Legacy Theses and Dissertations (1940-2009)
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This collection gathers digitized University of Houston theses and dissertations dating from 1940.
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Item A baccalaureate degree program in nursing at San Francisco State College(1955) Pederson, Evelyn May, 1909; Cochran, J. Chester; Bottrell, Harold R.; Donner, Arvin N.; Kerbow, Alva Lee; Stovall, Franklin L.; Beaty, Harper F.This report is a presentation and interpretation of a baccalaureate degree program in nursing designed specifically for San Francisco State College, It was developed on the basis of regulations of the California Administrative Code and the requirements of San Francisco State College. The program is intended to develop competent, adaptable nurses, who are well-adjusted as persons and as citizens. It is limited to the education of people for general nursing under supervision. Emphasis has been placed on developing nurses to nurse people rather than diseases. The program has been planned to be within the range of possibilities for the average college student. It is comparable with degree requirements for other disciplines at the college. People of both sexes, and of all social and ethnic groups are eligible for admission. The program should appeal to a wide variety of people under different circumstances, and should place collegiate nursing education within the reach of a larger number of qualified people than the usual nursing program. Certain aspects of the program may have an appeal to prospective students. Students have time to participate at will in all curricular activities. Students may attend on a part-time or full-time basis, because the classwork and laboratory experience of each course are parallel and completely contained within the semester. If students attend on a full- time basis, the program may be completed within four school years, which is the equivalent of the time required to earn a diploma in a hospital program. [...]Item A case study of a clinical inservice teacher education model(1979) Townsend, Karan Graef; Freiberg, H. Jerome; Berneman, Louis P.; LeCompte, Margaret D.; Melville, Margarita B.; Weber, Wilford A.Introduction. Problems and issues related to inservice teacher education are addressed extensively in educational literature. A selected review of inservice literature revealed five prominent assumptions about effective inservice education, that is, inservice education which has an impact on the classroom performance of teachers. These assumptions, later reorganized into nine assumptions, guided the design, development, implementation, and evaluation of the clinical inservice program which was the subject of this study. The nine assumptions are: 1. Effective inservice teacher education programs provide needs-based content. 2. Effective inservice teacher education programs provide field-based instruction. 3. Effective inservice teacher education programs provide active learning. 4. Effective inservice teacher education programs manifest systemic and parity-based collaborative processes. 5. Effective inservice teacher education programs establish and maintain concise, open, and clearly understood communication systems. 6. Effective inservice teacher education programs provide intangible and tangible support systems. 7. Effective inservice teacher education programs provide for analysis of past innovative experiences of the participants and use the information to guide current programmatic processes. 8. Effective inservice teacher education programs provide for analysis of central administration goals, procedures, and policies and use the information to guide current programmatic processes. 9. Effective inservice teacher education programs provide for analysis of organizational climate of a given school, school system, and community and use the information to guide programmatic processes. Statement of the Problem. Inservice literature primarily has been concerned with describing the content and structure of inservice programs to the virtual exclusion of asking why and how programs succeed or fail. Inservice teacher educators know what they planned and what resulted, yet they lack verifiable information about factors which emerged during each phase of the program that may have influenced the effectiveness of the program. Furthermore, evaluation processes used in conjunction with the majority of inservice programs often do not reveal whether competencies acquired in the inservice setting transfer to the classroom setting. Purpose of the Study. The purposes of this proposed research were to: (a) determine the extent to which teachers exhibited new knowledge, skills and attitudes in their classrooms; (b) identify and describe factors which facilitated or impeded the extent to which transfer from inservice setting to classroom setting occurred; (c) determine the extent to which the inservice program approximated a clinical inservice teacher education model; and (d) identify and describe factors which facilitated or impeded the extent to which the program approximated the inservice model. Research Procedures. A case study paradigm using a ethnographic research technique was selected for this investigation because it would enable the documentation and analysis of a broad range of factors associated with the inservice program. Among those who were observed and/or interviewed were: the school principal; the designers, developers, implementors, and evaluators of the program; seven inservice consultants; four clinical instructors; and six teachers who volunteered to participate in both the inservice program and the research study. The descriptive field data was coded according to specified categories which were identified prior to and during initial analysis of the data. The data were further analyzed through the modus operandi method to determine trends and patterns which were presented as findings and hypotheses. Results of the Study. The data indicate that the assumptions were