The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.

This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.

Academic freedom has gone through three distinct eras yet each era overlaps a great deal with the one following it. The first era was the bureaucratic. It was exemplified by the negotiations between administrators and professors in the 1920s. The American Association of University Professors and the American Association of Colleges began cooperating and a hierarchical structure emerged, with the tenured professor at the top of the faculty. The second era was the political era and it was mainly a result of loyalty oaths, which began after the first World War and then escalated again during the 1930s when communism became a major concern. The political era then gave way to the legal era when the first academic freedom cases went to the United States Supreme Court in the 1950s. The first cases were the result of political pressures that became legal pressures. Most of the early court cases were based on communism. The legal era has produced changes. There are now more rights; for students and teachers of all levels, including pre-college levels, are guaranteed some academic freedom rights. However, the First Amendment and academic freedom are not synonymous because a professor usually cannot win a case based solely …

The problem of this study was the identification of selected characteristics of Minnie Stevens Piper Professors. Purposes of the study were: (a) to determine characteristics of Minnie Stevens Piper Professors, and (b) to determine whether these professors possess characteristics which typify outstanding college teachers as described by the Selection Research, Incorporated College Teacher Perceiver interview. Forty subjects, 20 from community colleges and 20 from senior colleges, were randomly selected from the 1978 through 1988 lists of Piper Professors. Fifteen community college and 11 senior college professors agreed to participate by being interviewed with the College Teacher Perceiver. This interview identified 13 characteristics, or themes, of excellent college teachers.

A study was conducted to identify demographic and academic characteristics of students transferring from North Texas area senior colleges to Tarrant County Junior College (Texas) in the Fall 1984 semester. Academic characteristics were measured at the point of transfer and during subsequent junior college enrollment(s) through Spring 1989. Transcripts of 608 reverse transfer students were examined. Non-Completers, students who transferred prior to completing a baccalaureate degree, were identified as 77% of the population; students who transferred after earning a degree were 22%. Of the Non Completer students, 35% transferred as Poor Students (transfer GPA of 0.00-1.99), 23% as Fair Students (2.00-2.79) and 19% as Good Students (2.80-4.00). The reverse transfer students were 52% male. Most (87%) were white, with 6% black, 4% Hispanic, and 3% other ethnic. They varied in age from 18 to 81: 24% were younger than 21, 31% were 21-25, 45% older than 25. Poor Students earned a cumulative junior college GPA 1.29 higher than transfer GPA; Fair Student GPA was .63 higher; Good Student GPA decreased by .01. The change was significant at the .01 level for Poor and for Fair students. Poor arid Fair students who stopped out "for at least two years prior to …

This study concerns the relationship between student evaluation of instruction and student achievement in the field of management at the community college level. Purposes of the study were to determine the subjective student evaluation of instructor performance in introductory classes of management, student achievement in the class upon completion of the course, and the relationship between the student evaluation of instructor performance and student achievement in knowledge of the course. The population studied was all 10 sections of the Principles of Management course taught by 8 instructors at Del Mar College in Corpus Christi, Texas during the fall semester of 1988. A pretest-posttest design was used to determine student achievement scores. The College Board provided sufficient copies of two versions of the College Level Examination Program (CLEP) tests for Introduction to Management for the pretest and posttest. A special statistical technique using multiple regression was used to calculate an achievement score for each student that was adjusted for entry level knowledge. Student evaluations of instructor performance were paired with the achievement scores and grades students received from the instructor. Additional confidential demographic data was obtained about the students and the instructors. Major findings of the study concluded there is no …

The major purpose of this study was to determine what differences exist among groups of social studies student-teachers, instructors, and administrators in eight teachers colleges in Northern Thailand regarding their perceptions of the importance of selected social studies teaching competencies.

The primary purpose of this study was to determine the marketing strategies for attracting students who have nonreligious vocational goals (NRVG) that are employed by Bible colleges that are either accredited or candidates for accreditation of the American Association of Bible Colleges (AABC). Primary subpurposes were to determine the AABC's interest in marketing themselves.to NRVG; practice of educational marketing strategies toward NRVG; career planning programs and placement services available to NRVG; approaching employers with placement services for NRVG; making available seminars, placement services, and alumni networking for NRVG; and difference in marketing to NRVG according to a colleges' denomination, size, three year growth pattern, and estimated percentage of NRVG. An overview of the literature pertaining to educational marketing and marketing for a liberal arts education was given. The population chosen for this study was the accredited (87) and candidate for accreditation (15) Bible colleges of the AABC (102). Eighty (78.4%) colleges actually responded. The design of this study was survey research using a mailed questionnaire as the principal source of data collection. The statistics utilized were parametric (e.g., one-way analysis of variance and t test) and nonparametric (e.g., chi square). The results of the study indicated that AABC colleges were …

