The purposes of this investigation were (1) to determine if a systematic training program in communication skills could be used to improve written response levels of dental hygiene students, and (2) to determine if a systematic training program in communication skills could yield improved dental hygiene student-patient rapport. The experiment involved two groups of dental hygiene students that had previously been randomly selected and consisted of twelve junior and twelve senior students in each group. The entire population of dental hygiene students at Texas Woman's University participated in the study. Analysis of the data provided statistically significant findings on seven of the eight hypotheses. Those subjects in the systematic training program were able to demonstrate increased ability to write responses and, in addition, had higher patient rapport scores. The results were also statistically significant two weeks following the training period. It was, therefore, concluded that the systematic training program in communication skills was an effective teaching device for improving dental hygiene responses. The systematic training program also seemed to be an effective strategy for improving dental hygiene student-patient rapport formation.

This study was an examination of the Hawthorne Effect in a verbal learning situation in an educational setting. The Hawthorne Effect was defined as the facilitating effect(s) produced in experimental situations when the subjects of the experiment expect that they are the objects of special attention. The purpose of the study was to determine if contamination by the Hawthorne Effect existed in an educational setting. Comparisons were made between "experimentally inexperienced" subjects and "experimentally experienced" subjects at both undergraduate and graduate levels. The task was to learn a list of paired associate terms, and to show learning retention by immediate replication of those terms. The focus of the study was upon the expected differences in performance of the control and experimental groups produced as a result of an effort to persuade experimental subjects that they had "unique" characteristics which would cause them to be exceptionally proficient. The control groups were given the task by the course instructor in a usual classroom setting,as an example of a curriculum objective. Recommendations for further research were as follows: (1) the personality variables of the researcher and those of the subjects being tested should be thoroughly delineated; (2) sex differences in performance should be …

This study investigates different factors related to master's degree graduates 1965-1976 in Physical Education at North Texas State University in order to gain information about the master's degree program's relevance to the subsequent career. The findings of the study support the following conclusions: 1. Approximately two-thirds of the graduates thought the program had satisfactorily prepared them for their current positions. 2. Seventy per cent of the graduates suggested there should be a core of courses required in the master's degree program in physical education. The courses most often included in the responses regarding core courses were Research Perspective in Physical Education, Thesis, Mechanical Analysis of Motor Skills, Professional Preparation in Physical Education, Administrative Problems in Physical Education, and Testing in Physical Education. 3. The greatest strengths of the master's degree program in physical education at North Texas State University as reported by the graduates were faculty, research work for students, teaching resources and courses available. 4. The greatest weakness of the master's degree program in physical education at North Texas State University as indicated by the graduates was availability of facilities. 5. The majority of the graduates suggested the following: candidates should be free to select a variety of courses, …

The problem with which this study is concerned is to examine whether relationships can be identified between a counselor's change in verbal and physiological responses when subjected to low-stress and high-stress producing counseling encounters. It was concluded that under high-stress as opposed to low-stress conditions 1) counselors' heart-rates increase and become more variable; 2) counselors' levels of verbal effectiveness are relatively uninfluenced; and 3) no consistent and predictable relationship can be identified between counselors' verbal and physiological functioning. Caution is strongly advised in generalizing to subjects separate from this study.

The problem with which this investigation is concerned is that of the evaluation of the effectiveness of the EPIC model as a guide to group counseling. The purposes of this study are to determine (1) whether group counseling using the EPIC model would result in positive gain in counsele's locus of control, (2) whether there would be a differential effect of group counseling using the EPIC model as compared with a traditional group counseling model or a control group. This report concludes that the EPIC model as a guide to group counseling is an effective means of increasing reliance on inner support, emotional stability and objectivity. The EPIC model also produces changes in assessed congruence of the various factors in the actual vs. ideal aspect of inter-intrapersonal functioning. The EPIC model facilitated the growth of internal locus of control.

The problem with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There …

The problem of this study was to compare schools that utilize individualized instruction with schools that utilize a traditional or group-oriented approach to instruction. Comparisons were made relative to student perceptions of the schools' environmental climates, expectancy for school success, and promotion and non-promotion practices. The sources of data included a review of the literature related to traditional elementary education, the history and development of individualized instruction, humanistic aspects of individualized instruction, and the role of school personnel expectancy in individualized instruction. The Elementary School Environment Survey was used to collect the perceptions of 1,600 fifth-grade students about their school environments. A teacher self-report questionnaire, as well as a principal self-report questionnaire, provided data pertaining to expectancy for school success and non-promotion practices. Sixty-two fifth-grade teachers and twenty elementary principals responded to the questionnaire. The data gathered in this study indicated that fifth-grade students have similar perceptions of their school climate related to involvement, independence, morale, equity, and resources. Students in the traditional or group-oriented schools perceived their schools as being more humanistic. Elementary principals and teachers in individualized instruction schools and in traditional group-oriented schools do not differ in their expectations for school success. Schools utilizing individualized instruction non-promote …