operationalized to varying degrees within the context of the program which was investigated; some transfer of new competencies took place; and operationalization of the assumptions may be positively associated with transfer. [...]Item A case study of parents' and program implementors' perceptions of early childhood intervention programs(1986) Baumgarten, Thomas L.; Strahan, Richard D.; Georgiades, William D. H.; Howard, Walter R.; Udinsky, B. Flavian; Herrscher, Barton R.The purpose of this study was to investigate the desirability and likelihood of early childhood intervention (ECI) programs from the point of view of program implementors and parents of infants who are attending ECI programs living in a metropolitan and a rural area. This study also investigated whether differences existed between the metropolitan parents and the rural parents. The sample consisted of 40 metropolitan and 31 rural parents whose infants were enrolled in ECI programs in Texas. Interviews were conducted with 19 program implementors. A desirability/likelihood questionnaire was administered to the parents. The instrument was used to identify and forecast 21 event statements related to the most to least desirable and likely service delivery components. A mean desirability and likelihood score by event was determined for the metropolitan and the rural sample. A two-tailed t-test was used to determine significant differences. [...]Item A case study of the implementation of peer clinical supervision in an urban elementary school(1982) McFaul, Shirley A.; Cooper, James M.; Freiberg, H. Jerome; Ginsburg, Mark B.; Jones, Howard L.Purpose. The objectives of the study were three-fold: 1) to describe and document the variations in how teachers implemented peer clinical supervision in one elementary school setting, 2) to discover and examine important contextual factors for their congruence or incongruence with the peer clinical supervision model, and 3) to analyze critically the potential of clinical supervision as a feasible model for elementary teachers1 use. Procedures. Twelve volunteer elementary teachers and one counselor from an urban school enrolled in a one semester graduate course entitled, "Clinical Supervision." The course was designed to explore the conceptual understandings of clinical supervision and to train teachers in clinical supervision techniques. Each participant completed four documented cycles of peer clinical supervision. Three primary types of data collection were used: documentation of the cycles (including pre-observation agreement forms, instruments used for data collection, and tape recordings of post-observation conferences), ethnographic fieldnotes, and teacher self-report data. Cycles were analyzed to describe how teachers implemented peer clinical supervision, fieldnotes were analyzed for themes related to the degree of congruence between model and setting, and self-report data were analyzed for teacher reactions to the project. The three strands of data were each examined separately and then were overlaid to discover points of intersection, commonalities and disparities. Findings. Discussion of the results centers on 1) the degree of congruence of the model and the setting, and 2) teachers' stances toward analytical behaviors. The assumptions and procedures of clinical supervision were found to be incompatible with this urban school setting. Factors identified as isolation and fragmentation, stratification, standardization, and reactionism mitigated against integration of the model into the setting. Time constraints as well as the principal's behavior also limited the potential of the model. Teachers, in general, eschewed a strong analytical posture in their implementation of the model. They evidenced a "life and let live" ethos and usually offered simple, single solutions to issues dealt with in conferences. Whether they were unable or unwilling to engage in probing analysis was unclear. It is postulated that clinical supervision is undergoing a mutation and a description of that mutation and reasons for its occurrence are offered.Item A characteristic analysis of occupational therapy and the role of its practitioners as perceived by practitioners, educators, and students(1986) Vogel, Kimberly A.; Evans, Dale W.; Waigand, C. Alex; Gilkeson, Grace E.; Herrscher, Barton R.The purpose of this study was to present a characteristic analysis of occupational therapy practice and to investigate the attitudes of occupational therapy practitioners, educators, and students as they describe the perceived role of the practitioner. The research focused on issues fundamental to the philosophy and practice of occupational therapy. The occupational therapy literature suggested both a need for research in these areas as well as four hypotheses concerning the role of the practitioner which could be tested through use of a Likert scale and demographic data sheet. A 19-item Likert scale was designed by the investigator to yield information concerning subjects' attitudes related to therapist role characteristics, occupational therapy treatment, and the profession. A seven-item demographic data form provided information concerning subjects' respondent type, gender, age, highest level of education, entry-level of occupational therapy education, number of years of clinical or educational practice, and specialty interest section practice. [...]Item A cognitive structural analysis of referential communication performance of learning disabled second graders(1985) Parrott, Jean O.; Foorman, Barbara R.; Ghatala, Elizabeth S.; Williams, Robert E.; Morrow, James R., Jr.An exploratory study was conducted to interpret group differences in learning disabled and regular education second graders’ performance on a referential communication task in terms of neo-Piagetian theory of cognitive development. According to neo-Piagetian theory, there is a general ability (i.e., working memory) that enables a child to hold a certain number of features in mind at any one time. The study involved 30 learning disabled