A survey instrument, Coaches' Survey, was constructed for the purpose of collecting data for this study. Subjects were selected from the 1989-1990 National Directory of College Athletics. The survey instrument was mailed to 411 coaches; 273 usable instruments were returned. The coaches were asked to indicate their agreement or disagreement with 36 statements in both the Real situation and the Ideal situation. Major findings of the study led to the conclusions that (a) better communication between athletic directors and coaches resulted in better understanding and acceptance of limitations which may be beyond the athletic directors' control, (b) coaching stress was a real concern for the coaches surveyed, (c) the coaches believed that athletic directors should be strong leaders, (d) men have better access to community leaders than do women, (e) coaches generally believe that athletic directors perform adequately even though there are some weaknesses, and (f) the area of concern for most coaches is financial support for their programs. Even when seen as a fact, it was viewed as restricting the strength and growth of programs.

The extent of the application of the strategic planning process on dental education institutions was the problem in this descriptive study. The specific purpose was to describe the status of strategic planning based on the perceptions of the respondents. The organization, the characteristics and the impact of the strategic planning process would be investigated and described by this research. The total population of the doctoral and post-doctoral dental education institutions were included in the study. A specifically developed research instrument was used to elicit the perceptions of the respondents, both experts and chief executive officers (deans). All the experts (100 percent) completed and validated the research instrument and 65 percent of the dental education institutions completed the research instrument. The research instrument evaluated three areas of strategic planning: organization, characteristics, and the impact of strategic planning on their institutions. It was concluded that all dental education institutions participate in the strategic planning process and that the organization in the strategic planning process and that the organization and characteristics are generally similar to those in higher education institutions. The application of the strategic planning process has been proven beneficial in higher education institutions and there are perceived benefits in dental education. …

The purpose of this study was to determine the effect of using word processing and proofreading software in freshman composition at a community college. This study used pretest and posttest measures to determine if significant differences in the improvement of composition skills occurred between students in a composition class that did not use microcomputers and students in a composition class that did use microcomputers. Objective tests and writing samples were used as measurements. The population for the study consisted of students enrolled in freshman composition classes at a two year community college. Students self-selected enrollment in each class. Three hundred students who completed the pretest and posttest measures and completed the course were included in the study. There was no significant difference found in the improvement of writing skills between the two groups as measured by the objective test or the writing samples. There was a significant difference found in the withdrawal rate of students from the classes. The computer class had a significantly higher withdrawal rate than the non-computer class.

Research into job preference and job satisfaction addresses the agreement between individual and institutional values leading to job choice and job satisfaction. This research assessed ten job preference and ten job satisfaction factors at the University of Guam. Ninety-one faculty members and 32 administrators completed a two-page paired-comparison questionnaire. Demographic data were also collected. Factors' hierarchy and valence positions were reported and subjected to "PCSTATS" program to determine significance among pairs. Significant differences existed in three of the four hypotheses measuring the job preferential factors: advancement, benefits, company, co-workers, hours, pay, security, supervisor, type of work, and working conditions; and job satisfaction factors: good wages, job security, interesting work, tactful disciplining, in on things, working conditions, management loyalty, appreciation, promotion, and sympathetic understanding. Additional findings were made using post hoc analysis. Results indicated that administrators perceived others' preferences to be (a) pay, (b) advancement, and (c) type of work while faculty chose (a) type of work, (b) pay, and (c) advancement. In job satisfaction administrators selected (a) promotion, (b) good wages, and (c) job security, while the faculty chose (a) interesting work, (b) good wages, and (c) promotion. Self job preference factors chosen by males and females were (a) type …

The purpose of this study was to investigate the effects of a ropes course program on self-concept and affective behavior, based on the belief that ropes course participants would rate significantly higher than non participants. A group of freshmen from a select liberal arts college made up the population. Measuring instruments used were the Tennessee Self-Concept Scale and the Platt Affective Behavior Scale. The program was a pre-test, post-test control group design. Data were analyzed by two sample t-tests, correlations, and logistic regressions.

This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of …

Although strategic planning has been used successfully in most major business institutions, higher education has been slow to adopt this management technique. Involvement in planning is a critical issue for allied health educational programs, such as physical therapy, which are relatively new to the academic environment. These programs face a continual need to update their curricula and clinical education based on rapid changes in the health care delivery system and the profession. The problem of this study was to determine the extent to which the strategic planning process is currently applied in institutions in the United States which offer accredited physical therapy educational programs. The population of this study was made up of the chief executive officers of the 115 public and independent institutions that offer physical therapy educational programs. Selected experts on strategic planning and chief executive officers were surveyed in two phases using a mailed questionnaire designed to measure the organization, characteristics, and impact of strategic planning in institutions that offer accredited physical therapy educational programs. Seventy-three percent of the chief executive officers responded, and 50.9 percent indicated their involvement with strategic planning by completing the questionnaire. The findings indicate that, although there is general agreement between the …