The purpose of this curriculum project was to develop, revise, and field test a competency based vocational drafting program which was accomplished in four phases. An existing CBVE drafting program, developed by this author, was revised prior to the field test. New modules and audio visual presentations were developed, the program was tested in two vocational programs, and the program evaluated again after the test. Twelve modules were revised and one new module developed. Nine new slide tape presentations were developed to supplement the modules and existing slide tapes. The program was tested at the Russellville Vocational School, Russellville, Kentucky, and the Allen County Scottsville Vocational School, Scottsville, Kentucky. Involved was a total of 45 students. The students were high school juniors and seniors in their first year of drafting. The field test was conducted during the 1980-81 school year. An evaluation instrument was used to assess the student reactions to the CBVE program. Ninety five percent of the students rated the program as superior to other lecture based programs they had experienced. Ninety eight percent of the students rated the slide tape presentations as excellent or good.

When the time came to choose a thesis subject, I immediately said Objective Tests Applicable to Collateral Reading. Having been told "nothing has been done along that line - almost nothing at all," I decided to extend my investigations to include any and all tests in high-school literature - tests for comprehension and appreciation, survey and achievement tests, and tests designed for collateral reading. Each phase of the study has been interesting, but I fear that I have remained somewhat partial to the unit first begun and have perhaps given it a bit more consideration than the other divisions have received.

Samples of successful freshmen students voluntarily withdrawing from Campbellsville College were studied and compared to determine the reasons for leaving the College. It was anticipated that findings would help to identify some of the problems involved in student withdrawal, thus giving the College some better understanding with which to proceed in an effort to build retention. Forty academically successful freshmen of the class 1974- 75 were surveyed using a questionnaire and telephone and personal interview. These students were grouped in three divisions: (1) those who entered with plans to transfer, (2) those who entered with indefinite plans, and (3) those who entered with plans to graduate. Questionnaire responses were placed in nine categories and tabular data was prepared to present basic reasons identified as "very important" and "fairly important" for leaving by division. The procedures used resulted in obtaining the "real or actual" reasons the students in the study withdrew from the College. Students who enter with plans to transfer are least critical of the college. Those who are undecided about plans to graduate are more critical and students who enter with plans to graduate are most critical. The "real" reasons why students leave are discussed and recommendations are made by the researcher to suggest retention efforts needed by the College.

This project proposes the utilization of a movement education approach in a physical education curriculum for elementary school grades one through six. It is intended to assist elementary physical education teachers in establishing and maintaining a program based on current research and literature in the field. The movement education philosophy differs from the traditional physical education approach in the following ways: The program is child-centered rather than subject-centered with successful experiences for each child of prime importance. Consideration of the affective domain is as necessary to the program as the psychomotor. Creativity is encouraged in that the teacher seeks new and better ways to use the activities, equipment, and play areas to meet the needs of the individual child. The children solve movement problems in unique ways, design movement sequences, and make up their own games and dances. The teacher helps the children work toward becoming self-reliant, self-directed, and self-disciplined. Evaluation is an ongoing and cooperative process with the students as well as the teacher participating. The objectives of the program are presented along with suggestions as to teaching methods, content, and evaluation procedures. Topical areas include: (1) movement education; (2) learning theories applied to physical education; (3) movement and other school areas; (4) child growth and developmental needs; (5) objectives; (6) scheduling (listing activities by six week periods for the year); (7) the extra-class program; and (8) evaluation.

The purpose of the study was to determine the validity of the Jumps Decathlon test (or battery of tests) as a predictive method for recognizing a potentially good triple jumper.

The problem is to determine which is more effective in teaching social science, the unit procedure or the traditional procedure, the assign-study-recite-test.

The purpose of this project is to design a proposed supplemental curriculum for grades seven and eight in the Greensburg Elementary School, Green County, Kentucky. This supplemental curriculum is aimed at decreasing the number of students classified as educationally disadvantaged. The procedure used in the project is to review general information related to the problem of disadvantaged students and to present specific information concerning the existing situation in Green County. The means of identifying disadvantaged students are described and the special needs of these students are enumerated. The latter part of the project is devoted to recommendations concerning implementation of the proposed supplemental curriculum for the intended group of students. The appendix contains the Supplemental Activities Curriculum Guide which includes a unit on orientation to practical arts education and units on the following occupations clusters: construction, fine arts and humanities, and consumer and homemaking.

This study does not attempt to decide which is the better method of presenting grammar to the high school pupil; that is a question which would require much more extensive research to answer. We are interested primarily in determining and evaluating the success in college formal grammar of students who have had formal grammar in high school as compared with the success of those who have not had high school formal grammar. The study, therefore, is an attempt to show the differences existing in preparation for college formal grammar on the part of the students who have had high school formal grammar and those who have not.

This research tests a short term total academic language development program on the development of language delayed children. It was hypothesized that an increase in vocabulary and response length after a six week treatment program would be reflected on the Peabody Picture Vocabulary Test and the Mean Length of Response Test. The treatment program utilized both the group and tutorial approach emphasizing the basic skills associated with listening, language, reading, writing and arithmetic. The subjects were nine-preschool Head Start children participating in a summer program at Western Kentucky University. A comparison of the performance on pre and post test revealed no significant difference.

The problem involves the following divisions: To present a study of the present plan of supervision in the Paducah Public Schools. To present a proposed plan of supervision. To suggest means of evaluation of the supervisory program.