children and 30 regular education children from a metropolitan school district. The subjects served as speakers in a referential communication task where each speaker was asked to describe a black and white photograph well enough that an adult listener could identify the referent photograph from an array of the referent and three nonreferent photographs. The study focused on an interaction of speaker- and task- related variables. Speaker-related variables were listed as: (a) working memory, (b) understanding of the task, and (c) vocabulary repertoire. The manner in which the child understood and performed the task--executive schemes-- determined the style and accuracy of the encodings. Task- related variables were: (a) nature of the stimuli, (b) listener feedback, and (c) mode of presentation. Research questions were asked about the relationship of working memory and vocabulary to adequate descriptions, children's task understanding and encoding style, the relationship between potentially relevant features and steps of feedback, and the children's ability to use feedback in subsequent descriptions. Working memory was operationalized by two pretests, the Backward Digit Span Test and the Cucui Test. Stimuli for the referential communication task were 5 face photographs and 5 dog photographs. The child speaker was separated from the adult listener by an opaque screen. Feedback in the form of visual contrasts (i.e., nonreferent photographs) was given to the speaker if the message was not informative. Vocabulary repertoire was elicited by asking specific questions about each referent photograph. Independent variables were groups of learning disabled and regular education second graders and the 10 trials of face and dog photographs. Dependent variables for the communication task were number of potentially relevant features given in the initial encoding, number of adequate initial encodings, number of steps of feedback required before an accurate description was given, and number of relevant features in the posttest of vocabulary. Analyses of variance with repeated measures were performed on relevant features in the communication task, adequate initial encodings, and steps of feedback. Analysis of variance was performed on relevant features in the posttest of vocabulary. Intercorrelations were obtained for the dependent variables and Backward Digit Span and Cucui Tests. Additionally, proportions were used to determine effectiveness of feedback and styles of encoding. The groups differed not in the number of relevant features given in the communication task but in the accuracy of messages, in the need for feedback, and in vocabulary. The regular education group's performance was better in these measures of communicative effectiveness. There was no significant difference between groups in measures of working memory, indicating that differences in encoding style and accuracy of descriptions are not explained by amount of working memory but rather the utilization of working memory. An analysis of styles of encoding revealed that regular education children could switch from holistic to analytic styles as needed. LD children had more difficulty switching encoding styles and produced many irrelevant features. The results suggest that learning disabled children may differ from regular education children in the quality more than the quantity of their communication. Teachers can improve LD’s referential communication skills by (a) teaching relevant vocabulary and (b) using referential communication games to foster sensitivity to needs of a listener.Item A commercial occupational survey of one hundred selected business firms of Houston, Texas, as a basis for recommending changes in the high school commercial curriculum(1949) Watts, Woodrow 1912-Problem. The purpose of this study was to Investigate the employment needs for office workers and the job require ments of one hundred selected business firms of Houston, Texas, In order: (1) to determine the adequacy of the commercial curriculum of the local high schools to meet the employment needs; and (2) to recommend changes In the curriculum In accordance with the findings of the survey. Procedure. A survey was made of one hundred business firms selected from the classified section of the local telephone directory and from a list supplied by the Chamber of Commerce of Houston, Texas. The one hundred business firms surveyed employed a total of 6882 office workers. Representation was taken from large-size business, mediumsize business, and small-slze business. A combination questionnaire-Interview method was used to secure the data. Questionnaires were filled out by representatives of the business firms, or were completed in the presence of officials of the firms. The data secured by means of the questionnaire were placed in tabular form. Findings. The tabulated data revealed the following: (1) The 6882 office workers surveyed were distributed among six occupational classifications—bookkeepers, cashiers, and accountants; secretarial; general clerical; office machine operators; transportation and storage (clerical); and administrators and executives. (2) Female workers outnumbered male employees in all office job classifications except the transportation and storage (clerical) and the administrative and executive classifications. (3) The estimated job turnover was highest in the transportation and storage (clerical) classification and lowest in the administrative and executive group. The estimated job turnover was 26.2 per cent for all office workers. (4) A total of 59.4 per cent of the employers expressed a willingness to hire office employees at the age of eighteen or under. (5) Sixty-three per cent of the employers expressed a willingness to hire office employees with a minimum of a high school education. (6) The median beginning salary for all office employees was $38 a week. (7) Business firms used more key-driven calculators than crank-driven machines. (8) The four leading makes of typewriters were: Underwood, E. C. Smith, Remington, and