The problem with which this investigation was concerned was to measure personal adjustment, emotional adjustment, home adjustment, and self-concept changes that took place in junior college students as a result of one-counselor group counseling and male-and-female co-counselor group counseling. The rationale for male-and-female co-counselor group counseling relied on the formation of a simulated family in which individuals could socialize their feelings.

The problem of this study was to assess the desirability and practicality of utilizing compressed speech as an instructional technique within a junior college setting.

The problem of this study was to compare freshmen students in a selected multicampus junior college district with respect to attitudes, activities, vocational, and educational plans.

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1995. / Document électronique également accessible en format PDF. CaQCU

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1996. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed June 23, 2005. Dissertation Committee: Edward R. Hines, Ronald L. Laymon (co-chairs), Ronald S. Halinski, J.H. McGrath, William E. Piland. Includes bibliographical references (leaves 89-92) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1981. / Title from title page screen, viewed March 29, 2005. Dissertation Committee: Max R. Rennels (chair), Fred Mills, Marilyn Newby, Jack Hobbs, John McCarthy. Includes bibliographical references (leaves 77-79) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 20, 2004. Dissertation Committee: G. Alan Hickrod (chair), Benjamin Hubbard, Ronald Halinski. Includes bibliographical references (leaves 123-127) and abstract. Also available in print.

Are there personality characteristics statistically significant and of relatively large enough differences to make distinctions between talented achievers and underachievers? Would an identification of those personality characteristics be a necessary value to the institution of remedial procedures that might assist them in the realization of their maximal potential? What are the means by which a talented student is to be measured, aside from intellectual diagnostic procedures, that indicate this particular potential in certain areas or his ability to achieve in academic subjects by G.P.A. designation? The factors that produce achievement and underachievement are recognized in the light of success or failure in the peripheral structure encompassing the subject field itself. The achiever is an achiever only if he can meet the problems existing in the academic subject and solve them according to prescribed criteria. The underachiever, if he falls below the arbitrary standards set for the academic subject, is given a grade that evaluated his lack of performance only as it affects the actual involvement with extrinsic material. These evaluations offer no clues or information as to the specific personality characteristics that are part of the personality matrix of the talented achiever or underachiever that negate or stimulate students’ achieving or underachieving in an academic environment. The problem does not perforce exist in the academic sphere since the situation can be resolved by giving specific grade value to different performance levels. It does exist however, in the means by which certain conditions can be identified as residing in the student, and his social-interaction environment. This social-interaction environment intrudes the classroom as well as his relationships in the social milieu. Therefore, if achievement and underachievement are to have any dimensional values the forces that produce them must be understood not in the terms of a specific G.P.A. but in terms of acceptance or rejection of the procedures that would bring about these end results.

The purpose of this research was to evaluate the ability of two-year college students and faculty in one area of activity and to gain a more adequate understanding of them. A dearth of taxonomic literature on plant populations at the local level prompted this study. It has been observed that amateur botanists have accomplished satisfactory and commendable work in plant taxonomy. Also, it has been observed that a high percentage of students in two year colleges commute considerable distances. These disparate observations led to a potential solution to the botanical dilemma.