintained a close relationship with that city until mounting financial problems forced closure in 1938. Many records of the school were transferred to Southern Methodist University at Dallas, and in 1939, Wesley College alumni were invited to become associate members of the S.M.U. Ex-Students Association. Many associated with Wesley College continue to meet annually in Greenville to keep alive their memories of the once prestigious college. This study employs primary and secondary documentary data, as well as interviews with fifty-six individuals, to provide a chronological descriptive history of the origin, growth, development, and …

This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.

This study was designed to investigated the role of religious ideology in one's willingness or reluctance to seek professional psychotherapeutic assistance. The subjects consister of 220 members randomly selected from six different denominations: Baptist, Church of Christ, Methodist, Presbyterian, Roman Catholic, and Unitarian. The major findings of the study were as follows: 1. HC Ss displayed significantly less personal recognition of need for psychotherapeutic help, less interpersonal openness and greater overall reluctance to seek professional psychological help than LC Ss. 2. There was no significant difference between HC and LC Ss in terms of sensitivity to stigmatization and confidence in the mental health profession and mental health professionals. 3. MC Ss scored lower in each of the five areas investigated than did either HC or LC Ss. It was concluded that individuals who are highly conservative in their religious beliefs may be more reluctant to admit that they have a psychological problem with someone else than individuals who subscribe to more moderate or liberal religious beliefs.

The problem for this investigation was the extent to which instruction in the traditionally black colleges and universities was directed toward higher cognitive skills as perceived by teachers of United States history in these institutions. The purposes of the study were to determine whether teachers (1) in state supported as opposed to private black colleges, (2) in urban-based as opposed to non-urban-based black colleges, (3) at non-denominational as opposed to denominational black colleges, (4) of age forty or older as opposed to teachers under age forty at black colleges,(5) categorized according to gender at black colleges, (6) categorized as United States citizens as opposed to non-citizens at black colleges, and (7) taught at black colleges and those who taught at white colleges differed significantly in their reported efforts to promote higher cognitive development. The following conclusions were drawn: Teachers at black colleges, as well as black teachers and white teachers at black colleges appeared to recognize the need to develop the higher mental powers of theirs students. Emphasis upon higher cognitive development is not likely to vary significantly according to academic degrees attained by the teacher, the geographic area in which the teacher was reared, or the gender of the …

This study addresses the attitudes of counselors, teachers, and administrators toward competency testing programs in their districts. ten districts from each of the four states --Arizona, California, Michigan, and Oregon-- were randomly selected to participate in the study. A total of 247 educators responded to the survey. The following conclusions were made on the basis of the findings: (1) The competency programs have the support the teachers, counselors, and administrators who work with them; (2) They are perceived as being effective in identifying students in need of remediation; (3) They are perceived as being most beneficial to the deficient student, but the setting of minimum standards had not lowered the expectations of the average and above average student; (4) They have not eliminated any programs or courses from the curriculum; (5) They have not limited the parameter of course content guides to concepts covered in the competency test; (6) They are perceived as nor being expensive to the district; (7) The competency program does add a burden of extra paperwork for the groups surveyed, especially the counselors; (8) Most competency programs involve teachers, counselors, and administrators in the planning; (9) Improvements in the quality of education and in student learning …

This investigation was a development of a Personalized Relaxation Technique which was used in a comparative study of the effectiveness of this technique with the Relaxation Response, a popular relaxation method. The purpose of the study were (1) to design a Personalized Relaxation Technique and (2) to determine if this Personalized Relaxation Technique is as effective as the Relaxation Response. From the analysis of the data, no significant difference was found tin the three groups. Therefore, the two hypotheses were rejected. The conclusion of the study were (1) discrepancies exist in the literature concerning various relaxation techniques, (2) individual differences may be responsible for these discrepancies, and (3) fine tuning is needed between the theoretical concepts of a study on a relaxation technique and the research measures used to explore these concepts.

The problem of this study was to compare the effects of two methods of filmstrip presentation on student achievement. One method employed a personal robot to automatically advance a filmstrip projector in sequence with an audio cassette tape while the other method had a person manually advancing a filmstrip projector in sequence with an audio cassette tape. These were the findings of the study: The pretested experimental and control subjects learned from the sound/filmstrip. The pretested experimental and control groups' mean posttest scores were significantly higher (p < .05) than their pretest mean scores. The experimental groups did not achieve significantly higher mean scores (p > .05) on a posttest, delayed retest, or module mean tests than the control groups. Using the findings of this study, the following conclusions were drawn. Students Learn from a sound/filmstrip on robotic technology whether it is presented by a human being or by a robot. A robot is a viable alternative to the human teacher in situations where the student-teacher interaction is limited.

Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school in the North Texas area. Demographic data and checklists were used to describe progress in expressive language and the key vocabulary approach to beginning literacy as adapted by Trietsch and Monk. Data from the interviews with the classroom teachers of the subjects and anecdotal records were used to describe the interaction of the subjects with other English-speaking children and adults. Comparisons were made between progress in writing the key vocabulary and progress in expressive language and between progress in writing the key vocabulary and the progress of interaction with other English-speaking children and adults. The subjects progressed in literacy in English as a second language while learning English as a second language.

This investigation of twentieth century trends in mathematics education includes the survey of existing literature and questionnaires conducted with retired and active Texas teachers. Historical events, trends in curriculum, instruction, learning theories, and contradictions of twenty-year periods are delineated. Questionnaire responses are tabulated along the same periods and vignettes of typical classrooms are drawn from the data. Results of the survey show the impact of societal forces on mathematics curricula, a continued downward expansion of content into lower grades and expanding knowledge of learning processes. A unified mathematics curriculum, classroom-related learning theory research, and further development of team-teaching are postulated as future trends. Recommendations include further examination of trends through isolation of other variables such as region and ethnicity.

