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The purpose of this study was to provide descriptive and comparative data which would be useful in making industrial education department programmatic decisions, as well as, providing useful information to prospective doctoral students prior to their program selection. Therefore, the specific purpose of this investigation was to: 1. describe existing industrial and general vocational education doctoral programs.2. assess the criteria used by current industrial and vocational education doctoral students in their selection of specific programs.3. assess the criteria judged important by leaders in industrial education which should be used in selecting doctoral program in industrial and vocational education.4. determine if a relationship exists between:(a) criteria used by current industrial and vocational education doctoral students in their selection of specific programs, and(b) criteria which should be used in selecting a doctoral program in industrial and vocational education as judged by leaders in the field.5. provide specific criteria which can be used by prospective students for selecting a doctoral program in industrial and vocational education.(A doctoral program keysort selection system was previously developed in response to this fifth purpose.)Two surveys were conducted in order to retrieve information about resident doctoral students and doctoral programs in industrial and general vocational education. The resident doctoral student population had an N of 264. Eighty-six percent (227) of this number responded to the survey instrument. The department program leader population had an N of 62. Fifty-eight program leaders responded to the questionnaire for a return of 93.5 percent.In addition to the descriptive information sought from both populations, information and opinions were elicited concerning criteria used in making a doctoral program selection. This abstract will include information in both areas of investigation.A description of existing industrial and general vocational education doctoral programs was presented utilizing the following variables:1. program name2. degree type3. program emphasis4. Ph.D.-Ed.D. differences5. date of first doctorate awarded 6. enrollments7. tuition8. program offerings9. program requirements10. program entrance requirements11. hours granted for the dissertation 12. minimum hours to complete program 13. maximum transfer hours14. program breakdownIn addition to this descriptive information of a programmatic nature a current profile of the resident doctoral student in industrial and general vocational education was provided, considering the following factors:1. department affiliation2. sex, race and age3. marital status, number of children, and working spouse4 . citizenship and home state attendance5. financial support 6. degree objective and degrees held7. undergraduate and graduate majors 8. career objective 9. residency requirement - moving 10. individual program length requirement and transfer hoursA total of 29 selection criteria were assessed by both resident doctoral students and department program leaders. The following criteria ranked one through five, in order of importance, as judged by department program leaders:reputation of department and/or program reputation of university reputation of faculty members type of programprogram flexibilityThe following criteria ranked one through five, in order of importance, as judged by resident doctoral students:1. type of program2. reputation of department and/or program 3. reputation of university 4. program flexibility5. being granted an assistantship or fellowshipProgram department chairmen and resident doctoral students assessed the following five criteria in much the same way and therefore were in agreement as to the relative importance of the program selection criteria:1. reputation of the university2. reputation of the department and/or program 3. reputation of the department head4. programs reputation for developing teaching skills5. program flexibilityThe following criteria ranked one through five, in order of importance, as judged by resident doctoral students:1. type of program2. reputation of department and/or program3. reputation of university4. program flexibility5. being granted an assistantship or fellowshipProgram department chairmen and resident doctoral students assessed the following five criteria in much the same way and therefore were in agreement as to the relative importance of the program selection criteria:1. reputation of the university2. reputation of the department and/or program3. reputation of the department head4. programs reputation for developing teaching skills 5. program flexibilityThe two groups disagreed most on the relative importance placed upon the following five program selection criteria:1. program graduate(s) recommendation2. availability of married student housing 3. having tuition and/or fees waived4. being granted an assistantship or fellowship5. location of universityAfter analyzing the data on resident doctoral students, it would be fair to conclude that no true doctoral student profile is possible due to the diversity of those enrolled. However, the chances are good that the "typical" resident doctoral student enrolled in industrial and general vocational education would be a married, white, middle class, male, between the ages of 25 and 35, and who has at least one child. Further, the chances are also good that this individual's spouse is working at least part-time and that the family is receiving some sort of financial support during residency. Finally, the individual probably holds at least a masters degree, intends to be a university teacher or administrator and has moved less than 500 miles in order to meet residency requirements.Once again, upon analyzing the data, it appears that the vast diversity in program offerings prevents formulating a meaningful profile. Further, a profile of this nature, for the most part, would serve no useful purpose. Therefore, conclusions were limited to the following three areas: (1) program diversity, (2) Ph.D. and Ed.D. differences and (3) program reputation.It would seem reasonable to conclude that one of the major factors affecting program diversity is student flexibility need. Program flexibility ranked fourth out of the 29 variables assessed by students. Program diversity results from attempts to meet diverse student need.Also, it would seem reasonable to conclude that the stated differences between the Ph.D. and Ed.D. programs, in reality, might not exist, at least to any large extent. Two main areas of differences are usually indicated when comparing the Ph.D. and Ed.D. degrees. They are language and/or research and statistics. The percent of Ed.D. programs requiring research methodology and statistics was found to be nearly as high as that of the Ph.D. programs. Secondly, only four institutions indicated that substitutions were not possible in meeting the language requirement. Substitutions are mainly noted in the areas of research methodology and statistics. In addition, program structural differences between the Ph.D. and Ed.D. programs were found to be minimal.Since there is little, if any, comparative data on doctoral programs and since programs are usually not compared for quality due to professional standards of ethics, student assessment of program quality may be based on a natural defense of the decision to attend a given university department.In conclusion, this descriptive research was undertaken to provide insight into the current status of doctoral programs in industrial and general vocational education. Further, the study attempted to provide greater insight into the area of doctoral program selection. The results of this investigation have suggested some additional areas for study. The following list of recommendations are offered for consideration:1. Since geographic location of institution was not ranked extremely high as a selection criteria and since a little more than half of the students moved fewer than 200 miles, this inconsistency warrants futher investigation.2. Both "university and department and/or program" were assessed as being extremely important in the selection of a doctoral program. Further study of reputation formation and student selection justification would be in order.3. Since there is some question as to the actual differences between Ph.D. and Ed.D. programs, specifically in the areas of industrial and vocational education, further study limited to these programs might provide some additional insight into these differences.4. Due to the vast difference of assessed importance of "being granted an assistantship or fellowship," further study is warranted in the area of financial assistance and its effect on enrollment.Since there is virtually no information, on a national basis, concerning student ability to attain personal job oriented professional goals, (ability to get previously stated work in a given profession) and since the doctoral job market is becoming somewhat saturated, an investigation of ability to get a desired position upon graduation seems warranted.6. Little longitudinal data is available on doctoral programs in industrial and general vocational education. It is recommended that the national professional organization concerned with industrial education consider collecting and publishing such information on a yearly basis.Ball State UniversityMuncie, IN 473063