The purposes were (1) to examine the relationship of four motivational characteristics, as measured by the Merritt College Motivation Inventory (MCMI), to final introductory psychology grades in the two methods of instruction, and (2) to determine the usefulness of the MCMI as a tool for guiding students into open circuit television and on-campus traditional introductory psychology courses. The following research questions were formulated: (1) Can a prediction model using four motivational scales (Intrinsic, Self-Enhancement, Per son-Orientation, and Goal-Deficiency as measured by the MCMI) be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (2) Can a prediction model using three of less of the four MCMI scales be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (3) Of the four MCMI scales, which one or combination will be applicable in counseling students into open circuit television and on-campus traditional introductory psychology courses? All four hypotheses were confirmed. However, the four motivational characteristics as measured by the MCMI may not adequately predict achievement for the on-campus or telecourse students, The prediction efficiency of the Full and Restricted Models for both groups left significant proportions (81.41 per cent or …

The problem of this study is that of discerning the board positions, the roles, and the perceptions of Black elected public school board members in Mississippi as perceptions relate to racial discrimination, interpersonal relationships, and primary education interests. Major problems in education as perceived ranged from "racism" to "finances." Major contributions to education in Mississippi in the last five years as perceived ranged from "court decisions" to "election of Blacks to education positions." General conclusions are that less racial discrimination exists in school systems with Blacks represented on school boards; however, some racism is still perceived by Black board members.

The problem of this investigation was the development of a systematic method for the evaluation of curricula in baccalaureate nursing programs. The literature in nursing and general education was used to extrapolate theories and concepts for the formulation of a theoretical construct. This construct served as the basis for the evaluation instrument. The major concepts were identified as (1) underlying structure, (2) content of courses within the curriculum, and (3) methods and activities. Elements and components were chosen to clarify and extend the concepts. The literature and experts in nursing were both instrumental in the selection of weights. Based on the findings of the study, the following conclusions are made. (1) A faculty member's ability to use a systematic evaluation instrument does not depend upon years of teaching experience or prior experience as a National League for Nursing visitor. (2) The Evaluation Index appears capable of meeting the criteria for a more systematic method of curriculum evaluation. (3) A theoretical construct appears conducive to theory development as it is directed toward an approach which is more scientific than intuitive. (4) The inclusion of clarifying components within the instrument provides for the evaluative effort to be distributed across the entire curriculum …

This study was designed to investigate the opinions of District 4 membership of the Texas Nurses Association concerning mandatory and voluntary continuing education and to see if there was a relationship between members views and specific demographic characteristics. With the enormous growth of scientific knowledge, health professionals are becoming increasingly aware of the need to require their practitioners to show proof of competence to practice and to keep their knowledge and skills up to date. Many states have proposed legislation to require nurses to participate in continuing education to maintain current registration of the license to practice. Even though the majority of nurses in the United States would attest to the value of continuing education, the subject is fraught with controversy as to whether the programs should be voluntary or mandatory. The reasons most commonly indicated for support of mandatory education were these: (1) Mandatory continuing education requirements would upgrade nurses and the nursing profession; and (2) Many nurses are not self-motivated and need encouragement from the outside before they will participate in the continuing education which they need to keep current.

The purposes of this study are to describe the past and the present system of secondary education in Western Nigeria; to examine the goals, achievements, and failures with special consideration for three distinct periods: (1) prior to the arrival of the British people in Western Nigeria, (2) between 1842 and 1960, and (3) between 1960 and 1976; to formulate generalizations about secondary schools, and to offer suggestions for the improvement of the secondary educational system in Western Nigeria. One recommendation that the study makes calls for mass secondary education, not education of the elite only. The recommendations call for programs that would lead to industrial and technological progress.

The main purpose of this study was to identify basic characteristics of managing higher education by objectives (HEBO). Six interrelated and interdependent research questions , which reflected other purposes of the study, were established. A sixty-two-statement questionnaire, from the review of MBO literature, was developed to use in the study. Statements were categorized into (1) philosophy of the educational enterprise, (2) identification of institutional goals, (3) specification of objectives, (4) definition of role responsibility, (5) the implementation process, (6) evaluation of organization, and HEBO limitations and requirements. Participants were requested to respond to each statement on a three point Likert scale consisting of "Agree," "Disagree," and "Modifications." Conelusions--(1) Experts and authors approved the characteristics of managing higher education by objectives (HEBO) as proposed in the study. (2) In order to be efficient and effective, an HEBO program should contain a mission statement, clear goals and objectives, well-defined role responsibilities, and also evaluation. (3) The HEBO implementation process requires more than a mere decision to institute such a program; it requires strong leadership, orientation programs , and MBO consultants. (4) Any HEBO model should have as its major purpose the securing of higher performance accountability. (5) In the policy- and decision-making …

