This study compared the personal need systems of college students who were failing academically, charged with discipline violation, or psychologically troubled with those of a control group with no record of such problems. The Picture Identification (PIT) was mailed to the 1986 and 1987 entering freshmen classes at the College of William and Mary. From the 1986 class, 531 students completed the PIT, and from the 1987 class, 544 students completed the PIT. The subjects were classified by type of problem and gender. The Female Discipline Group was too small for statistical analysis and was omitted from the report. The Academic Groups were comprised of students who had fallen below the accepted criteria for continuance at the college. The Mental Health Groups were comprised of students who attended the Center for Personal Learning and Development for three or more sessions or sought other psychological aid. The Discipline Group was comprised of students found to be in violation of the "Rules of Conduct" established by the college. The Control Group was comprised of students who had never received counseling, fallen below the minimal academic criteria, or transgressed the rules of the college.;Multiple analyses of variance were performed on all sets of PIT variables. A discriminant analysis was then conducted with the most significant ANOVA variables to determine the strongest independent discriminators among groups. Results are discussed in terms of understanding the relationships between aspects of motivation (as measured by the PIT) and adjustment to William and Mary.

It is the purpose of this thesis to show the need for correlation of these subjects because they are so closely related. It may also bring about an awakening of commercial educators to the many things a typewriting teacher must teach and that other subjects are repetitions to a large degree of what the student has already been taught in typewriting.

Statement of the problem - The problem of this thesis is to make a study of the reading ability of college students. Three phases of the problem are considered: How well a group of unselected college freshmen can read. What factors affect the reading ability of college students. How reading ability affects scholastic achievement.

Rating in its many forms and phases seems to be recognized as an integral part of standard classroom procedure. Industrial arts is one of the fields in which there is a great need for the application of the best known principles and procedures in educational measurement. Industrial arts teachers and supervisors need reliable measuring instruments and methods in order to give better educational guidance, to evaluate personality traits, to motivate learning, to study the effectiveness of teaching materials and methods, and to measure pupil progress more accurately through the establishment of more definite standards of performance and through the diagnosis of pupil difficulty. Scientific test construction and interpretation may be applied to the measurement problems of the shop and the drafting room when modified in the light of special needs. There has been a growth of interest in tests and measurements in recent years. The last century has produced many scientific investigations in the curricular aspects of these special subjects, on which have been built the modern practices of teaching. This thesis is intended to fit into the program. It is organized so as to bring to the attention of the shop teacher and to students in training a simple and practical discussion of the essential principles of educational shop and drawing courses. In addition to the above functions this thesis is planned to stimulate a renewed interest in the most adequate evaluation of student achievement. It brings together and evaluates some of the most important contributions to measurement in industrial arts. It is earnestly hoped that it may stimulate further interest along these lines.

The purpose of this study is to make a comparison of the achievement in reading and arithmetic of seventh and eighth grade pupils in the one, two and three-room schools and in the consolidated schools of Warren County, Kentucky.

Because of the need for people to be scientifically literate in today's technological world, this researcher questioned whether the seventh grade students at the Sky Haven Elementary School, DeKalb County, Georgia, were learning basic science concepts in the most effective manner. The purpose of this study was to compare the lecture-demonstration-recitation method (experimental treatment) and the discovery method (control treatment) of teaching science in the seventh grade to determine which method of instruction would result in greater student achievement and improved attitude towards science. The sample consisted of 42 students of comparable ability (21 in each group) most of whom were black and/ or disadvantaged. The period of instruction was eighteen weeks during the 1976-77 school year. Two achievement tests (one standardized and one researcher-prepared and criterion-referenced) and one standardized attitudes survey were used. The t test was chosen to test the differences between the means of the two groups for three hypotheses and six sub-hypotheses at the .05 level of significance. The findings indicated that the discovery method was significantly more effective in enhancing student achievement when measured by researcher-prepared criterion-referenced test. However, there were no statistically significant differences between student achievement and student attitudes toward science as measured by standardized instruments. Although teaching method makes little or no difference on student achievement or attitudes as measured by standardized instruments, both methods did result in higher achievement and attitude scores with the lecture-demonstration- recitation group showing more improvement. The most statistically significant finding was the sizable gains in achievement for both methods of instruction using the researcher-prepared criterion-referenced test. Both results were significant at greater than the .001 level. Because of these significant findings, the writer recommends that more study be done in the area of criterion-referenced testing especially with minority and/or disadvantaged children.

