The purpose of this study is to trace the development of school transportation in Barren County both educationally and financially in order to explain the present facing the school system and to seek possible solutions to these problems.

The purpose of this study is to deal with some undesirable conditions which could be corrected. Why should two small high schools exist with only seven miles separating them? Why should classes composed of fewer than ten students be taught, when the same students could be taught in larger groups, through consolidation without inconvenience to anyone? Why should 173 adolescents of Russell County eligible for high school not attend school? Why should teachers of two high schools in Russell County work in overcrowded buildings when they could work under better conditions. These are some of the problems which confront the people of Russell County.

In order to gain some evidence as to what difference the use of some particular instructional methods would make, an experiment was carried out. The experiment reported in this study is an example of a small investigation which an in-service art teacher can make, along with his regular teaching. It compared the effects of two instructional methods or to different teacher behaviors, on the students, in teaching drawing. Two classes of students were taught drawing by the same instructor who deliberately modified the degree of "directiveness" used in his teaching. In the "directed" group the teacher employed a strict instructor-controlled dictation-demonstration method. In the "non-directed" or "permissive" group, the teacher allowed students to completely control their own procedures after the assignment and materials were given.

Administrators of programs of student personnel services are being called upon to be more effective in their planning, to redefine and modify organizational structures, and to find ways to bring more control and flexibility to the budgeting process and staffing patterns. Further, student personnel administrators need to be more effective in assessing student needs, in evaluating programs, in determining problematic areas, and in providing proactive leadership within a more democratic and legalistic framework. The purpose of this study was two-fold: (1) to report on the current organizational structures of divisions of student personnel services in selected colleges and universities and (2) to determine the impact of selected problems on programs of student personnel services throughout higher education. The study, through the use of a two-part questionnaire, surveyed student personnel administrators at institutions that (1) had enrollments between 7,500 and 14,999, (2) were public supported, and (3) were primarily residential. The first part of the questionnaire sought information regarding where each of 21 defined student personnel functional areas reported within the institution's organizational structures. The institution's organizational structures were divided into the four following major divisions: (1) academic affairs, (2) business affairs, (3) development, and (4) student affairs. The second part of the questionnaire sought information as to how student personnel administrators perceived the negative effect of 37 selected problem areas on their abilities to administer their programs of student personnel services. Each of the 37 problem areas were to be rated from one to seven, ranging from no negative impact to having great negative impact. A summary of the findings is as follows: (1) Analysis of the data revealed that under the Division of Student Affairs,- student organizations, greeks, discipline, orientation, financial aid, health services, counseling, housing, career planning and placement, recreational activities, religious activities, and minority affairs reported generally to this area. (2) Under the Division of Academic Affairs, only academic advising reported generally to this area; however, records and registration, recruitment, and admissions reported most of the time. (3) Of the nine problem areas having the greatest negative impact, five are directly related to the depressed state of the economy. (4) Of the nine problem areas having the least negative impact, four of these problem areas received considerable attention during the 1960's and 1970's. From the study the following recommendations, as well as others mentioned in the context, are made: (1) Because of the financial-related problems cited in this study, divisions of student affairs throughout higher education should continually evaluate the delivery system of their services and programs. (2) Because several of the problem areas that had the greatest negative impact upon the student affairs community are related to economic-related factors, public supported institutions of higher education should formulate sets of strategies designed to offset the inevitable losses of financial support.

The purpose of this thesis is to compile and discuss some of the methods of solution of both ordinary and partial differential equations, whose solutions are expressible in the form of a series. An exhaustive study is not attempted. A few of the methods of most common occurrence for finding solutions in series are discussed and examples illustrating these methods are presented.

The present study tested the interactive model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that PISA data overall supported the interactive model. Specifically, PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. Finally, PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement.

Internships are increasingly popular in higher education (Coco, 2000; Divine et al., 2007). One reason for the increase is the benefits, both perceived and documented, associated with them (Divine et al., 2007). In addition to offering internships as electives, some programs have even begun requiring them of all students (Klein & Weiss, 2011). The policy change from elective to required internships has been evaluated very little, if at all, even though mandatory internships result in a substantial increase in cost and commitment for the departments that implement them (Divine et al., 2007). This study analyzed survey and interview data from students (past and present) who participated in a required internship through an Equine Science and Management degree program at a major land grant institution that adopted a mandatory internship requirement in 2007. The intent of the study was to deepen the understanding of the effects of a mandatory internship policy in higher education from the students’ perspective. Specifically of interest were the benefits students gain from participating in mandatory internships, their perception of the mandatory internship policy, and whether the primary reason students participated in an internship influenced the experience. A mixed-methods approach was used to identify statistically significant results and provide an in-depth understanding of the results. This study revealed that the vast majority of students who participated in a mandatory internship recognized a variety of benefits from it, viewed the experience as beneficial, and supported the policy of requiring internships. It was demonstrated that mandatory internships can empower students and aid in their professionalization. Participants also credited their internship more than their overall undergraduate experience for better preparing them at several important career skills including problem solving, job interviewing, networking, resume writing, oral presentation, interpersonal communication, and written communication. Furthermore, this study identified several statistically significant relationships between the primary reason students participated in an internship and how beneficially they view it, how much they believe it contributed to their current job, and how well it prepared them at specific career skills. The results of this study provide insight into the benefits of a mandatory internship policy from the students’ perspective.

Socioeconomic status (SES) affects students’ academic achievement at different levels of an educational system. However, misspecified Hierarchical Linear Model (HLM) may bias school SES estimation. In this study, a partial simulation study was conducted to examine how misspecified HLM model bias school and student SES estimation. The result of this study can be summarized by four important points. First, based on partial simulation procedure, phantom effects of school SES and student SES are real. Second, characteristics of phantom effects are generalized. The stronger the correlation between prior science achievement measure and present science achievement measure, the greater the decrease in both student SES effects and school SES effects. Third, the procedure of partial simulation provides a new angle to conduct theoretical studies (full simulation), which is entirely based on ideal assumption. Finally, the procedure of partial simulation offers researchers a way to create prior student academic achievement measures when they are not available for data analysis.

Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.

In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.