The aim of this investigation was to analyze the effects of induced physical exertion on the performance of an immediate mathematical mental ability task among second-grade students. The purpose of the study was to gain information concerning the effects of physical exertion on a mathematical mental task and to evaluate each of four experimental treatment periods (twenty, thirty, forty, and fifty minutes) used to induce physical exertion. Another purpose was to determine whether males or females were more affected by experimentally induced treatments of physical exertion. It was concluded that fifty minutes of prolonged physical exertion as induced by relay game activities had a positive effect on certain mathematical tasks. This conclusion was based on the comparison of the fifty minute treatment performance to the pre-test treatment performed without induced physical exertion. Another conclusion derived from the data was that physical exertion periods of twenty, thirty, and forty minutes had no significant positive or negative effect on certain mental performance when compared to a non-induced physical exertion treatment. It was also concluded that there were no significant differences between male and female mean difference performances.

The purposes of the study were (1) to assess the validity and reliability of Values for Helpers, (2) to determine whether the test would be a usable instrument for analysis of value systems of mental health professionals, (3) to provide information on possible utilization of the test as a measurement tool for assessing the quality of relationship skills of helpers, and (4) to provide information of a heuristic nature for future research with Values for Helpers. To accomplish these purposes, the following questions were examined. 1. What are the relationships between the scales of the Allport-Vernon-Lindzey Study of Values and Values for Helpers? 2. What are the relationships between the scales of the Personal Orientation Inventory and Values for Helpers? 3. What are the relationships between the total scores on Myrick and Kelly's Counselor Evaluation Rating Scale and the scales of Values for Helpers? Conclusions based on the results suggested that (1) there was acceptable reliability for Values for Helpers, (2) the tribalistic and conformist scales of Values for Helpers demonstrated negative convergent validity with the scales of the Personal Orientation Inventory, (3) the existential scale of Values for Helpers demonstrated positive convergent validity with the scales of the Personal …

This study reports on an investigation of the effects of two methods of teacher evaluation on the attitudes of teachers and principals concerning the method of teacher evaluation in which each subject participated. The data indicate several broad implications. Teachers who were evaluated by the CT method had a significantly more positive feeling that teacher evaluation is more likely to be used for the improvement of instruction than teachers who were evaluated by the ADT method. CT teachers also had a more positive attitude toward their evaluation as a professional process. CT teachers had a generally more positive attitude toward evaluation, Department Chairpersons/Lead Teachers, and the principal as an instructional leader than did the ADT teachers. However, these latter differences were not significant and represented only a general attitude. Principals showed no significant difference in their attitudes as affected by the two methods of teacher evaluation. Principals who had used both methods felt that the CT method provided them more opportunity to provide instructional leadership for their teachers. The findings indicate that, although the method of teacher evaluation may have no major impact on teacher attitudes, administrators who believe that teacher evaluation should be used to improve instruction need to …

The problem of this study was to determine the perceived competencies needed by supervisors in order to supervise instruction conducted by part-time instructors in a junior/community college setting. The study was conducted in three phases. The purpose of phase one of the study was to determine the areas of responsibility and tasks which are appropriately delegated to the supervisors of part-time instructors. To accomplish this purpose, areas of responsibility and tasks were drawn from job descriptions for the position of supervisor of part-time instructors in the Dallas County Community College District. The areas of responsibility and tasks were reworded by the investigator to serve as items in a questionnaire to which participants in the First National Conference on Part-time Instructors in the Community College were asked to respond. Means and standard deviations were determined for each group in relation to each competency statement for both importance and adequacy. All 134 competency statements listed in the questionnaire were rated by all groups as important. All but four of the competencies were rated by all groups as adequately performed by present supervisors. A list of seven competencies which were deemed very important (mean score of 4.50 or more) was presented.

