The purpose of this study was to estimate the level of statistical power demonstrated in recent dissertations in the field of educational leadership. Power tables provided in Cohen's (1988) Statistical Power Analysis for the Behavioral Sciences were used to determine the power of the statistical tests conducted in dissertations selected from five universities in Tennessee. The meta-analytic approach was used to summarize and synthesize the findings. The population of this study consisted of all dissertations successfully defended by doctoral students majoring in educational leadership/administration at East Tennessee State University, the University of Tennessee at Knoxville, Tennessee State University, the University of Memphis, and Vanderbilt University from January 1, 1996 through December 31, 1998. Dissertations were included if statistical significance testing was used, if the reported tests were referenced in associated power tables from Cohen's (1988) Statistical Power Analysis for the Behavioral Sciences, and if sample sizes were reported in the study. Eighty out of 221 reviewed dissertations were analyzed and statistical power was calculated for each of the 2629 significance tests. The mean statistical power level was calculated for each dissertation. The mean power was .34 to detect small effects, .79 to detect medium effects, and .94 to detect large effects with the dissertation as the unit of analysis. The mean power level across all significance tests was .29 to detect small effects, .75 to detect medium effects, and .93 to detect large effects. These results demonstrated the highest statistical power levels for detecting large and medium effects. The statistical power estimates were quite low when a small effect size was assumed. Researchers had a very low probability of finding true significant differences when looking for small effects. Though the degree of statistical power demonstrated in analyzed dissertations was satisfactory for large and medium effect sizes, neither power level nor Type II error was mentioned in any of the 80 dissertations that were analyzed. Therefore, it is hard to determine whether these dissertations were undertaken with consideration of Type II error or the level of statistical power. The mean sample size used for the 2,629 significance tests was 2.5 times the mean optimal sample size, although most significance tests used samples that were much smaller than optimal sample size. It is recommended that doctoral students in educational leadership receive additional training on the importance of statistical power and the process for estimating appropriate sample size.

No description available.

No description available.

No description available.

The purpose of this study was to investigate the relationships between personality traits and job satisfaction among music teachers. The research problems were 1. to investigate the areas of job satisfaction of music teachers; 2. to investigate the patterns of personality traits that were common among music teachers; 3. to determine whether relationships existed between the areas in which the music teachers showed job satisfaction/dissatisfaction and their personality profiles.

"The purpose of this study is to evaluate the effectiveness of journalism training received at North Texas State College by journalism majors."--4

This paper is a report of research at North Texas State University concerning the effect of Art 135-136 on the design judgment of elementary education majors. It describes the measurement of the level of design judgments of elementary education majors who have completed the course and those who have not.

"The problem of this study was to determine the relationship of the professional preparation and teaching experiences of women graduates of North Texas State University with a major in health, physical education, and recreation during the college sessions of 1954-1966."--5.

"This study undertakes to determine the relation existing between a group of factors and the status of the history major bachelor graduates of the North Texas State Teachers College from 1919 through 1936"--1.

Cette thèse s’inscrit dans la continuité d’un champ historiographique très riche traitant de la politique étrangère de la France dans les années trente. Elle entend explorer le rôle particulier des états-majors généraux dans l’élaboration de cette politique étrangère, notamment sur la base de sources récemment mises au jour. Conduite sur une période de cinq années et croisant analyse structurelle et études de cas, elle vise à mettre en évidence l’action des états-majors généraux au sein du processus décisionnel, tant sur le moyen terme que lors des différentes crises diplomatiques, de la proclamation du réarmement allemand à l’offensive de la Wehrmacht en Pologne. L’organisation, la composition et le fonctionnement des états-majors généraux, ainsi que leurs relations avec le ministère des Affaires étrangères et leur place dans le processus décisionnel, constituent le premier axe de cette étude. En outre, l’analyse de leurs perceptions de la situation diplomatique et stratégique et de l’évolution politique nationale et internationale permet d’éclairer les motivations multiples, complexes et, parfois, contradictoires à l’origine de leurs interventions dans le processus décisionnel. Enfin, l’étude des modalités et l’observation des résultats de ces interventions permettent de saisir la nature et l’ampleur du rôle, parfois déterminant, joué par les états-majors-généraux dans le parcours qui conduisit la diplomatie française, de Rome en janvier 1935 à Moscou en août 1939, en passant par Stresa, Londres et Munich. / This dissertation is a contribution to the rich historiography of France’s foreign policy in the 1930s. Its aim is to explore the specific role played by France’s general staffs in shaping foreign policy, drawing largely on sources that have recently come to light. Employing a combination of structural analysis and case studies, it focuses on a five-year period for the purpose of examining the role played by France’s general staffs in the decision-making process, both in routine affairs and in each succeeding diplomatic crisis, from the proclamation of Germany’s rearmament to the Wehrmacht’s offensive in Poland. The study begins by exploring the general staffs’organization, composition, and functioning, as well as their relations with the Foreign Affairs Ministry and the place they occupied in the decision-making process. An analysis of their perceptions of the diplomatic and strategic situation, and of domestic and international political developments, sheds light on the multiple, complex, and occasionally contradictory motives behind their interventions in foreign policy. Lastly, a study of the forms of intervention and a review of their results reveal the significance and, in some cases, the decisiveness of the general staffs’ role in shaping French diplomacy from Rome in January 1935 to Moscow in August 1939, by way of Stresa, London, and Munich.