Thesis (M. P. A.)--Texas State University-San Marcos, 2009. / "Fall 2009." Includes bibliographical references (leaves 59-64).

Thesis (PH. D.)--University of Wisconsin. / "Reprinted from the Bulletin of the University of Wisconsin, Economics and political science series, vol. 4, no. 1, pp. 1-135." Book viewed on Google Books website March 1, 2010. Bibliography: p. 132-135.

No description available.

The purpose of the study of the Elementary and Secondary Education Act of 1965 was to examine the obstacles and obstacle resolutions oft (1) congressional development, (2) implementation by United States Office of Education, (3) implementation support by Indiana Department of Public Instruction.The review of the literature and research revealed that the same obstacles of church-state relations, fear of federal control, distribution of funds were issues not only in development by Congress but also in implementing at the federal and state level.Segregation was only an obstacle in development by Congress and implementation at the federal level.The issues tended to give rise to lesser issues, such as interpretation of the law, reorganization of United States Office of Education, expansion of Indiana Department of Public Instruction, revisions in the guidelines due to feedback from state department personnel, and the time element involved.Major findings of the study were:1. Prior to 1965 most federal education legislation failed because it did or did not authorize funds for church-related schools.2. Developers of the Act made a political compromise to satisfy both public and parochial school interest groups.3. The Administration used the concept of impacted aid in developing a distribution formula. Theformula met the political test of something for everyone while retaining substantial value for education.4. School administrators viewed the Elementary and Secondary Education Act of 1965 as general aid distributed on a poverty basis rather than aid to the educationally disadvantaged distributed on a poverty formula.5. The landslide election of Lyndon Johnson along with the large Democratic majorities in the House and Senate eliminated the fear of federal control.6. At the state level, the amount of paper work and red tape involved in complying with the provisions of the Act added to the fear of federal control.7. Reorganization of the United States Office of Education brought it from a timid bureau to a vigorous department to manage and monitor the new legislation.8. Implementation was hampered by the non-availability of funds until after the school year began.9. The purposes of the Act could not be realized unless the competence of each state department of education was strengthened. Under Title V new personnel were hired.

Thesis (PH. D)--University of Kansas. / Text is photo-lithoprinted. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1906. / "Biographical notes": p. 129-131. Bibliography: p. 132-135.

Note:

No description available.

In order to determine if curricula in postsecondary programs for offenders possess special content included specifically for these students, a comprehensive review of the literature on postsecondary correctional education was conducted, followed by the development of five case studies of offender-related programs. To decide which programs were most appropriate for the study, a panel of national and regional authorities on the subject was assembled to nominate institutions for study. The responses of the panelists were quantified, and produced these nominations: (1) Southeastern Illinois College and its program at the Vienna Correctional Center; (2) The University of Washington Resident Release Project, which consists of inmates living on campus and attending classes; (3) Rhode Island College's Project OPTIONS, which is currently in suspension for lack of funds, although it has the most specialized credit offerings; (4) Hartnell College which, at the state prison in Soledad, California, has a non-credit program with courses specifically tailored to meet inmate needs and interests; and (5) Cuesta College, which has a program managed by a prison educator. The differences which exist in course content are largely a result of administrative planning, but some social science faculty report that they alter their courses to meet student needs and interests. Virtually no elements are added on the basis of a published theory of principle, but most special content exists to integrate the offender into society after a period of incarceration. Although two of the programs studied have been evaluated on the basis of recidivism figures, the studies have flaws. Evaluation is, therefore, an area in need of further study. Several specific types of related research projects might answer questions raised by this study, and the use of establishd curricular theories in planning programs would provide an empirical framework for correctional postsecondary education. Also of particular interest would be basing program mission on the welfare of society in general rather than considering only the needs of offenders.

This study addressed two primary purposes. The first was to establish what effect extended athletic participation had upon the development of career maturity. The second was to determine if remedial educational measures could compensate for any identified deficiencies.A secondary goal involved the unrealistic expectations of intercollegiate athletes of becoming professionals athletes. Thus, it was a final purpose of the study to examine the effects of the treatment upon these expectations.Three directional research hypotheses were developed: (1) Members of the athletic group will score lower on measured levels of career maturity than members of the comparison group. (2) Members of the experimental group, following treatment, will score higher on measured levels of career maturity than members of the control group. (3) Following treatment, fewer members of the experimental group will possess expectations of playing professional sports than will members of the control group.The study was divided into two separate surveys. Survey 1 compared 122 male scholarship basketball and football athletes with 80 undergraduate students. Survey 2 compared 66 randomly selected experimental and control group subjects who were freshman or sophomore football and basketball athletes from the same university. For Survey 2, treatment consisted of attendance in an 11 week class specifically designed to increase levels of career maturity, development, and realistic expectations in athletes. The Counseling Form of the Attitude Scale of the Career Maturity Inventory (CMI) was selected as the dependent measure for both surveys.From Survey 1, an analysis of variance demonstrated a significant difference between the athletic group and the comparison group which supported hypothesis 1. Data from Survey 2 were analyzed by a regression analysis which supported hypothesis 2. Results of a X2 analysis of subjects' responses also revealed the experimental group to be more realistic than the control group which supported hypothesis 3.The conclusions were drawn that there was a significant difference between athletes and the general student body on levels of career maturity, that significant changes in career maturity could occur, and that these changes could include a more realistic career choice for athletes who received remedial educational intervention.