Royal. (9) The Mimeograph was the leading duplicating machine. (10) Accuracy, efficiency, judgment, promptness and adaptability were the personal traits found to be lacking in high school graduates who sought employment in business offices. (11) The chief deficiencies in skill training were in arithmetic, spelling, penmanship, business machines, and the mechanics of business-letter writing. (12) Forty per cent of the businessmen expressed a willingness to participate in a cooperative part-time training program for students enrolled in office training courses. Conclusions and Recommendations. Interpretations of the data secured in this study served as a basis for the following conclusions and recommendations: (1) The commercial program of the Houston high schools is not meeting all of the employment needs of local business firms for office workers. Courses in business machines and office practice should be added to the present commercial curriculum in each of the senior high schools in order to supply the demand for trained office machine operators and general clerical workers.(2) In order to supply the demand for high school graduates with business training, special emphasis should be placed on vocational guidance to give students the facts regarding office occupations and employment requirements. (3) Since It Is evident that personal trait training Is not receiving adequate emphasis In the high school commercial program, a plan for Integrating the trait training with the training In every commercial subject should be developed. (4) In answer to the criticism of businessmen that high school graduates are deficient In arithmetic, spelling, and penmanship, a course In commercial arithmetic should be required of every student taking commercial courses who plans to go Into business. Spelling and penmanship should be Integrated with other courses; namely, English, secretarial training, typewriting, office practice, shorthand, and bookkeeping. Students falling to meet the minimum standards In arithmetic should be required to take remedial courses. (5) A cooperative part-time training program should be set up for those students taking office practice courses, secretarial training courses, and advanced bookkeeping courses. A plan similar to the distributive education program should be adopted, whereby students attend school part of the day and work on the Job for the remainder of the day. (6) Since the office equipment in the high schools is Inadequate for the training of students in the use of business machines found in local offices, it is recommended that the commercial departments of the senior high schools be equipped with the business machines which are commonly used in local business offices.Item A comparative analysis of low-cost and full-cost pricing of undergraduate higher education in the state of Texas(1978) Miller, George Theron; Atkinson, Gene; LeCompte, Margaret D.; Strahan, Richard D.; Waters, Eldred KeithThe study reported in this paper compares the monetary impacts of the Texas system of higher education finance with the most likely impacts of the Higher Education Opportunity Program on the State of Texas and its taxpayers, students and their families, and colleges and universities, to determine: (1) under which plan the State of Texas and its taxpayers would spend less financially; (2) under which plan students and their families would spend less financially; (3) which plan is more equitable in its treatment of students and their families; and (4) under which plan colleges and universities would gain more financially. The study was limited to consideration of the financial or monetary impacts of each plan, as opposed to a full "economic" assessment, on the undergraduate sector of the state's higher education system for the academic year 1975-76. This was the latest year for which reasonably accurate information was available. The major findings of the study were: (1) the State of Texas and its taxpayers would spend less financially under the Higher Education Opportunity Program; (2) student-family units with incomes under the $10,000 - $12,000 range would spend less financially under the Higher Education Opportunity Program; (3) student-family units with incomes above the $10,000 - $12,000 range would spend more financially under the Texas plan; (4) the Higher Education Opportunity Program is more equitable in its treatment of students and their families than is the Texas system; and (5) the study was inconclusive as to which plan would have afforded colleges and universities the better financial treatment.Item A comparative analysis of organizational climate, dropout rates, and selected perceptions of trainees from five Manpower training skill centers in Texas and Oklahoma(1973) Silvey, Roy; Stevens, Jody L.; Cutting, Guy D.; Carbonari, Joseph P., Jr.; Burke, Richard L.The Problem. The problem was to analyze certain perceptions of both ongoing and dropout trainees, together with specific characteristics of the professional staff as well as the organizational climate of five (5) M.D.T.A. Skills Centers in Texas and Oklahoma, for the purpose of determining whether these relationships were influential to the prevailing Centers drop out rate. [...]Item A comparative analysis of the professional background of secondary English teachers in Harris County, Texas, in the Southwest, and in the nation(1971) Avery, Lois Young, 1942-; Sterrett, Marvin D.; Verner, Zenobia B.; Zwicky, Laurie Bowman; Carmical, LaVerne L.Statement of the Problem. The purpose of this study was two fold: (1) to compare the professional background of secondary English teachers in Harris County to the professional background of secondary English teachers in the Southwestern area of the United States, and (2) to compare the professional background of secondary English teachers in Harris County to the professional background of secondary English teachers in the nation, as measured by the Secondary English Teacher Questionnaire. Procedures. The subjects were English teachers of grades seven