This study investigated the self-concepts of five, six, and seven year old children after participation in organized and nonorganized play programs. The subjects were sixty boys and girls participating in Little League Tee-Ball programs and sixty boys and girls participating in the City Playground Program in the Fort Worth, Texas, area during the 1979 spring and summer season. The instrument used to measure self-concept was the Purdue Self-Concept Scale, Results indicated that the type of organization has little effect upon the self-concept of the children in this study.

The problem for this study was the relationship between faculty-led small groups and the development in seminary students of the character traits biblically mandated of those who occupy spiritual leadership positions in the church (1 Timothy 3:1-7 and Titus 1:5-9). This experimental study developed and assessed a program which combined involvement in a small group of peers with a faculty mentor. The discipleship groups met weekly for two semesters for either thirty or seventy-five minutes. The research instrument used was the Biblical Leadership Qualities Inventory, a revision of the Spiritual Leadership Qualities Inventory. The longer treatment length groups were not found to differ significantly from the shorter treatment length groups for change in trait score (p = .281), although means were generally lower for the longer groups. A MANOVA showed that both treatment groups differed significantly from the control group for the traits observed (p < .001) with the general direction of change being to a lower trait score. Five post-hoc hypotheses were investigated. An education effect, as measured by number of traits studied in the group, was not found to be related to outcome. A fatigue or stress effect, as measured by academic load, work load, and marital status, …

The problem investigated in this study was whether students who received computer-assisted reading instruction would display positive attitudes toward reading six or more months after the instruction was completed. A Likert attitude scale was administered to thirteen pre-adolescent and adolescent subjects to assess their attitudes toward reading six or more months after they had received computer-assisted instruction (CAI). In addition, a questionnaire was administered to the subjects' parents to determine their perception of the subjects' attitudes toward reading. Data obtained from the Likert scale indicated that the subjects' attitudes toward reading were neutral. An analysis of responses to the parent questionnaire revealed that the students' attitudes toward school-related reading were positive as a result of CAI. This study concluded that CAI had no apparent positive impact on the subjects' attitudes toward recreational reading.

The study was conducted to determine the current status and employment needs for therapeutic recreation personnel in selected agencies in the state of Texas. The study provided the first definitive information on therapeutic recreation manpower needs on a state-wide basis. The study determined the status of therapeutic recreation personnel and assisted in identifying projected training needs in the state of Texas. A survey was mailed to 114 Texas Department of Mental Health and Mental Retardation and parks and recreation agencies. Information was requested concerning General Agency Information, Recreation Services, Current Employment, Current Therapeutic Recreation Personnel, Projected Employment and Bilingual Employees and Client information.

Thirty trials of each of three roughness conditions were examined. The first condition consisted of a baseball pitched so that two of the roughness elements opposed the flow. The second condition consisted of a pitched baseball with four of the roughness elements opposing the flow. The third consisted of a pitched uniformly rough sphere. The conclusions were that roughness elements increase horizontal flight deviations when a baseball rotates about a vertical axis; roughness elements on the surface of a baseball may cause a decrease in the encountered drag forces; linear velocity has a dominating effect on the trajectory of a spinning baseball; previously developed mathematical models do not adequately predict flight deviations.

Twenty-four teachers completed questionnaires and demographic data forms to describe the types of books they chose most often, where they got them, how they selected them, and how important they felt it was to expose children to good literature. A criteria sheet was used to describe the types and currency of books in each center. The teachers used a variety of sources to select and obtain books. Most teachers knew how literature aids some aspect of development. Every type of book was represented in all collections, but poetry and wordless picture books were least represented.

The purpose of the study was to examine selected mechanical factors involved in hitting a baseball to the same and opposite fields. Special emphasis was placed on an identification of those factors which distinguish players of different hitting abilities. Twenty male college level baseball players, ten in each of two groups, hit six pitched baseballs, three each to two assigned areas of the playing field. The movement patterns for the opposite field and same field batting swings appeared to be similar in form with differences between the two swings due to (a) differences in the angular displacements at the left wrist and left elbow joints and (b) differences in the temporal characteristics.

The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.

This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.

The purpose of this study was to further investigate the relationship between patterns of shoulder movement and muscular response. Thirteen females were tested against maximal manual resistance in twelve different patterns, eight straight plane, and four diagonal. Five of the six subjects who met established kinematic criteria were used for electromyographic (EMG) analysis of the anterior deltoid (AD), the middle deltoid, the posteroir deltoid (PD), and the pectoralis major. No significant differences were found between number of muscles solicited or duration of muscular effort during the different movements. Maximal EMG was significantly higher for the AD in abduction and in flexion than in the other patterns, and for the PD in diagonal flexion with abduction and in transverse abduction.

Comparison kinematic models of the traditional style deadlift are presented. Data was obtained through film and analyzed via computer and computer graphics. The comparison between the models revealed that the greater-skilled: 1. used less trunk flexion from the instant of initial trunk lean to the instant of maximum trunk lean, 2. used less knee extension (in same time interval as 1), and 3. demonstrated a smaller horizontal distance between the body center of mass (CM) and the CM of the bar at the instant the bar left the platform. A trend was also observed in which the greater-skilled subjects demonstrated less thoracic lean than the lesser-skilled group at the time the bar reached knee level.

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments …

Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.

The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know …