Browsing by Author "Dalton, Marie"
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Item A descriptive comparison among Black, Brown and White youth in vocational education in Texas(1981) Armstrong, Robert Lorain; Dalton, Marie; Forkner, William R.; Binder, Edwin K.; Kirklin, Bernard C.Need for the Study. In general, administrators, guidance personnel, and teachers havetoo little information regarding their students1 attitudes and preferences in relation to vocational education and have not developed instrumentation which will facilitate gathering the required information. Further, virtually no complete data pertaining to the graduates of vocational education and their current labor market status have been found. In every community involved in the study, school personnel indicated the need for an instrument such as follow-up questionnaires that would give them the desired information as well as a follow-up instrument that could be used to assess the success and relevance of vocational education. Statement of the Problem. The primary goal of this research is to provide a study of vocational education in selected Texas high schools, with specific focus on a comparison among the three primary student ethnic groups: 1. To document and profile the educational and training experiences of Anglo, Black and Mexican-American high school students; and 2. To profile the youth who are in occupational education in Texas, both in terms of preparation for and participation in occupational education. [...]Item A determination of perceived minimum economic understandings needed by community/junior college graduates in mid-management(1981) Memar, Ahmad B.; Dalton, Marie; Forkner, William R.; Binder, Edwin K.; Burke, Antaro RichardNeed for the Study. A review of literature revealed the importance of and the need for economic education in mid-management programs in community/junior colleges in Texas. The review of related literature also indicated that no agreement existed as to the minimum economic understandings needed by graduates of mid-management programs in community/ junior colleges. Therefore, this investigation was conducted to determine necessary economic concepts needed by these graduates, as perceived by mid-management advisory committee members, mid-management coordinators/instructors, and economics instructors. Methodology. The subjects in this study consisted of individuals involved in two-year mid-management programs in 51 community/junior colleges in Texas. These individuals were 150 mid-management advisory committee members (as business persons) and 120 mid-management coordinators/ instructors and 48 economics instructors (as educators). A researcher-developed questionnaire, soliciting data concerning demographic information and economic concepts, was mailed to these individuals. Subjects rated the economic concepts on a scale of 5 to 1 (with 5 being the highest: Extremely important, very important, moderately important, slightly important, and not important). Data concerning demographic information were analyzed using frequency distribution. Frequency analysis was also employed to determine the median values of the responses to economic concepts. A factor analysis was conducted to determine the interrelationship of the items of the questionnaire (economic concepts). The results of the factor analysis were also used as an input for further statistical analyses. The main purpose of these statistical analyses, multivariate analysis of variance, discriminant analysis, and multiple regression approach to discriminant analysis, was to test the hypothesis of this study. The hypothesis tested in this study was: There is a significant difference between and among midmanagement advisory committee members, mid-management coordinators/instructors, and economics instructors in their perceptions of the minimum economic understandings needed by community/junior college graduates in midmanagement. The hypothesis was tested at the .05 and .01 level of confidence. [...]Item An experimental study in teaching business communications using two different approaches : theory and application approach vs. writing approach(1978) Hart, Maxine L. Barton; Brown, Kenneth W.; Mountain, Lee H.; Leth, Steven A.; Dalton, MarieThe purpose of this study was to conduct an experiment to determine which of two different approaches (the theory and application approach or the traditional writing approach) should be taught to best meet the objectives of the business communications class. The comparison was made by (1) evaluating students' understanding of theory and principles, (2) evaluating students' skills in writing business correspondence and reports, and (3) evaluating students' abilities to analyze written business communication. [...]Item Effective personal presentation in job interviews(1981) Miles, Herbert E.; Dalton, Marie; Miller, Samuel D.; Champagne, Joseph E.; Herrscher, Barton R.Purpose. This study was initiated to determine whether there was a preference in attire, color choice, and hairstyle by personnel representatives for the man and woman seeking a mid-management or higher level position that involved public interaction. The information collected should provide the interviewee an advantage during the interview. Procedures. The subjects