through twelve in eighteen public school districts located in Harris County, Texas. All of the secondary schools in Harris County were alphabetized and listed according to school districts. Fifteen percent of each school district's secondary English teachers in the schools chosen were sent Secondary English Teacher Questionnaires. The Secondary English Teacher Questionnaire was a twenty-four item instrument based upon the 1963 questionnaire that the National Council of Teachers of English designed and used in their survey of 7,417 secondary English teachers throughout the United States. A total of 318 questionnaires were mailed to the principals of the secondary schools selected as the sample. Each principal was asked to present a questionnaire to every English teacher in his building who was eligible to participate in the study. The final results of the study were based upon the responses of 193 English teachers of grades seven through twelve. [...]Item A comparative and descriptive study of Texas' compensatory/remedial education cost factors and formulation of a cost index for equitable funding(1987) Sawyer, John Edward, 1954-; Hooker, Richard Lee; Anderson, James E., II; Walker de Felix, Judith; Bitting, Paul F.; Wells, JamesHistorical confusion regarding whether the status of compensatory education is a correcting factor for socioeconomic cultural deprivation or for educational disadvantages still exists. In spite of this historical confusion and existing programs which address both areas, Texas statutes have defined compensatory education as an educational program; yet, these statutes have added to the confusion by then specifying economic criteria for the funding of such educational programs. These conflicting rationales have caused confusion in program definition which has caused researchers difficulties in gathering cost and program data relevant to establishing a cost basis for funding. As well as program definition difficulties, past studies both through the Texas Education Agency and the Texas Council of Urban School Districts, have faced financial accounting dilemmas. These problems stem from past district flexibilities in cost accounting (hopefully to be corrected by drafted changes in Bulletin 679), and a district historical perspective of accounting only for funds received from non-local sources, e.g. the State Compensatory Education Allotment. Basically local expenditures were "blended" and unretrievable by program. In short, both of these earlier studies verified the 0.2 add-on weight for conpensatory education because existing accounting systems verified only the expenditure of State and federal funds received; therefore, verifiable expenditures equaled receipts, duplicating only the existing funding level (a 0.2 add-on weight). [...]Item A comparative study of a phonetically-oriented reading approach and an eclectic reading approach in first, second, and third grades(1974) Peterson, Theresa E.; Lane, Wilson H.; Carbonari, Joseph P., Jr.; Kennedy, V. J.; Stovall, Franklin L.The present study was designed to investigate the effectiveness of a phonetically-oriented reading program when used in conjunction with a basal reading series. The purpose of the Study was to determine whether there is a statistically significant difference in reading achievement gains between students using a diagnostic phonic program preceding the use of a basal reading program and students not using such a program. Subjects used in this study were first, second, and third grade students in four Catholic elementary schools of the Mobile, Alabama, diocese. The experimental groups at each grade level used a phonetic supplement. Keys to Independence in Reading with a basal reader while the control groups used an eclectic approach to reading with ancillary materials. The study was conducted during the school year of 1973-74. Reading achievement gains at the various grade levels were measured by various forms of the Metropolitan Achievement Test. A Criterion-Referenced Test was also used at each grade level to measure mastery of certain reading and phonetic skills. All data for the study were analyzed at the University of Houston computer center using the Stepreg I and Dstat 2, two of the many "Statjob" computer programs. Two multiple regression analyses were conducted at each grade level. The full model was used in all analyses. Pretest data were entered into the analyses as "base" variables while posttest data were entered as "free" variables. Thus, the pretest data is the covariate used to adjust or "equalize" any possible initial differences between the two groups being compared. First grade students taught reading by the phonetically-oriented program scored significantly higher in reading achievement as measured by a standardized test and also mastered certain reading skills to a significantly greater degree as measured by a criterion-referenced test. The above findings indicated that at the first grade level there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented reading program. Second grade students taught reading by the phonetically-oriented program scored significantly higher in reading achievment as measured by a standardized test and also mastered certain reading skills to a significantly greater degree as measured by a criterion-referenced test. Thus, findings at the second grade level indicated that there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented reading program. Results at the third grade level did not establish that there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented program.Item A comparative study of associate and baccalaureate degree nursing programs in preparation of nursing students for interdisciplinary health care teams(1984) Beatty, Patricia Robbins; Buckner, William P., Jr.; Morrow, James R., Jr.; Holcomb, J. David; Levenson, Phyllis M.Nursing educators are evaluating nursing curricula in response to changes in health care delivery practices. The interdisciplinary health care team is presently being widely used as a mechanism