There is no abstract available for this dissertation.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 10, 2006. Dissertation Committee: Max R. Rennels (chair), John R. McCarthy, Marilyn P. Newby, E. Robert Stefl. Includes bibliographical references (leaves 65-71) and abstract. Also available in print.

The purpose of the study was to develop a model for articulating selected courses between a two year vocational technical college and a four year academic university. More specifically, the study tested the feasibility of the use of locally developed competency instruments as a vehicle for administrative decisions about inter-institutional course articulation.One instructor in the electricity/electronics departments at Ball State University (BSU) and one at Indiana Vocational Technical College - Region 6 (IVTC) were asked to construct a competency based examination. Subject matter for the examination was identified as material taught at both institutions in an introductory course. An examination was developed using the format of domain-referenced instrument construction. A competency test was developed by defining tasks, and cognitive and psychomotor variables that a student must demcnstrate to perform the stated tasks.Students enrolled in the introductory electricity/ electronics course at each institution during spring quarter 1978 were asked to take the written examination. Thirty-eight students from Ball State University and forty-three from Indiana Vocational Technical College volunteered to participate. Six of the volunteers from each institution agreed to take the practical portion of the examination. The examinations were administered by the respective instructor. Answer sheets and rating sheets were coded to insure student anonymity.Tables were developed to show rank-order and frequency distribution of scores as well as the mean scores of all students by each institution. An item analysis was conducted and Kuder-Richardson Formula 20 was used to measure reliability. Scores were analyzed by: 1) cognitive and psychomotor competency on each task, 2) cognitive competency on each task, 3) psychomotor competency on each task, 4) cognitive competency on all tasks, 5) psychomotor competency on all tasks, and 6) cognitive and psychomotor competencies on all tasks.Reliability of the 92 item written examination was 0.9234 using Kuder-Richardson Formula 20. Approximately 70 percent of the students from IVTC scored higher than all students from BSU on the written examination. The mean score on the written examination for students from IVTC was 66.0, or 22.1 points higher than the mean score of 43.9 for students willing to participate in the practical as well as the written examination. The sum of the mean scores for students from IVTC was 78.5 as compared to 55.2 for students from BSU.Data were analyzed and the fo1lowing three conclusions were drawn:The data provided by the Kuder-Richardson estimate of reliability indicated that instructors from a separate college and university can jointly develop reliable competency measurement instruments.Locally developed reliable competency measurement instruments provide administrators with data regarding compatibility and incompatibility of selected courses with which administrators can feasibly make objective decisions about inter-institutional course articulation.Data from reliable competency measurement instruments provide administrators more quantifiable information than presently exists in college catalog descriptions, course objectives and oral descriptions of courses for making a more specific decision on course articulation.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 131 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 132-143).

This study examined the institutional articulation patterns among three different levels of educational institutions: high school, two-year college, and four-year university. The purpose of the study was to determine if there were differences between articulation patterns which affected students in general and articulation patterns which specifically affected Mexican American students to pursue higher education. This study was also concerned with determining whether such articulation patterns were hindering or encouraging the enrollment of Mexican American students at The University of Arizona. The methodologial approach of the study was a descriptive research design and included the use of questionnaires and interviews. The sampling methodology used was double stratified random sampling which took into account: (1) three participating educational institutions and (2) sampling a portion of the personnel at the three institutions and students at the four-year university. The sample consisted of: (1) 45 randomly selected personnel involved in articulation activities in three educational areas (administrative, curricular, and student services) at three different institutional levels: senior high school district, community college, and four-year university, and (2) 15 randomly selected first-year students at the four-year university. An open-ended questionnaire was developed for the personnel sample. The articulation practices identified from this questionnaire were classified into specific categories for the purpose of developing a second questionnaire for interviewing the student respondents. Descriptive data were collected, presented, and discussed. Tabulation of percentages and frequencies were studied, interpreted, and presented in 20 tables and six figures. There were 455 articulation activities identified. These were classified into 25 different articulation categories. Two different articulation systems were reported: one directed to all students and another for Mexican American students. The findings strongly suggest that insufficient articulation efforts are in existence. Curricular personnel were found to be doing the least articulating efforts to help all students and specifically Mexican American students. Based on the results of this study, various recommendations were made. There is a need for better interinstitutional planning to provide continuum that will allow more access to post-secondary education for Mexican American students.

The issue of transfer of credit from two-year to four-year colleges is one of national interest. Recent legislation has focused attention on the topic in Indiana.The purpose of this study was to investigate the continuing education and transfer experiences of a group of recent associate degree graduates from Indiana Vocational Technical College (IVTC). The population used was a sample of 1991 associate degree graduates. Surveys were analyzed from 612 respondents, 87 of whom were enrolled in four-year institutions.Findings included:1. Of the 87 graduates enrolled in four-year institutions, 54 reported that some or all of their credits were accepted in transfer by the receiving institution.2. Out-of-state institutions have accepted more IVTC credits in transfer than in-state institutions.3. Private four-year institutions have accepted more credits in transfer than public institutions.4. There was no significant difference between A.S. and A.A.S. degree holders with credits accepted in transfer.While there were some articulation agreements in place at the time of the study, several of these were between private institutions and IVTC; few were between public institutions. These findings represent a situation that exists for IVTC graduates prior to the development andregard to the number of implementation of widespread articulation agreements between the two-year and four-year public institutions in Indiana. There are numerous implications for further study. It is and importance to IVTC graduates, to the higher education community, the legislature and Commission for Higher Education, and for the citizens of Indiana. / Department of Educational Leadership

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.