Many students entering junior college English classrooms have serious problems due to their educational or environmental backgrounds. Programs with integrated curriculums have been developed to help these students by making English more relevant to their lives.

Thesis--University of Texas, Austin. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 103-107).

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed May 27, 2005. Dissertation Committee: William Piland, Clayton Thomas (co-chairs), Edward Hines, Ramesh Chaudhari, David Strand. Includes bibliographical references (leaves 142-145) and abstract. Also available in print.

The problem undertaken in this study is a comparison of the Gainesville Junior College with the other municipal junior colleges of Texas. There are many ways in which this comparison could be made, but to attack the problem from every angle would involve too many problems. Therefore, only the instructional staff, the curriculum, the plant facilities, the extracurricular activities, and the costs to students in these junior colleges will be considered.

No description available.

The problem of this study was to compare freshmen students in a selected multicampus junior college district with respect to attitudes, activities, vocational, and educational plans.

This study sought to identify components of the institutional transformation of Southwest Texas Junior College from its participation in the Rural Community College Initiative (RCCI) The RCCI was centered on increasing access to educational opportunities and regional economic development in four historically poor regions of the United States. It was felt that this two-pronged approach to increase access and economic development would ameliorate poverty and provide opportunity. The pilot colleges were chosen from Appalachia, Delta South, Northern Plains (Tribal colleges), and the Southwest. Southwest Texas Junior College in the southwest border region of Texas and Mexico was chosen in 1994 as one of nine pilot college participants in the Ford Foundation project. Documentation of the college's characteristics were conducted during the 1994 and 1995 preliminary visits by Stephen G. Katsinas at the request of the Ford Foundation to find suitable rural community colleges in historically distressed areas of the United States to be invited to participate in RCCI. Follow-up site visits were conducted by Christopher Thomas in 2002, 2004, and 2005. Data was collected during all site visits by open-ended questionnaires, interviews, content analysis of documents, and observation. Extended site visits and living in the college's residence halls increased the researcher's knowledge of the region, the college, its faculty, staff, and students. Results from the study indicated Southwest Texas Junior College has undergone substantial institutional transformation as a result of its participation in RCCI. The College increased access in all eleven counties to students in its state-assigned service delivery area through increased relationships with twenty-two area highs schools, the extensive expansion of curriculum and permanent facilities at its branch campuses in Eagle Pass, Del Rio, and Crystal City, increases in its adult basic education programs, increases in its technical training programs, and by increasing its workforce training programs. The college has also increased its regional economic development by assuming a leadership role in the region for economic development activities and by increasing its use of federal, state, and local grant opportunities. The Middle Rio Grande's recognition by the federal government as a Rural Enterprise Zone (the Futuro Proposal) and its participation in the Lumina Grant Project are further demonstrations of its success at increasing regional economic development. Addition documentation and research on this institution and this region are warranted and suggested as this area's population projections continue to show sharp increases.

No description available.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: Max Brunstetter. Dissertation Committee: Walter Sindlinger. Includes bibliographical references (leaves 145-147, 206-217).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Walter Sindlinger. Dissertation Committee: Gordon Darkenwald, Harland Bloland. Includes bibliographical references.