The problem of this study was to develop a proposal for the teaching of poetry for the purposes of contributing to the student's understanding and enjoyment. Surveys and summaries were made of scholarly writings on the junior college student, existential theories of education, and theories of poetry. A bibliography was constructed for each subject from resources of the North Texas State University library. Conclusions from each survey were derived from the selected resources and used to prepare the proposal for instruction of poetry.

The problem of this study is to determine the relative effectiveness of the three counseling procedures of modeling, assertive training, and modeling plus assertive training for increasing assertive behavior in low assertive junior college students.

A study was conducted to identify demographic and academic characteristics of students transferring from North Texas area senior colleges to Tarrant County Junior College (Texas) in the Fall 1984 semester. Academic characteristics were measured at the point of transfer and during subsequent junior college enrollment(s) through Spring 1989. Transcripts of 608 reverse transfer students were examined. Non-Completers, students who transferred prior to completing a baccalaureate degree, were identified as 77% of the population; students who transferred after earning a degree were 22%. Of the Non Completer students, 35% transferred as Poor Students (transfer GPA of 0.00-1.99), 23% as Fair Students (2.00-2.79) and 19% as Good Students (2.80-4.00). The reverse transfer students were 52% male. Most (87%) were white, with 6% black, 4% Hispanic, and 3% other ethnic. They varied in age from 18 to 81: 24% were younger than 21, 31% were 21-25, 45% older than 25. Poor Students earned a cumulative junior college GPA 1.29 higher than transfer GPA; Fair Student GPA was .63 higher; Good Student GPA decreased by .01. The change was significant at the .01 level for Poor and for Fair students. Poor arid Fair students who stopped out "for at least two years prior to transfer increased GPA by .58 more than the GPA of immediate transfers; those who changed from an academic program to vocational or avocational courses increased GPA by .46 more than those who did not. The differences were found to be significant at the .01 level. Too few Poor and Fair Students (11%) enrolled in remediation to allow statistical measurement, but Poor Student junior college GPA was found to be 1.41 higher than university transfer GPA. Degree students were found to be older than the average reverse transfer, to be 91% white and 52% male, and to be good students with diverse educational objectives.

This investigation, which was conducted on the post-secondary level and included vocational and academic students, was undertaken to develop an instrument to assess the attitude and knowledge of students concerning body language and to develop a module of instruction in body language to favorably influence their attitude and knowledge concerning body language. Hypotheses were formulated related to the differences in mean effective and cognitive scores of the experimental group who were taught body language and the control group. Additional hypotheses were formulated related to mean differences in the scores of students differing in age, sex, business experience, and prior exposure to body language. The findings of this study included first, the testing of the instrument; second, the testing of the validity of the research design and third, the testing of the hypotheses. The following conclusions are based on the findings of the study: the instrument seems to be acceptable for assessing the attitude and knowledge of post—secondary students concerning body language, the module of instruction in body language seems to be acceptable as a basis for influencing the attitude and knowledge of post—secondary students concerning body language, the mid-management and speech students were comparable in attitude and knowledge concerning body language before and after being taught the module, any prior exposure to the principles of body language seemed to favorably influence student's attitude and knowledge concerning body language both before and after they were taught, the age and business experience of students produced no apparent influence on student attitude and knowledge of body language, the sex of the student seemed to produce no apparent influence on student attitude and knowledge of body language.

No description available.

CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of developing intellectual abilities in young adults. The purpose of this study was to describe the cognitive and affective abilities of CEGEP students at the beginning and end of CEGEP and to measure the change in these abilities. Comparing student cognitive and affective abilities at the beginning of, during and at the end of CEGEP, according to known measures of student development, would establish what changes occur during the college years, and would thereby promote a more thorough understanding of the students which CEGEPs serve. The cognitive development of CEGEP students was assessed by examining the three broad areas of development most focused on at the college level: reading, writing, and critical thinking skills. Affective development was studied by examining the moral reasoning and ego development of CEGEP students and students' attitudes toward knowledge and learning. / The research design for the study was an interrupted time series on male and female students in three college programs: Science, Social Science, and Commerce. The experimental sample consisted of 334 students who entered CEGEP in 1985 in these programs. The students were selected at random and administered a series of cognitive and affective measures upon entry to college as part of the college's assessment procedure. The students were retested at the end of the first year of CEGEP and at the end of the second year of CEGEP. Samples were also selected in May 1986 and May 1987 to control for history, selection, maturation, and testing effects. / The findings suggest that students' cognitive and affective abilities increase while attending CEGEP, but that most students do not begin college with the complex intellectual abilities required for academic success. Students in all programs made significant gains in vocabulary, comprehension, writing, critical thinking, moral reasoning, and ego development. Changes also occurred in certain attitudes toward knowledge and learning. Male and female students differed in critical thinking and ego development, but did not differ in vocabulary, comprehension, writing, or moral reasoning. Differences among programs were found in vocabulary, comprehension, critical thinking, and moral reasoning, but were not found in writing or ego development.

Thesis (Ed. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 190-195).

The problem in this study was the relationship of personality factors and interests to the choice of major fields of study.

No description available.