The problem of this study was to determine the relationships between student's self-perceptions and their perceptions of the teacher, and the students' ratings of teacher/course evaluations, utilizing the concept of Value Systems Analysis. To accomplish the purposes of this study, the following questions were examined: 1) What are the value systems of the students? 2) What are the relationships between the student's value systems and the student's perception of the teacher's value systems? 3) What are the relationships between the student's value systems and the student's rating of the teacher/course evaluation? 4) What are the relationships between the student's perception of the teacher's value systems and the student's rating of the teacher/course evaluation? This study concludes that the use of the Coping Systems Inventory, a Teacher Assessment Form, and a Teacher/Course Evaluation Form to determine the relationships between student value systems and student evaluations of teachers has produced a sufficient number of positive relationships to recommend that the use of the three instruments together be further researched.

The purpose of this study was to describe graduate courses and programs of professional education at selected institutions which emphasized the preparation of educators to work with Blacks, Indians, and Spanish American (EISA). Information from a survey of college and university graduate catalogs and the review of literature was used to select three institutions for an in-depth study. The institutions selected for study were East Texas State University (ETSU) at Commerce, the University of Texas at Austin (UT/Austin), and the University of Texas at San Antonio (UTSA). Although only three institutions were selected for in-depth study, there seems to be evidence to support the following conclusions: (1) there seem to be more courses and programs with emphases on preparing educators to work with BISAs when outside funding is available, (2) continuation of courses and programs to prepare educators to work with BISAs seems to be directly influenced by the interest and involvement of individual instructors, (3) the instructors who were the most interested in preparing educators to work with multicultural groups seem to have larger classes, (4) the ethnic background of the instructor also seems to influence the effectiveness of a course, (5) a nonthreatening learning atmosphere seems to influence …