for delivery of health care. Interdisciplinary collaboration on the health care team could help eliminate gaps and overlaps in service, bring about better use of health manpower, and lead to a more effective system of delivering health care. Therefore, success of interdisciplinary collaboration will be more likely if today's students are provided with opportunities to learn how to function as members of interdisciplinary teams. Nurses, regardless of the type of program completed are registered and can legally assume the responsibilities of being a member of an interdisciplinary health care team. [...]Item A comparative study of attitudes of students, parents, educators, and business leaders toward selected concepts of career education(1979) Grant, La Rue Tucker; Brown, Kenneth W.; Champagne, Joseph E.; Stewart, Robert L.; Weinstein, JoshuaIntroduction and Statement of the Problem. A relatively new concept - career education - is envisioned as a.bold force for revitalizing American education. Career education has the potential for uniting the school, community, government, and business in the common goal of the American education system, facilitating the full development of each student for life and work. If career education is to be successful, the public it serves must possess the appropriate attitudes toward its concepts. Sufficient data do not exist on which to base decisions concerning comprehensive career education programs. The problem was to assess and describe existing current attitudes of the component factors of a viable career education program - students, parents, educators, and business leaders - in the Deer Park Independent School District of Deer Park, Texas. Purpose of the Study. This study, descriptive in design and exploratory in nature, was designed to determine the attitudes of students, parents, educators, and business leaders in the Deer Park Independent School District toward selected concepts of career education. This assessment would provide data for career education program planning. Need for the Study. The primary need for this study was based on the fact that a review of the relevant literature revealed that a systematic investigation of the attitudes of these four component groups - students, parents, educators, and business leaders - toward the work concepts of career education had not been conducted. This study would provide direction to school administrators, teachers, and curriculum planners in developmental efforts at the local, regional, and state levels. Procedures. Based on the Wilkerson study instrument, thirty-eight positive and negative statements, a new instrument was developed and validated in a pilot study. The pilot study instrument was refined to twenty-three positive and negative statements, representative of nineteen selected career education concepts. The study instrument was used with all four groups. Responses were defined on a Likert-type scale from Strongly Agree to Strongly Disagree, with each defined level of the five point scale being assigned a letter, which was interpreted as a number for purposes of analyzing the data. The raw data were transferred to computer sheets to be read into the computer in the negative format A Strongly Agree = 1, B Mildly Agree = 2, C Undecided = 3, D Mildly Disagree = 4, E Strongly Disagree = 5. The positive statements data were then reversed. The data were analyzed by the computer, using the Statistical Package for Social Studies (SPSS). No demographic data were requested. The statistical methodology and procedure utilized included: (1) a means, standard deviation, and Pearson Correlation Coefficient of each statement for each of the four subgroups and the total group, (2) one-way analysis of variance for all four subgroups and the group total, and (3) in cases m which the F-ratio was statistically significant at the .05 level of confidence, the Scheffe test of multiple comparisons was computed to determine the nature of the significance. Conclusions. A return of 84 per cent of the surveys permitted the analysis of a sample (N=1350) sufficiently large to permit generalizations. Statistical analysis was utilized to provide these conclusions: 1. The general implication was that the Deer Park Independent School District population shared a strong desire to see the concept of career education implemented in the school system. A definitive list of key concepts that is acceptable to all has not been developed and perhaps never will be. 2. The professional climate of the educator group for career education was even more positive than the student, parent, or business climates. Recommendations. The following recommendations were made on the basis of the research:and the findings: 1. School districts would be wise to replicate this study, introducing demographic data. Each school district will have to shape its career education program in some degree to fit the interests and needs of its unique community and the abilities of its staff. 2. A full time curriculum director should be used to coordinate the regular academic program with that of career education utilizing existing personnel and physical facilities. 3. An advisory committee of parents and business men should be organized to provide input into program development. 