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Community college enrollment doubled during the 1940s and 1950s, but during the 1940s and 1950s, it was not common to compare male and female enrollment patterns. For this study, I disaggregated male and female enrollment information from four editions of American Junior Colleges (1940, 1948, 1952, and 1956) in order to explore the gendered meaning of access in regard to two-year colleges during the 1940s and 1950s. The analysis compared male and female enrollment and graduation in pacesetter states within the community college movement. By using descriptive statistics, I gave voice to a story that previously had been untold – the story of women’s access into one segment of higher education – two-year colleges. In order to provide context for the numbers I compiled, I investigated the literature on women in higher education in the post-World War II period – a literature almost completely focused on four-year institutions – to examine the degree to which that literature captured, or failed to capture, meanings of access for women. With the overcrowding in higher education due to the preponderance of veterans returning to colleges and universities immediately following World War II, women were often crowded out of four-year institutions. The two-year college provided a means for many women to enter higher education but did not provide them the same level of access as males. For the most part women had access to programs preparing them for the dual labor market and/or reinforced their status as wife and mother.

This study was designed to investigate differences in administrative attitude adopted by line versus staff type administrators of community college based allied health career education programs when professionally and non-professionally related job responsibilities were considered.The population included 126 administrators each of whom represented a community college which hosted from five to fifteen allied health career programs, inclusively, and which maintained a full time equivalent enrollment of 2000 or more students. Seventy-three administrators identified themselves as line type and fifty-three as staff type.Data for the study constituted responses to a questionnaire survey instrument comprising twenty statements divided equally between professionally related and nonprofessionally related job responsibilities. Responsibility statements were adapted from conference reports citing specific competencies for allied health career administration.Participants responded to each of the twenty responsibility statements by selecting one of five equally marked referent positions on a leadership-management scale. Responses were quantified as line and staff group mean scores and analyzed statistically. Five null hypotheses were tested using non-directional t tests at the 0.001 level of significance. Where significance was determined, F tests were employed to verify homogeneity of variance. Three hypotheses were structured to test inter-group score differences when all and sub-sets of responsibilities were considered. Two hypotheses were employed to test intragroup score differences when professionally versus nonprofessionally related statements were considered.Analysis of data, organized relative to each of the hypotheses, led to the following conclusions:Line type administrators, as a group, adopted a moderate position of leadership when all twenty job responsibility statements were considered. Staff administrators tended toward an attitude of management. The difference was statistically significant.When professionally related statements were considered, both line and staff groups adopted attitudes of leadership. Line administrators, however, adopted a stronger referent than did staff. The difference was significant.Statistically significant difference was determined between line and staff responsibility referents to nonprofessionally related statements. Line administrators tended to a leadership referent and staff adopted a slight managerial referent.Observably large standard deviations for line and staff group mean scores necessitated tests of homogeneity of variance. These tests showed statistical significance when line versus staff group scores were compared in response to all twenty responsibility statements as well as in response to professionally related statements. Frequency polygon plots of individual scores depicted a bimodal distribution of staff respondent scores.The line administrator group adopted a position of leadership for both professionally and non-professionally related statements of job responsibility. This referent was expressed more so for the former set of responsibilities than the latter. The difference between referents was statistically significant.Staff administrators adopted a group attitude slightly on the leadership side of the leadership-management scale when professionally related statements were considered and slightly on the management side for non-professionally related statements. The difference, however, was not statistically significant.Tabulation of descriptive data revealed that approximately three-fifths of both line and staff respondents possessed a health career credential. Fifty-two per cent of line respondents compared to thirty-three per cent of staff reported that they occupied their position for five or more years.In summary, this study confirmed differences in attitudes of leadership and management adopted by line versus staff type administrators of allied health career programs when identical statements of job responsibility were considered. Ambivalence of staff group leadership and management attitude to responsibilities was also noted. The inherent nature of the line type administrative position as opposed to a staff type suggests a basis for these findings.