of this study were 430 male and female personnel representatives, members of the Houston Personnel Association. A questionnaire including illustrations of attire, color, and hairstyle (five illustrations in each area) as well as five demographic questions was constructed. Respondents were to rank order from one to five (one being the most preferred choice) the illustrations for the businesswoman and the businessman. Demographic questions consisted of three about the firm (type, location, and size) and two about the respondent (age range and sex). Data were collected and summarized by frequencies of responses for each attire, color, and hairstyle option. Further analyses were conducted through chi square tests for independence between attire, color, and hairstyle and the demographic data. Summary of the Findings and Conclusions. Based on the data gathered for attire, the skirted suit is recommended for the woman in an interview. The dress (solid, long sleeved), the pantsuit, the dress (bold pattern, sleeveless), and the slacks with blouse were second, third, fourth, and fifth choices by the respondents. The businessman's data revealed the three-piece, vested suit as recommended interview attire for the man. The blazer with tie, the shirt/tie/slacks, the shirt with slacks, and the leather jacket with turtleneck sweater were rated second, third, fourth, and fifth respectively by the respondents. Data regarding hairstyle for the woman and man indicated the following: (1) For the businesswoman the short curly style was the preferred style to be worn to the interview, the short straight style was second, the shoulder length (moderate curl) third, the long straight style fourth, and the shoulder length (curly) style fifth. (2) For the businessman the style with hair slightly covering the ear was the preferred style for the interview while the style with hair totally above the ear was second, the style with hair covering the ear and a mustache as facial hair was third, the style with hair totally covering the ear was fourth, and the style with hair covering the ear and a beard was fifth. Respondents indicated color choices for the woman and man in this way: The most preferred color for the businesswoman was navy blue for interview attire; other colors such as medium gray, dark green, pastel pink, and bright yellow were second, third, fourth, and fifth respectively by respondents. The most preferred color for the businessman was also navy blue for interview attire; other colors such as medium gray, dark brown, beige, and light blue were second, third, fourth, and fifth choices respectively by the respondents. Chi square tests performed on the demographic data revealed: (1) No relationship was found among attire preferences for the businesswoman or businessman by the respondents. (2) Analysis of hairstyle data revealed no relationship between businessman's hairstyle options and any of the demographic variables; however, data for the businesswoman did show a relationship between type of firm and the short straight style. Also a relationship was found between sex and certain hairstyle options for the businesswoman. (3) Analysis of color revealed no relationships between the demographic variables and preferences for the businessman's color choices. Sex of the respondent was the only variable that revealed any relationship with color for the businesswoman.Item Industry education and training : records management(1981) Bennick, Ann; Dalton, Marie; Miller, Albert H.; Newman, Katherine K.; O'Neil, Sharon L.With the new and expanding technological advances in information processing as reported in the literature, a myriad of problems have also evolved--causal factors in the emergence of the field and profession of records management. The literature presents very little information on how these new professionals, records managers, their workers or their clientele are educated or trained. The purpose of this study was to provide information regarding the status of records management education and the status of records management training in industry (including business, government, institutions, and all other organizations). In addition, the study was designed to determine the records manager's perception of the ideal records management education and training program. Specific research questions of the study are as follows: 1) What work groups are currently being educated in records management education/training programs and what work groups are currently being trained in records management education/training programs? 2) What formats/methods are being used to educate and train these work groups? 