4. All teacher training institutions should include in their curriculum extensive information about career education. A minimum of one career education course should be required for all certification at all levels.Item A comparative study of business success predictors perceived by college recruiters and college seniors(1977) Tyler, Esther D. Johnson; Allee, W. Arthur; Brown, Kenneth W.; Stead, Bette Ann; Weinstein, JoshuaPurpose Because education for business must change to meet the needs of our dynamic society, factors that indicate potential success also change and, therefore, must be identified. The purpose of this study, therefore, was to identify and provide information to serve educators as guidelines for organizing, developing, and inproving college-level occupational programs. This information was intended to supply counselors, students, personnel directors, college recruiters, and errployers with data about current and emerging business success predictors of potential entry-level employees. Procedures A Business Success Predictor Opinionnaire containing 20 statements was constructed and used to gather data for this study. The 20 statements were dealing with the use of high pressure, "playing up" to the boss, indefinite responses to questions, being natural, the desirability of good personal appearance, interviewees' willingness to move, expressing appreciation, efficient administrators' actions, "name dropping," the lack of planning for a career, "job hopping," a sloppy application blank, poor handling of personal finance, being late for an interview, the desirability of conservative hair styles for males, the ability to express oneself, students' high absentee rate, extra-curricular activities, the desirability of conservative female styles, and on-site visits. The Likert-type opinionnaire elicited attitudinal responses from 40 college recruiters and 95 college seniors (business majors only) who availed themselves of the placement centers' services and voluntarily responded at Prairie View A&M University, Texas Southern University, and the University of Houston. The college recruiters were those who sought enployees, and the college seniors were those who sought enployment through the centers between August and December 1975. Eleven (11) major hypotheses were fromulated and statistically tested using the one-way analysis of variance procedure to secure data for this study. The .05 confidence level was set for rejecting or failing to reject the hypotheses. Findings The findings of this study were grouped according to those relating to (1) college recruiters' and college seniors' perceptions by classification, (2) college recruiters' and college seniors' perceptions by race, (3) college recruiters' perceptions only by race, and (4) college seniors' perceptions only by school. When making comparisons by classification, race, and school, the college recruiters differed significantly from the college seniors on their perceptions toward the business success predictors. All hypotheses formulated to conpare and statistically test the college recruiters' and the college seniors' perceptions in this study, therefore, were rejected. Conclusions and Recommendations Based on the findings of this study, the following conclusions were drawn: (1) classification, race, and school were determining factors in how college recruiters and college seniors perceived the business success predictors; (2) college recruiters perceived the college seniors as having perceptions different from theirs toward the same business success predictors; and (3) likewise, the college seniors perceived the college recruiters as having perceptions different from theirs toward the same business success predictors. Based on the data obtained, described, and analyzed in this study, the following recommendations are made; (1) that Prairie View A&M University, Texas Southern University, and the University of Houston coordinators of education for business and curriculum planners should provide additional opportunities for students to interact with college recruiters and prospective enployers; (2) that the education for business should increase enphasis on such nonacademics as work experiences, personal appearances, communications, extra-curricular activities, and the importance of wholesome attitudes; (3) that further research be conducted to identify additional business success predictors; and (4) that this study be replicated with another population to conpare the findings and conclusions presented by the writer.Item A comparative study of certain characteristics of two groups of Business Administration graduates of Sam Houston State Teachers College(1963) Huff, Rita Bell, 1924-; Hayden, Carlos K.; Allee, W. Arthur; Sterrett, Marvin D.; Hyer, June; Garrison, SusannaThis study was a comparison of certain characteristics of accounting graduates and general business graduates, who earned Bachelor of Business Administration degrees from Sam Houston State Teachers College during the years 1950- 1961, to determine whether it was more beneficial for a student to major in accounting than to study in the broad area of general business without specializing in any single area of business.Item A comparative study of factors which predict reading achievement in three socio-economic groups(1969) Lowery, Marie J.; Carter, John L.; McClintock, Robert E.; Lane, Wilson H.; Koetting, James F.; Capobianco, Rudolph J.The subjects for the present study consisted of 90 children with reading disabilities from a public school system. There were 30 subjects in each of three socio-economic groups, low, middle, and high. They were given individual tests in the areas of intelligence, language, perception, dominance, and reading skills, to determine the predictors of reading achievement in children of different socio-economic levels displaying reading disabilities. The raw data were subjected to a test for normality which indicated a non-normal distribution on some variables. These variables were dichotomized using the median split, and predictor equations were extracted using a linear multiple regression analysis. Thirty-six variables were correlated with the criterion, reading achievement, in each of the three socio-economic groups. The five percent level of significance was used to evaluate the results of both the regression and factor analyses. The three variables common to all socio-economic groups were the Verbal WISC IQ, Phonetic Elements, and Durrell Silent Reading Test. There were also variables which were common to two groups, and some which were unique to one group. The clustering of predictor variables was determined by factor analysis. Eight factors were extracted, but only two factors contained the socio-economic variables. Verbal Achievement and Socio-economic Status/Language Development