The purpose of this study was to analyze the content and organization of freshman composition curricula in Illinois public junior colleges during the school year, 1973-74. This study was a part of a larger investigation of English instruction in Illinois education -- at elementary, junior high, high school, and college levels -- sponsored by an articulation committee appointed by the Illinois Association of Teachers of English and the Office of the Superintendent of Public Instruction. All five tracks of junior college composition (transfer, remedial, honors, vocational-technical, and adult) were investigated, and data were collected about English requirements for graduation, tracks of composition offered, placement and exemption methods, course syllabi, textbooks, course content, teaching methods, bases used for assigning final grades, and innovative content and methods.English department chairmen and composition instructors from 38 of the 47 public junior colleges participated by completing questionnaires. Additional information was collected from catalogs and freshman English course syllabi from those 38 junior colleges.The findings of the study revealed that tae most common organizational pattern was a three track system -- transfer, remedial, and vocational--technical. Only a few junior colleges offered honorscomposition or adult composition. Some composition credit was required for various degree programs at most junior colleges; little or no composition was required for certificate programs.While most junior colleges had course syllabi for all tracks of composition and the instructors reportedly included the content items specified in the syllabi, the content of the various composition courses was much more diverse than the syllabi indicated. For each track of composition the instructors' questionnaires asked instructors to rate the relative importance of 46 separate content items divided into six general areas (composition study, language study, literature study, reading skills, oral skills, and study skills). Nearly all of the 46 separate items listed in the instructors' questionnaires were reportedly included in the various composition tracks at most junior colleges.While the ratings of the instructors revealed that the content of almost all composition courses was very diverse, the following items were of most importance:1. In the first term transfer course -- the writing of exposition, paragraphs, and thesis statements; the Study of usage; and the reading of essays.2. In the second term transfer course -- the writing of exposition, thesis statements, argumentation, outlines, and a research paper; and the reading and analysis of short stories, poems, and drama.3. In the remedial courses -- the study of usage and syntax; the writing of exposition, paragraphs, and thesis statements; and the study of vocabulary and reading comprehension.4. In the first term honors course -- the writing of exposition; the study of usage; the reading and discussion of essays; and the study of context analysis.5. In the second term honors course -- the writing of a research paper; the study of context analysis; and the reading and analysis of short stories, poems, and drama.6. In the vocational-technical courses -- the writing of business correspondence, technical reports and paragraphs; the study of usage; and the study of various oral skills.7. In the adult course -- the writing of exposition, narration, argumentation, and a research paper; and the study of usage.The bases used for assigning final grades in the various courses supported the instructors' emphasis on writing and, in a few cases, usage, but classroom attendance and participation were also important in the assignment of grades. Instructors employed the individual conference, lecture, and discussion as the principal teaching methods.

Thesis (Ph.D)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1960. / Includes tables. Typescript. Sponsor: Mary Ellen Oliverio. Dissertation Committee: Ralph R. Fields. Type C project. Includes bibliographical references (leaves 169-175).

Dissertation (Ed.D.) -- University of Southern California. / A dissertation presented to the faculty of the School of Education University of Southern California in partial fulfillment of the requirements for the degree Doctor of Education. - - From Title page. Carbon copy text. Includes 1941 note from former professor Frederick J. Weersing. Bibliography: p. [220] - 233.

Dr. Alexis F. Lange is living forever in this chosen field, not in a mosaic of marble, but in the lives and actions of men and women today, who came in personal contact with his warm congenial personality and the inspiration of his spirit and ideals. It was largely through his efforts in establishing the junior high schools and the junior colleges, that the school children of today are able to live in situations better adapted to their educational needs.

Four out of five Americans will require some postsecondary education. Therefore, a majority of population will return to a community college for retraining and personal growth (McCabe, 2003). Since the turn of this century, many studies have been conducted to examine the success and challenges of the relatively new community college system. One of the most significant challenges is the large percentage of the U.S. population requiring remedial coursework. Fifty-five percent of students entering Florida's postsecondary system require remediation. Of this large remedial population, only 51% will complete their preparatory classes. Students who do complete classes take an average of two years to finish preparatory classes and move on to college-level work. It is hypothesized that learning styles information will empower students with knowledge about their study habits and positively effect academic achievement. This research first examined the quantitative effect that learning styles information had on student achievement. The second qualitative phase of the study examined students' perceptions of learning styles information. Three Introductory Algebra (MAT 0024) courses at a large suburban community college were intensively studied during one spring semester. Due to the size of the study (N=69), results obtained in the quantitative portion were not significant enough to accept the hypotheses. Responses in focus groups showed that students generally felt that learning styles information was useful and half the class used the information to modify how they studied. Half of the students in the control group modified their study habits in response to knowing more about their learning style. Although the qualitative data was supportive of the usefulness of learning styles information in the classroom the quantitative data did not support the hypotheses that learning styles information improves achievement.

The volume contains a view of history based on ten time-zones. The countries of the world and the achievements in varied fields of learning are scanned in such a way as to present a general overview. Within this overview are summaries of work in certain fields, and there are glimpses of single individuals and events.