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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.

In our current education system learning is organized as a series of sequential steps and the curriculum is constituted by a set of independent objects. Here students are not encouraged to make connections between subjects or between the subjects and their own personal lives. In this positivistic view of reality teaching is reduced to technique. This thesis is a reflection on the nature and importance of a more holistic and interconnected education. Using the concept of "non-linear learning" as an organizing principle, it outlines the various components of an alternative paradigm.

A study of two hundred and fifty (250) public school teachers employed in a partial regional school district was conducted in order to examine their attitudes toward various forms of parent participation with the schools. Teachers were asked to respond to a fifty (50) statement survey investigating seven categories of parent involvement. These categories included: parent and teacher relationships; parents as supporters; parents as an audience; parents as decision makers; parents as advocates; parents as tutors for their children; and parents as learners. The purpose of the study was to determine if any differences in attitude existed among these teachers concerning parent participation in the schools. Comparisons were made among the teachers according to grade level, educational background, age, family status, formal training for parent involvement, years of service, and gender. Several interesting patterns emerged from this investigation. The results indicated that there are significant differences among teachers at the elementary, junior high, and high school levels toward parent involvement with the schools. Elementary school teachers revealed more positive attitudes toward parent involvement than junior high and high school teachers in the areas of parent and teacher relationships, parents as supporters of the schools, and parents as tutors assisting their children with school related activities. Significant differences surfaced between elementary school and the junior high teachers concerning parents as an audience for school activities. High school and junior high teachers disagreed concerning the role of parents as learners in the schools. Other factors also influenced teacher attitudes toward parent participation. A significant difference surfaced between teachers who had received training for parent involvement activities and those who had not participated in any training programs. Teachers who are parents also held views that differed from those who are not parents concerning parent involvement. Examination of the teacher responses by gender revealed that the attitudes of male and female teachers differed concerning parent participation with the schools. Age, years of experience, and educational background did not significantly affect the attitudes of the teachers toward parent involvement with the schools.

As we look upon education today we notice quite a different emphasis form that of even twenty-five years ago, when the accumulation of much knowledge and many skills was the chief objective. There is a noticeable decrease in emphasis on the accumulation of facts for facts sake, and the curriculum has been enlivened by the utilization of real-life situations. In spite of these various efforts we realize that we are still devoting far too little time to the Christian education of boys and girls. It is, therefore, the purpose of this thesis to present a week-day extended program to supplement the present Sunday School and Vacation Bible School curriculum for juniors in the Mission Covenant Church, and to challenge workers to use modern and improved methods of teaching.

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