The purposes of this study were (1) to determine whether the mean gains on achievement scores in reading and mathematics for bused students in grades four and five after one year in integrated schools is greater than the mean gain in reading and mathematics achievement scores for similar non-bused students in segregated schools; (2) to determine whether school attendance for bused students is greater than attendance for similar non-bused students; and (3) to determine if attitude toward school, academic self-concept, and general self-concept among groups of subjects are different. The analysis and interpretation of data yielded the following conclusions. 1. The elements associated with increased achievement in reading for fourth-grade minority students are not likely to be positively facilitated by increasing the majority-minority ratio by busing. 2. The elements associated with increased achievement in reading for minority fifth-grade students may be enhanced by busing for racial balance. 3. The elements associated with increased achievement in mathematics for minority fourth-grade students may be enhanced by busing for racial balance. 4. The elements associated with increased achievement in mathematics for minority students are not likely to be facilitated by increasing the majority-minority ratio. 5. The busing of minority students out of their …

The problem of this study was to determine the relationship of double sex standards to achievement and to selected personality variables of female college students. The following hypotheses were formulated: Hypothesis 1 Women with low acceptance of double sex standards will be found to have a higher grade-point average than will women with high acceptance of double sex standards. Hypothesis 2 Women with low acceptance of double sex standards will have greater internal locus of control than will women with high acceptance of double sex standards. Hypothesis 3 Women with high acceptance of double sex standards will be more influenced by powerful others than will women with low acceptance of double sex standards. Hypothesis 4 Women with high acceptance of double sex standards will show a greater tendency to believe that chance controls their lives than will women with low acceptance of double sex standards. Hypothesis 5 Women with high acceptance of double sex standards will have a greater fear of negative evaluation than will women with low acceptance of double sex standards. Hypothesis 6 Women with low acceptance of double sex standards will show more motivation to succeed than will women with high acceptance of double sex standards. The …

The goal of this survey was to determine if a list of skills, activities, and competencies could be developed to aid in setting uniform guidelines for recruiting and selecting prospective mid-management instructor-coordinators. The data were amassed using a questionnaire which was sent to all mid-management instructor-coordinators and to three administrators at each participating college to ascertain the opinions of those persons closely involved with mid-management. The original mailing plus follow-up mailing resulted in a return of 72.50 per cent from mid-management instructor-coordinators and a return of 68.46 per cent from administrators. The results of this study show that the participants agree on a complex set of criteria, indicating a real need to formulate new guidelines for selecting instructors, guidelines which include definite skills, activities, and competencies mutually acceptable to administrators, teachers, and the TEA.

The purposes of the study were to develop self-instructional materials for teaching selected business terms to college students, to determine the effect of using these materials as compared to the effect of using a lecture notebook teaching technique for instruction in business vocabulary and to no instruction in business vocabulary, and to compare the effect of using the lecture-notebook teaching technique to no instruction in business vocabulary. Four conclusions were drawn from the statistical findings from this experiment. (1) Specific instruction in business vocabulary by either of the two teaching approaches used in this experiment is more effective in increasing the business vocabulary of college business communications students than no instruction. (2) When total groups including all levels of business vocabulary knowledge are considered, the self-instructional materials are more effective than the lecture-notebook technique. (3) For students with a high initial knowledge of business vocabulary, one of these techniques is not more effective than the other. (4) The self-instructional materials used in this study are particularly effective for teaching business vocabulary to students who have a low initial knowledge of business vocabulary.

This study was based on the assumption that classroom teachers were in an advantageous position to judge their principal's role behavior and their principal's administrative performance. The problem of this study was to determine whether or not significant differences existed between teachers' perceptions of their principal's role behavior; whether or not significant differences existed between teachers' perceptions of their principal's administrative performance; and whether or not there was any relationship between teachers' perceptions of their principal's role behavior and his administrative performance. The findings in this study led to the following conclusions: Factors such as sex, education level, teaching experience, school level, school size, and school district do not effect principal’s behavior or administrative performance. However, differences were found in teacher perceptions for teachers with 5 years or less of teaching experience, rural/urban school setting, principal’s sex don’t differ in their role behavior; differing instead in educational leadership ability. It is concluded that principals are least effective in the area of educational leadership when comparing the four areas of administrative decision-making, communications, general administrative behavior, and educational leadership. They are most effective in general administrative behavior. Principals, in general, tend to exhibit transactional behavior. The majority of teachers do not …

The primary problem with which this investigation is concerned was the assessment of the perceptions of lower-level administrators as to leadership styles they see to be in effect in their respective colleges and universities in Texas. The purposes of this investigation were to 1) identify the administrative leadership styles in effect, 2) determine the prevailing leadership styles among presidents and lower-level officers, 3) test the assumption that lower-level officers select leadership styles similar to those styles perceived to be descriptive of chief officers and other administrators, 4) determine if the type of institution (public/ private) is a factor in the choice of leadership styles, 5) determine if institutional size is a factor in the choice of leadership styles, 6) ascertain if age is a factor in the choice of leadership styles, 7) determine if educational level is a factor in the choice of leadership styles, 8) determine if institutional level is a factor in the choice of leadership styles, 9) ascertain if tenure in an administrative position is a factor in the choice of leadership styles, 10) determine if administrative position is a factor in the choice of leadership styles. Analysis of the findings revealed the most popular styles of …

The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.