The purpose of the study was to determine if a significant relationship existed between selected demographic data and attitudes of freshmen entering Taylor University in the fall of 1973.The population of the study consisted of freshmen entering Taylor University in the fall of 1973.A review of related literature revealed that with unrest and dissatisfaction so prevalent on college campuses during the 1960's, researchers had turned to study of students. Studies were conducted relative to student attitudes, opinions and value structures.The instrument used in the study was a thirty-six item questionnaire developed after reviewing related literature and consulting with a committee of experts at Ball State University and Taylor University. Three hundred eighty-two from a total of three hundred ninety-one students returned completed questionnaires.Six null hypotheses were tested through use of the t test in an item analysis and by using the difference between uncorrelated proportions in a factor analysis. Both tests were used to determine whether a significant difference existed between student attitudes and selected demographic data.The following findings were based on analysis of data obtained from 382 questionnaires:1. One hundred eighty-six, 48.7 per cent, respondents were male.2. One hundred ninety-six, 51.3 per cent, respondents were female .3. Three hundred seventy-three, 97.6 per cent, respondents were caucasian.4. Nine, 2.4 per cent, respondents were from all races other than caucasian.5. Three hundred seventy-nine, 99.2 per cent, respondents were single.6. Three, 0.8 per cent, respondents were married or divorced.7. One hundred sixty-six, 43.5 per cent, respondents' fathers had a maximum of a high school education.8. Two hundred sixteen, 56.5 per cent, respondents! fathers had at least some college training.9. One hundred ninety-eight, 51.8 per cent, respondents had finished high school in the top quartile.10. One hundred eighty-four, 48.2 per cent, respondents had finished high school in the lower three quartiles.11. One hundred s~even,'28.0 per cent, respondents expressed no concern for financing a college education.12. Two hundred seventy-five, 72.0 per cent, respondents expressed concern for financing college.13. None of the null hypotheses of the study were rejected by determining the differences between uncorrelated proportions nor through use of the t test.The following conclusions resulted from testing the null hypotheses through use of uncorrelated proportions and the t test:1. There is no significant difference in the responses relating to attitudes held on entering college between the male and female members of the population.2. No conclusion could be made in determining if a significant difference existed in the responses relating to attitudes held on entering college between caucasian students and those of other races due to lack of sufficient data.3. No conclusion could be made in determining if a significant difference existed in the responses relating to attitudes held on entering college between single students and other students due to the lack of sufficient data.4. There was no significant difference in the responses relating to the attitude held on entering college as determined by the level of formal education of the father.5. There is no significant difference in the responses relating to the attitudes held on entering college as determined by high school rank. 6. There is no significant difference in the responses relating to the attitudes held on entering college relating to the level of concern for the ability to finance a college education.

The purpose of this study was to determine what specific teacher characteristics, curricula, and course topics are deemed essential by Christian day school administrators for the Taylor University preparation program for Christian day school teachers.The population of the study consisted of elementary and secondary Christian day school administrators from the National Christian School Education Association, National Association of Christian Schools, Mid-Atlantic Christian Schools Association, and the Western Association of Christian Schools. A ninety item questionnaire was mailed to 160 Christian day school administrators, and eighty-one percent or 131 administrators chose to participate in the study. The questionnaire had four parts. Part I of the instrument included general information about the study and asked respondents to answer five demographic questions. Part II contained thirty items which allowed respondents to cite their preferences for specific personal and professional teaching characteristics. Part III listed the course title and the Taylor University catalog description of twenty-three Bible and philosophy courses offered at Taylor. Administrators were asked to rank the importance of each course for candidates preparing to teach in Christian day schools. Part IV asked each respondent School to rank the importance of thirty-two topics which could be included in a course called "Teaching in a Christian. Analysis of the findings from thirty tables discloses that Christian day school administrators stated that asking a candidate to relate a testimony of his personal salvation loomed as significant. Other personal characteristics which ranked high were: seeking candidates who felt "led" or "called" to teach in a Christian school; asking candidates for a philosophy of Christian education; requiring teachers to sign a statement of faith pledge; hiring persons who possess soul-winning skills; and seeking individuals who possess strong patriotic sentiments. The professional characteristic preferences showed that administrators have firm beliefs that teachers and parents be viewed as partners in the teaching and learning process. They seek evidence that candidates practice strong classroom discipline. Methodology items revealed that administrators hold to beliefs related to a "back to basics" approach. Rote, drill, memorization, and assigned written work composed many of the suggested techniques. Preferential selection of candidates from Bible colleges over those from other institutions appears not to be important among the administrators returning questionnaires. The study revealed that Bible courses were strongly .favored over philosophy courses. A list of the courses in priority order is shown in the study. Administrators cited that a candidate who had twelve to fifteen semester hours in Bible is more likely to be considered for a job than a candidate who had no Bible. Data revealed common beliefs among administrators pertaining to what topics should be selected for the course "Teaching in a Christian School." The selection supported information cited in the literature and research chapter where administrators related the importance of one's personal commitment to Christian day school teaching and his being "called" or "led" by God to the ministry of teaching.