3) What is the records manager's perception of the ideal records management education/training program? What work groups should be educated and what work groups should be trained in this ideal program? What formats/methods should be used in this ideal program? A distinction was made between education (concepts) and training (tasks) in the study. [...]Item Interpersonal distancing between undergraduate college students and their instructors(1977) Dalton, Marie; Allee, W. Arthur; Whitfield, Truman D.; Bell, John A.; Brown, Kenneth W.; Champagne, Joseph E.The intent of the present research was to study variables associated with the dimension of nonverbal communication called proxemics and especially interpersonal distance. This dimension has been studied frequently outside the classroom but has been for the most part ignored as an area of research within the classroom. Yet, such information is greatly needed. Because of the nature of courses taught and teaching methods used, instructors are frequently working individually with students at very close range. Instructors are not always aware of the effect this proximity produces in the student. If instructors are to maintain an effective instructional climate, they must recognize student spatial boundaries. Since close physical proximity may produce defensive behaviors and defensive behaviors may be disruptive to learning, instructors must be aware of the combination(s) of variables which produce(s) the need for increased interpersonal distance in instructor-student interactions. The investigation herein is concerned with Duke and Nowicki's concept of interpersonal distance: An infinite series of oscillating rings represented in all planes (thus forming a globe). These rings are not necessarily circular but may be ovoid or elliptical. . . .These rings expand and contract, distances increase or decrease, as functions of . . . numerous systematically manipulable, predictable, and measurable factors. (Duke & Nowicki, 1972, p. 120) Factors which have been found to relate to the construct proxemics include race, sex, status, and affiliation. The possibility exists that these may be operating variables in the college classroom. The six hypotheses studied were: 1. Students will maintain less distance from their instructors in interactive classes than in lecture classes. 2. Students will maintain less distance from female instructors than from male instructors. 3. Students will maintain less distance from black instructors than from white instructors. 4a. White students will maintain less distance from instructors than will black students; and 4b. Male students will maintain less distance from instructors than will female students. 5. Students will maintain less distance from instructors of the same race than from instructors of a different race: (a) white students will permit white instructors closer than black instructors, and (b) black students will permit black instructors closer than white instructors. 6. Students will maintain less distance from instructors of the opposite sex: (a) male students will permit female instructors closer than male instructors, and (b) female students will permit male instructors closer than female instructors. A demographic questionnaire and the modified Comfortable Interpersonal Distance scale were administered to subjects a class at a time; all subjects received the stimuli in the same order. Next, scores for interpersonal distance between undergraduate college students and instructors were obtained by measuring, in millimeters, the distance indicated by the subjects on the CID; i. e. , the distance between the point where the student was "sitting" and the mark made by the student on the scale. The data from the CID were analyzed by performing an analysis of variance with repeated measures on three variables; when an interaction was found to be significant, Tukey's Honestly Significant Difference Test was done to investigate specific hypotheses. Summary of the Findings Hypotheses accepted were the following: Hypothesis 1. Students will maintain less distance from, their instructors in interactive classes than in lecture classes. Hypothesis 2. Students will maintain less distance from female instructors than from male instructors. Hypothesis 3. Students vzill maintain less distance from black instructors than from white instructors. Hypothesis 4. (a) White students will maintain less distance from instructors than will black students. Hypothesis 5. (b) Black students will permit black instructors closer than white instructors. Hypothesis 6, (a) Male students will permit female instructors closer than male instructors. Hypotheses not supported were the following: Hypothesis 4. (b) Male students will maintain less distance from instructors than will female students. Hypothesis 5, (a) White students will permit white instructors closer than black instructors. Hypothesis 6. (b) Female students will permit male instructors closer than female instructors. The interactions not hypothesized but found to be significant were the following: --race of student by sex of instructor; --race of instructor by sex of instructor; --race of student by sex of student by sex of instructor; --race of student by sex of student by mode of instruction; --race of student by race of instructor by sex of instructor; and --race of student by sex of student by race of instructor by sex of instructor.Item Requirements for promotion in office-based careers (for community college curriculum planning)(1980) Thompson, Sybil A.; Dalton, Marie; Jones, Howard L.; Herrscher, Barton R.; Landon, E. LairdThis study was designed to identify the job competencies and personal attributes required by business organizations for promotion of office-based careers into middle management positions. To determine these competencies and attributes, the following procedures were used: 1. A questionnaire was mailed to a pilot group. This questionnaire consisted of open-ended questions concerning the job competencies and personal attributes needed for various levels of office jobs. The participants were also asked to identify weaknesses or attributes sometimes missing in persons being considered for promotion. 