The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven control students remained in the classroom.Multivariate analysis of covariance was done to test the null hypotheses. The criterion for rejecting or retaining the null hypothesis was set at the .05 level of probability.Data collected from the pre- and post-test reading scores of the Comprehensive Test of Basic Skills, the Piers-Harris Self-Concept Scale, the Martinek-Zaichkowsky Self-Conce t Scale for Children, and the Behavioral Characteristics of Single-Parent Children Checklist were analyzed. Findings were:1. There was not a significant difference between experimental and control groups or gender;however, the following differences did exist:a. The experimental group scored higher in reading than the control group, with the exception of the lower grade control females, who scored higher than the experimental lower grade females.b. The females of both groups had higher gain scores than the males.2. There was a significant difference at the .05 level in reading for the variable grade with lower grade students making larger positive gains than the upper grade students.3. There were significant differences in self-concept between the control and experimental groups in the area of anxiety, school status, happiness and athletics.a. The lower grade experimental, upper grade control, and male students (of both groups) were less anxious.b. The lower grade students felt better about school and were happier than the upper grade students.c. The second grade control group felt more confident about ability in athletics than the experimental group.4. The teachers perceived the experimental students as needing less discipline, having higher general achievement and better reading comprehension. Conclusions based on the findings were: 1. The group or the gender did not make a significant difference:a. However, the upper grade experimental group did perform better than the upper grade control group.b. The lower control females performed better than the lower grade experimental females, but the lower grade experimental males out performed the lower grade males in comprehension.2. The lower grade students performed significantly better than the upper grade students in reading vocabulary and comprehension.3. The lower grade experimental students, the upper grade control students and the male students were significantly less anxious.4. The lower grade students felt significantly better about school than the upper grade students.5. Teachers perceptions of experimental students were higher in classroom behavior, general achievement, and reading comprehension.

