The problem considered in this study arises from the different functions and objectives of the Junior college. From the time the Junior college was established to the present day, objectives, purposes and functions of this unique institution have been changing.Much has been recommended by music education organisations regarding the objectives of the Junior college music department. In 1938 a Junior college music committe submitted to the Music Educators National Conference the following objectives for the Junior college music department: 1. To meet the needs of the community in the enrichment of social living through; a) Ability to participate in some form of musical activity b) Ability to be an intelligent listener 3. To provide the necessary prerequisite courses for further study in the university or professional school 3. To equip the student of superior talent to undertake a musical career by providing so-called terminal course

This study provides data from an existing review of secondary data and a survey of dual enrollment managers on the topic of Mississippi Community and junior college’s dual enrollment collaborations with secondary schools and parents of home-schooled students. Dual enrollment, also known as dual credit, concurrent enrollment, and credit based transition, refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment has been described as providing benefits such as increasing access to postsecondary education, increasing the rigor of the high school curriculum, savings in time and expenses toward earning a college degree, promoting more efficient use of states’ educational resources, and enhancing students’ admission to college, and subsequent retention and success in college. The Mississippi Education Reform Act (2006) offered secondary schools and CJCs more autonomy to establish exemplary dual enrollment programs through forged local collaborative that serve to increase high school retention and completion and postsecondary enrollment, retention, and completion. The primary intention of this mixed methods research is descriptive. Through the extant review of the literature the researcher examined the availability and the content of state dual enrollment policies and what experts in the field consider to be necessary inclusions. Then the researcher divided the study into two parts. Part I of the research involved a secondary analysis of existing State Board for Community and Junior College (SBCJC) Primary Enrollment data for Academic Years 2006, 2007, and 2008, to describe the extent of Dual Enrollment participation in Mississippi’s 15 CJCs. Part II involved survey research that ascertained the extent of Mississippi community and junior colleges’ dual enrollment (DE) collaboration practices with high schools and parents of home-schooled students that bridged the gap between secondary and postsecondary education, and DEM’s perceptions regarding Mississippi CJC’s dual enrollment collaboration targets, goals, and benefits. There was no need for a random sample because the entire population was the focus of the survey. The population was the dual enrollment managers (DEM’s) of Mississippi’s 15 CJCs identified as such by each college’s Chief Academic Officer.

"The purpose of the investigation reported here are: 1. To determine whether or not the junior college transfers do as good work as the native students of the North Texas State Teachers College..."--1.

In the main there are three questions to be answered in this investigation: First, what are the motives that have controlled the growth and development of the junior colleges in Texas? Second, what are the leading events in this development? Third, what is the present state of development of the junior college movement in Texas? A survey of the existing junior college situation in Texas is presented in the first chapter, while a more detailed history of development is outlined in the later chapters.

No description available.

This survey of one hundred business offices in Modesto was conducted for the purpose of determining whether the office training curriculum offered by the Modesto Junior College adequately prepares students to successfully enter the office occupations in the community.

The problem with which this study is concerned is assessing the relationship between the expressed needs of adult community college students and their needs as perceived by selected faculty members and student services staff members at a metropolitan community college. The population of the study was 201 adult students and 77 faculty and student services staff members who took the Adult Learner Needs Assessment Survey, a publication of the American College Testing Program. The data results were analyzed statistically using one-way analysis of variance and the Scheffé multiple comparison procedure. Data were considered statistically significant at the .01 level on all eight hypotheses. Based on the data findings, the following conclusions appear to be warranted. 1. The Adult Learner Needs Assessment Survey seems to provide useful needs assessment information in a convenient format for large scale research. 2. The instrument seems to provide a useful tool for gathering data on the perceptions of the needs of adult learners from community college employees. 3. Both faculty and student services staff groups seem to perceive adult students as needing more assistance with educational and personal needs than is reported by adult students. 4. Both faculty and student services staff groups perceptions of the needs of adult learners, when compared to the needs reported by adult students, appear to be less accurate for those needs for which a lesser degree of assistance is needed and more accurate for those needs for which a greater degree of assistance is needed. 5. The perceptions of the needs of adult learners by both faculty and student services staff groups appear notably similar. 6. This research, using a more rigorous level of significance, validates the general findings of similar research. 7. The research methodology and the use of analysis of variance and Scheffé test as statistical procedures proved to be useful in comparing perceptions of adult learner needs by faculty and student services staff groups to the stated needs of adult students.

The purpose of this study was to determine what knowledge and skills are currently being taught in beginning microbiology in junior/community colleges in Texas. This information was determined from a survey questionnaire sent to junior/community college teachers of beginning microbiology. Also surveyed were senior college teacher who teach courses which require beginning microbiology as a prerequisite. This additional survey was to determine what preparation is needed for students progressing from beginning microbiology to upper level microbiology courses. Information gathered from the two populations of teachers was then compared to determine if any differences exist in the depth of coverage assigned by these teachers.

The study was undertaken: (a) to categorize the contents of educational computing articles using a taxonomy developed by Knezek, Rachlin, and Scannell (1988), (b) to examine the trends in educational computing subject matter addressed in community/junior college journals between 1977 and 1991, and (c) to identify and analyze specific characteristics of contributing authors and their employing institutions which might explain writing and publication biases.

This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.