2. From the responses to the first questionnaire and a review of the literature, a second questionnaire was developed that included 116 questions relating to: the degree of importance for promotability of certain job competencies and personal attributes; weaknesses in persons being considered for promotion; non-traditional jobs for males and females; future job opportunities projected; minimum educational requirements for various office job levels; jobs traditionally held by males or females; and percentage of contribution to promotability of education, experience, and personal attributes. 3. The second questionnaire was mailed to a sample group consisting of: members of the Houston Personnel Association; members of the Houston and Brazoria County Chapters of The National Secretaries Association, International; Office Education graduates of Brazosport College; and supervisors of office employees. [...]Item The relationship between academic achievement and the disparity between career aspirations and expectations among Afro and Mexican American high school students(1980) Carpenter, Ester Deloris Liddell; Baptiste, H. Prentice, Jr.; Dalton, Marie; McDaniel, Clyde O., Jr.; Walker de Felix, JudithThe purpose of this study was to provide information concerning the extent to which the opportunity to make realistic career choices could be a part of the educational process offered to ethnic minority high school youth and whether a focus on academic achievement was relevant to realistic career decision making. Also, it was hoped that this study would provide the necessary basis for further research in this area and suggest changes in the school curricula and career development programs to meet the needs of ethnic minority students. Problem Statement. The major question dealt with was: What is the relationship between academic achievement and the amount of disparity between career aspirations and expectations among ethnic minority high school students. [...]Item Time of day, sex, and race as variables of personal spacing between community college students and their instructors(1981) Eason, Susan, 1949-; Dalton, Marie; Creswell, John L.; North, Stewart D.; O'Neil, Sharon L.Problem. The concern of this research was to study the nonverbal aspect of communication called proxemics or personal spacing that exists between community college students and their instructors. The variables investigated were race, sex, age, and time of day-all of which seemed especially pertinent to the community college. This study was chosen because the community college population appears to be quite different from that of other institutions; and in an effort to make classes accessible to students, community colleges generally offer classes in the morning, afternoon, evening, as well as on weekends. Generalizability of the findings may be limited to community colleges with similar student bodies. Additionally, community college students may have personal spacing needs that are different from the population in general and generalization to the personal spacing research may be limited. Method. Students from Galveston College, a small community college in Southeast Texas, were randomly selected by classes to participate in the study. The total sample consisted of 210 students-35 black males, 35 black females, 35 white males, 35 white females, 35 Mexican American males, and 35 Mexican American females. Data for the study consisted of student responses to the modified version of the Comfortable Interpersonal Distance Scale (Dalton, 1977; Duke & Nowicki, 1972). Each student was asked to respond to stimuli (types of community college instructors) by marking on a form the point at which he would like the instructor to stop approaching him so that he could still remain comfortable. This mark was used as a measurement (in millimeters) to obtain the personal space distance that the student preferred between himself and the instructor. (Instructors were blacks, whites, and Mexican Americans; males and females; as well as the same-age and older than the students.) Comparisons were made between stimuli on the bases of sex and race of the student. All responses were additionally compared on the basis of the time of day at which the interaction occurred. Data were analyzed using the multivariate analysis of variance and the univariate analysis of variance statistics; hypotheses were tested at the .05 level of significance. Results. Race. The main effect of race of instructor was significant in that students spaced closer to white instructors than they did to black or Mexican American instructors. The main effect of race of student was not significant. An interaction of race of student by race of instructor was, however, significant. While no same-race preference was indicated, black students spaced closer to black instructors than the Mexican American students did to black instructors. White students spaced the same from white instructors, black instructors, and Mexican American instructors. [...]