This investigation explored special education and mainstreaming in the social-historical context of U.S. general formal public education and society from the American Revolution to 1990. Its main purpose was to examine the obstacles to and prospects of 'purposeful' mainstreaming in this wider context. First, special education was placed in the context of general education and society. Second, the objectives of general education were viewed historically to examine the influence of evolving societal conditions on special education. Third, the outcomes of PL 94-142 (Education for All Handicapped Children Act) from its passage to the late 1980s were explored in conjunction with the various models and practices of mainstreaming. Fourth, the meaning of the 1980s' 'excellence' reforms were scrutinized. It was found that: (1) the concept of 'society as primarily an economic entity' has had a decisive influence on the objectives of U.S. formal education and special education; (2) special education has functioned mainly as a means of educational amelioration and social control; (3) there have been three major waves of reform in special education arrangements in U.S. history--in the first two waves the element of social control outlasted the element of educational remediation; (4) the latest wave of special education reform, led primarily by the federal government and corporate business and targeting disadvantaged students and their families, has commenced since the 1960s; and (5) the principal mode of reform for the latest wave appears to be 'interagency collaboration' which has inherent elements of educational improvement and social control. Implications of these findings for 'purposeful' mainstreaming are discussed. Based on the suggestion that the obstacles to mainstreaming be situated in the wider social-historical context of the U.S. society, several recommendations are given for strategic planning and more meaningful reform.

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This research study investigated the relationship between teachers' understanding of the theoretical principles underlying the Van Dijk Curriculum for students labelled deaf-blind and teachers' implementation of related instructional strategies. This study was conducted at the Rafael School located on the campus of the Instituut voor Doven, a school for deaf children, in The Netherlands. Six teachers who were specifically trained for at least three years in the Van Dijk Curriculum at the Rafael School were observed and interviewed during an academic school year. A comprehensive system was developed to examine the dynamic relationship between teachers' understanding and implementation. Using qualitative research methodology, teacher implementation was documented through observations and teacher understanding was documented through interviews. A systematic coding procedure was used to analyze the data. In general, the findings indicated that a relatively consistent relationship was found between teacher understanding and implementation for five of the six teachers. The one exception was a teacher who demonstrated that she understood the theory underlying the curriculum but was not a high implementor of the related instructional strategies. Possible explanations regarding this particular teacher's incongruent relationship of understanding and implementation are presented. This study demonstrates that a systematic procedure can be developed to investigate the relationship of a curricular theory applied to practice. Furthermore, this study provides insight into how teachers' understanding of theory translates into practice. The particular conditions and circumstances under which the relationship of teachers' understanding and implementation was investigated in this study suggest that a shared philosophy, a theory-based curricular model with integrated strategies, and ongoing staff collaboration and administrative support seem to impact this dynamic relationship.

The family reunification provision in U.S. immigration laws allows foreign-born children of immigrants to enter the U.S. and attend American schools. The total number of school years completed by immigrant children, however, is affected by their age at arrival. Age at arrival also affects the percentage of schooling that is attained in the U.S. This implies that immigrants with more U.S. schooling will earn more than other immigrants, holding total education constant, as long as the returns to U.S. schooling are greater than the returns to foreign schooling. Using data from the 1980 and 1990 Census, I find a negative relationship between age at arrival and education for Mexican, European and Pacific Islander and other immigrants that arrive shortly after the start of the first grade. Mexican immigrants as a whole, however, lose tile greatest amount of education from delayed entry. Estimates of the returns to American schooling indicate that those with at least a high school diploma benefit from additional years in U.S. schools. However, the added tax revenue from the increased earnings is not always greater than the cost of additional years of American schooling. Only for Mexican immigrants is it the case that the tax revenues outweigh the fiscal costs of more American education.

Thesis (Ph. D.)--Yale University, 1937. / Without thesis note. Bibliography: p. [144]-146.