This investigation traces the historical development of Arkansas Agricultural, Mechanical, and Normal College, 1873-1943. It does not deal with other aspects of higher education in Arkansas, such as the histories of the University of Arkansas and other colleges established in the state. This study begins with a discussion of the development of tax supported higher education in Arkansas from the territorial period to 1872. Frontier conditions that existed in Arkansas up to the 1850's did not encourage the development of education, least of all tax-supported colleges. Arkansas did not establish a tax-supported college until after the Civil War and was encouraged to do so by the provisions Morrill Act of 1862.A.M. & N. College (originally Branch Normal College of the Arkansas Industrial University) was authorized by Reconstructionist Republicans in 1873, and put into operation by the Democrats in 1875, in a rented frame building in Pine Bluff. Joseph Carter Corbin was the founder and builder of Branch Normal College during its first twenty-seven years of operation.From its inception, the school's curriculum was oriented toward teacher-training. Although called a land-grant college, this institution did not become a landgrant college in any sense until 1890, and did not come close to fulfilling the concept until the J. B. Watson administration which began in 1928.Although a branch of the (A. I. U.) University of Arkansas, A. M. & N. College was not dominated by the University which had no authority in, or control over, the growth and development of A. M. & N. College. Control of the A. M. & N. College had been vested in the Board of Trustees, the Governor(s) and the Legislature(s) of the state.Only J. C. Corbin, 1875-1902, and J. B. Watson, 1928-1942, had been able to assume any authority in directing the growth and development of the College. Leaders of the College in the period from 1902-1928 had no authority to guide the direction of the institution.In the historical development of the college the following were phases in the institution's development: (1) Branch Normal College, 1875-1921, (2) the institution's struggle for survival, 1902-1928, which was most difficult, (3) the land-grant concept from 1921 to the present was represented by a change of name, and (4) growth and development into a four-year multipurpose institution with preparation of teachers at the heart of its program--not the land-grant idea, from 1928-1943.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: J. L. Mursell. Dissertation Committee: L. B. Pitts, H. R. Wilson. Type B project. Includes bibliographical references (leaves 116-119).

The problem of this study was to compare the perceptions o£ Kansas state legislators, superintendents, and teachers toward the Arkansas Student Assessment Program. The purpose was to generate data which would benefit educational planners in Arkansas. Hypotheses which focused on current national issues in the statewide testing movement and on issues pertinent to the Arkansas program were constructed, and a questionnaire was developed to test the hypotheses. The questionnaire was mailed to all Arkansas state legislators and to the superintendent and a fourth-grade teacher in 100 randomly selected Arkansas school districts. Responses were received selected Arkansas school districts. 70 percent of superintendent from 50 percent of legislators, 70 per dents, and 74 per cent of teachers. The chi-square statistic was applied to individual questions in test for significance of difference between the groups, the Kruskal-Wallace one-way analysis of variance by ranks was applied to the hypotheses to test for significant differences between groups. In examining individual questions relating to legislators, superintendents, and teachers, significant differences were found on twenty three of the forty items on the questionnaire. A significant difference was found on each of the seven hypotheses, as follows: (1) superintendents and teachers understand the program better than legislators, (2, superintendents and teachers view the program as more adequate than legislators, (3) legislators and superintendents view the program as more fair than teachers; (4) superintendents and teachers are more positive than legislators concerning the use of the results; (5, legislators and superintendents more than teachers feel that the program has a greater impact; (6) legislators and superintendents are more positive about the public relations aspect of the testing program than are teachers; and (7) all three groups differ concerning improvements needed in the program.

This study examines the assumption that property is assessed uniformly from district to district in Arkansas.

The problem is the study of the education of children of migrant agricultural workers in forty-five school districts in Arkansas. The study presents data from a questionnaire, the Uniform Migrant Student Transfer Form, and the Science Research Associates Achievement Test.

The feeding ecologies of leaf pack-associated systellognathan stoneflies were examined from 6 June 1980 21 May 1981. Species composition, seasonal abundance, nymphal growth, feeding habits and mouthpart morphology were determined for the eight dominant stonefly species. Prey preferences and predator-prey size relationships were also examined for omnivorous and carnivorous species. Foregut analysis from 2860 individuals indicated opportunistic feeding on the most abundant prey insects, usually in proportion to prey frequency. Feeding preference studies generally indicated random feeding on major prey groups. Prey and predator sizes were usually highly correlated (p<0.01), with predators expanding their prey size thresholds with growth. The potential for competition between sympatric stoneflies for prey is discussed.

Thesis (Master of Science in Agricultural Education)--University of Wisconsin. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [326-327]).

Thesis--University of Oklahoma. / Photocopy of typescript, Ann Arbor, MI. : University Microfilms, 1978. -- 21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 232-241).

The purpose of this study was to document parental views of the homeschool music curriculum in the state of Arkansas and assess how it affects the teaching and learning of music. I focused on homeschooling families before the beginning of the pandemic, which for the purpose of this dissertation is considered January 1st, 2020. The research questions which guided this dissertation were: 1.) What is the parent’s philosophy on the teaching and learning of music in homeschooling and in what ways do they report it has changed because of COVID-19? 2.) How do the parents describe their homeschool curricula, and how does music factor into the homeschool curriculum? 3.) How do homeschool parents report the difference between the teaching and learning of music and the teaching and learning of other subjects? Three homeschooling parents who use music in their curriculum were chosen from three distinct regions within the state of Arkansas. The regions were urban, the Coastal Plains, and the Highlands. Lengthy interviews with each family revealed that, dependent upon parental objectives, location, and availability of resources. Though parents shared many aspects of educational approach, the largest challenge shared by each parent was the lack of music education resources designed for the home. The parents hope to see the development of a comprehensive music education curriculum designed for homeschooling parents. The lack of such a comprehensive curriculum was discouraging to each parent. A review of existing resources confirmed their assessment. Each parent offered creative solutions which provide strategies for other homeschooling parents.

The first diamond mine in North America was discovered in 1906 when John W. Huddleston found two diamonds on his farm just south of Murfreesboro in Pike County, Arkansas. Experts soon confirmed that the diamond-bearing formation on which Huddleston made his discovery was the second largest of its kind and represented 25 percent of all known diamond-bearing areas in the world. Discovery of the field generated nearly a half century of speculative activity by men trying to demonstrate and exploit its commercial viability. The field, however, lacked the necessary richness for successful commercial ventures, and mining was eventually replaced in the early 1950s by tourist attractions that operated successfully until 1972. At that time the State of Arkansas purchased the field and converted it to a state park. Thus this work tell the rich and complicated story of America'a once and only diamond field, analyzes the reasons for the repeated failures of efforts to make it commercially viable, and explains how it eventually succeeded as a tourist venture.