both displayed high positive coefficient loadings on these two factors. The results of the present study indicated that the type of scores used, their distributions, and the significance level employed in studies of children with reading disabilities must be stated in the research if investigators and readers are to avail themselves of the valid findings in this area of research.Item A comparative study of feminine role perceptions, selected personality characteristics, and traditional attitudes of professional women and housewives(1971) McKenzie, Sheila Pereira; Williams, Robert E.; Carbonari, Joseph P., Jr.; Sanders, Stanley G.; Stovall, Franklin L.Problem. The purpose of this study was two fold: first, to determine whether housewives, elementary education majors, doctoral students in education, and medical students, differ significantly in terms of feminine role perception and selected idiographic characteristics; and second, to determine whether women oriented toward occupations that conform to traditional feminine role expectations differ significantly from women oriented toward occupations that do not conform to traditional feminine role expectations in terms of feminine role perception and selected idiographic characteristics. Procedures and Sources of Data. The sample selected to participate in this study consisted of 120 adult females. Differentiated on the basis of occupational orientation, four groups of thirty members each were studied. The four subsample groups were defined as (1) housewives with bachelor's degrees; (2) elementary education majors at the junior level; (3) doctoral students in education; and (4) medical students. The four subsample groups were matched for age and race. The entire sample responded to four instruments. The Fand Role Inventory was employed as a measure of feminine role perception. The California Psychological Inventory and the Traditionalism Scale were utilized as measures of idiographic characteristics. Eighteen measures of personality were derived from the California Psychological Inventory. The Traditionalism Scale was administered twice. The subjects' attitudes toward certain social issues, and attitudes toward social issues that subjects attributed to society were derived from the Traditionalism Scale. Each subject responded to a Personal Data Inventory. Housewives and elementary education majors were classified 'conformistic' to traditional feminine role expectations. Doctoral students and medical students were classified 'non-conformistic.' Statistical treatment of data involved testing for significant differences among the four subsample groups. Likewise, data was analyzed to test for significant differences between the groups defined as 'conformistic' and 'nonconformistic.' [...]Item A comparative study of fifteen elementary students from monolingual Spanish-speaking homes : grade level achievers and low achievers(1986) Hansen, Alexandra F.; Walker-Felix, Judith; Peña, Sylvia C.; Warner, Allen R.; Baptiste, H. Prentice, Jr.The Hispanic population in the Southwest is increasing very rapidly. The school districts must determine how best to meet the educational needs of low achieving limited English proficient (LEP) students. Educators are attempting to find ways to identify LEP minority children who belong in classes for the learning disabled. Although Public Law 94- 142 defined broad guidelines for identifying LD students in an average English-speaking population (they must have a significant intelligence-achievement discrepancy), differentiating LD students in a LEP population presents a different problem. Although they may be of normal intelligence, Hispanic bilingual children’s lack of English proficiency may retard their achievement in English academic subjects, making them seem like LD children. The use of a Performance (nonverbal) score as a measure of their intelligence, as is frequent practise, increases their chances of being labeled LD, because it is often much higher than their achievement scores. This case study of 15 children took a holistic approach to the identification of LD Hispanic children. By comparing in many areas low achieving children referred and placed in special education with similar children achieving on grade level, the researcher hoped to isolate characteristics which set the low achievers apart. She questioned parents and teachers, collected data from cumulative record and special education folders, and observed and tested children with the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Psycho-Educational Battery of achievement tests. [...]Item A comparative study of Hispanic LEP and non-LEP high school dropouts and Hispanic LEP and non-LEP high school graduates in an urban public school system in the Southwestern United States(1986) Valverde, Sylvia Ann; Hooker, Richard Lee; LeCompte, Margaret D.; Melville, Margarita B.; Walker de Felix, Judith; Anderson, James E., IIBackground and Purpose. The dropout rate among high school students continues to climb at an alarming rate. The highest dropout rates seem to be among minority students. In addition, students who are earning low grades, who are behind one or more grades, who are in trouble with school authorities, and who get little or no support from their parents and families for staying in school are at a greater risk for dropping out. This risk is increased if a student is Hispanic and female (Austin Independent School District, 1982). The purpose of this study was to determine similarities and differences between Hispanic LEP and non-LEP females and males and their reasons for leaving school or graduating in relation to 15 clusters of variables. These variable clusters include Demographic Characteristics, Marital Status/Children, Economic Independence, Family Economic Status, Family Academic Support, Influence of Siblings, Impact of Peer Group, Social Integration, Success Orientation, Academic Variable, School Characteristics, Problems in School, Language Variables, Dropout Characteristics, and Graduate Characteristics. [...]