There is considerable evidence indicating great interest on the part of school counselors in the use of group procedures, but their reactions are mixed as to the effectiveness of such procedures. One reason for these mixed feelings is that many counselors question whether the group approach is a natural and appropriate way of being helpful to young people. This study was made in an effort to measure the effect of group guidance activities upon the attitudes of certain selected middle school students. A planned group guidance program was initiated. Eighth grade students were divided into a control group (N=56) and into an experimental group (N=53). The experimental group met three times weekly in 47 minute sessions for ten weeks in the group guidance program. The control group was not involved in the group guidance unit. The group guidance program was coordinated with an Ehglish unit involving career education. Pre -testing and post-testing of both groups' attitudes toward school, self, and family were conducted and the differences were analyzed statistically. The experimental group approached significant positive change in relation of attitude toward school and self. There was some positive but not significant change in the feelings toward the family. As a side effect to the study some of the students who were involved in the experimental group appeared to have developed a better sense of self-respect and confidence. As result they began and activity. Many also improved their changes in students to take more interest n class discussion of the students in the exploratory group classroom work and study habits. Such tend to be desirable since their academic productivity is enhanced. The program described here can serve as a basis for a group guidance and career education unit at the middle school level.

The Job Corps program is designed to provide academic and vocational training to high school dropouts. It is assumed that in order for a young person to succeed in our society certain values, such as good health, education, job satisfaction, and desire to earn an acceptable pay, are required. Job Corps seeks to foster these values in the young men and women who enter this training program. To evaluate the effectiveness of this process a study was conducted regarding the effect of value clarification on male Job Corps enrollees. Over a ninety-day period an experimental group of twenty (20) enrollees received a treatment consisting of weekly individual and small group counseling sessions with a view to value clarification. A control group of twenty (20) was also established but without any treatment involved. These two groups were randomly selected from enrollees entering the Job Corps. Each participant was administered a pretest of three instruments purported to measure values: the F-Scale, the Willoughby Schedule, and the Ohio Work Values Inventory. At the end of the experimental period each participant remaining in the two groups was administered the same three instruments as a posttest. An analysis of the data revealed no statistical significance in the measurement of values by these instruments. It was determined that the sociological milieu of the participants created a high degree of hostility toward any form of testing. There were, however, certain trends in the posttest results of the experimental group that indicated a positive effect of the treatment in identifying values. At the conclusion of the study there were seventeen (17) participants remaining in the experimental group while only thirteen (13) participants remained in the control group. If one regards Job Corps enrollee length of stay as being increased by treatments in value clarification, this study seems to be significant. It is recommended that further study be done to identify and utilize in the Job Corps program those components in the treatment deemed to be most effective.

The chronological development of elementary school media centers in Kentucky was traced through an examination of: state constitutions, school laws, biennial reports of the superintendent of public instruction, Department of Education Bulletins, school board minutes, books on education and library periodicals. Kenwood Media Center, Jefferson County Public Schools, Louisville, Kentucky was chosen as the model example of a media center 1975. It was examined in the following areas: personnel, collection of materials and equipment, appropriations, services, organization of center and facilities.

The purpose of this study was to analyze the counseling services provided by the Fort Knox Armor School to its students. Interviews and survey questionnaires were utilized to gather data for the study. Interviews were utilized to obtain information regarding the structure of the present counseling services program at the Fort Knox Armor School. Opinions regarding the present structure were twofold: The present counseling services are adequate A counseling services program comparable to a modern educational institution does not exist Survey questionnaires were given to five different Armor School student groups. Armor Officer Basic (AOB) Armor Officer Advanced Course (AOAC) Advanced Non-Commissioned Officer's Course (ANCOC) Turret Mechanic Course (TM) Tract Vehicle Mechanic (TVM) In addition, a survey questionnaire was given to: Faculty Advisors and Faculty Sponsors Unit and Company Commanders Faculty members The objectives of the study were: To determine student awareness and utilization of the existing counseling services program To determine counseling techniques used To determine counselor expertise and knowledge To determine degree of confidentiality maintained The survey questionnaire was the main instrument used in gathering data regarding the objectives of the study. Some general conclusions resulting from the study were: Greater student understanding of the counselor role is necessary Confidentiality and counselor expertise is affected by years of military service, military rank, and academic efficiency report A booklet containing referral services should be available to those who perform counseling duties Company Commanders and TAC NCO need to be more informed regarding student curriculum requirements and should be more visible in student training areas A counselor training course is necessary for those who perform counseling duties A full time certified counselor is necessary to provide leadership, continuity, and supervision for the counseling program