Logsdon, James D.

In this study, the relationships among cognitive styles of teachers, students
and reading rnaterials were studied. Children in second and fourth
grade classr:ooms were matched with their teachers on elements on their
cognitive style maps. A construct of cognitive style developed by Dr.
Joseph Hill of Oakland Community College was used. This construct
examines the subject in four areas: 1) the subject's use of theoretical
symbols, such as, words and numbers, 2) his reactions to qualitative
codes, such as, sensory or kinesic information, 3) the cultural deterrninants
of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their
teachers and arrive at a comparison of teachers' and students' maps.
Interaction did occur in the classroom based on the similarities and
differences between students and teachers. Achievement in reading
was affected by this interaction.

The purpose of the study was to determine the effects of an
inservice drug education program on the drug education achievement
of participants and students of participants. The problem
was concerned with the evaluation of a specific inservice program.
Of particular interest was the achievement of students
whose teachers had completed the inservice program. A pretest/posttest-control group design was used in the experimental
study. The population selected for the study was all
fourth and fifth grade teachers and their students in the North
and Central Area public elementary schools of Palm Beach County,
Florida. A random sample was drawn from an alphabetized list
of teachers in the designated population. Teacher subjects
were assigned to the experimental and control groups on an
odd/even basis. Student subjects were drawn randomly from the
attendance cards of each teacher subject. In this study, no significant relationships were found concerning
teacher achievement and age or years' experience.
A significant relationship was found between achievement of
all teacher subjects and achievement of their students. Student
achievement was dependent on test performance of their
teachers.
The information survey revealed that the self-instructional type inservice program was acceptable to the teachers in the
experimental group, and that this approach was effective in
improving and updating teachers' knowledge of drug education.

This study is a descriptive analysis of a population of public
secondary school administrators in the Southern Association of Colleges
and Schools. The Southern Association is composed of eleven states in
the southeast region of the United States and presently consists of
2,939 schools.
The purpose of the study was to reveal practices which school
administrators may follow to improve the management of extracurricular
activities in the schools which they administer. The author determined
the present status of activities in the schools of The Southern Association
with regard to 25 validated principles of management gleaned from
the literature. The information collected in 1944 by J. Lloyd Trump in
a similar study of the North Central Association was updated and the
two studies were compared to determine the differences in the data of
1944 and 1975. The instrument was returned by the administrators in 334 schools
in the Southern Association. Practices revealed in the study were
evaluated in relation to the 25 principles of management and compared to
the data given in the report of 1944. The following conclusions are
stated:
1. There is not as much need for precise definition of the
place and function of extracurricular activities as there
was 30 years ago but some need remains. The place and the
function of activities is well defined and accepted in
most schools .
2. There is still a need for increased concern over the
management of the extracurricular program. The management of finances shows the greatest improvement. Some
gain is shown in other areas as well.
3. There is continuing need for frequent evaluation and
follow-up in the entire extracurricular program. There
has been significant improvement in this area but much
more needs to be done.
The management of extracurricular activities continues to be a
major concern of the public high schools of today. Increased understanding
of successful strategies in management will enable administrators
to improve the effectiveness of the extracurricular activities program.

The purpose of this study is to determine the make-up, organizational
structure, and operational aspects of school advisory committees
as well as to identify their contributions to local educational programs
as reported by principals and advisory committee chairpersons.
This study also reports differences in the perceptions of school
principals and advisory committee chairpersons as to the role and functions
of school advisory committees.
Research questions relating to make-up, organizational structure,
operational aspects, and contributions of advisory committees were analyzed.
Conclusions: It was concluded that advisory committees are predominately female,
as are their chairpersons. Committees usually meet monthly at the
school during the evenings. Most committees do not have a constitution
and by-laws.
School principals and advisory committee chairpersons bad significant
differences in perceptions regarding the role and functions of
school advisory committees. Dade, Broward, and Palm Beach Counties'
respondents had significantly different perceptions regarding the role
and functions of school advisory committees.
Chairpersons reported that the advisory committees had made contributions
in the areas of school safety, maintenance and improvement of
the school plant, community and race relations, and articulation between
schools. School principals reported that advisory committees had made
contributions in the areas of preparation of the school budget, preparation
of the annual report of school progress, community and race relations,
school safety, and determination of school goals.

The purpose of the study was: (1) to determine why graduates
of Florida public community colleges enrolled in a specific state university
in Florida; (2) to determine whether graduates of Florida public
community colleges enrolled in one state university for reasons that
were significantly different from the reasons given by graduates of
Florida public community colleges enrolling in the other state universities;
(3) to determine whether graduates of Florida public community
colleges enrolled in Florida upper division and graduate universities
for reasons that were significantly different from the reasons given by
graduates of Florida public community colleges enrolling in the other
state universities in Florida; and (4) to determine which variables had
the greatest influence. The two hypotheses formulated to test the basic and secondary
research questions of the study were both rejected. The results of
testing Hypothesis 1 inferred that graduates of Florida public community
colleges enroll in state universities in the Florida State University
System for reasons that are significantly different among the universities
within the system. The results of testing Hypothesis 2 inferred
that graduates of Florida public community colleges enroll in the four
upper division and graduate universities within the Florida State University
System for reasons that are significantly different from the
reasons given by graduates of Florida public community colleges for enrolling
in the other five state universities within the system.

The purpose of this study was to determine whether Florida school
board members and district superintendents held any conflicting perceptions
regarding either the board member or superintendent role.
A role definition instrument with 116 questions was formulated
and mailed to all Florida school board members and district superintendents.
Through the use of standard follow-up procedures a return of 75%
of the superintendents and 58% of the school board members was achieved.
Analysis of the results of the survey by use of the Chi Square
statistic revealed that statistically significant variations in role
perceptions existed between and among the respondents in regard to the
following aspects of the respective roles:
A. Ideal Superintendent Characteristics. (p<.02)
B. Ideal Board Member Characteristics. (p <.001)
C. Preferred Activities of the Board Member. (p<.001)
D. Division of Authority Between Board and Superintendent.
(p <. 001). No significant difference in perceptions was found to exist between
the respondents in regard to the activities of the superintendent.
An intra-positional comparison of the survey results indicated
that conflicting perceptions of the board member and superintendent roles
were found to be associated with the following criterion variables:
I. Superintendents.
A. Age. ( p < • 001)
B. Size of District, (p <· 001)
C. Length of Service. (p <· 001)
D. Highest Earned Degree. (p <· 001)
II. School Board Members.
A. Age. ( p <. 001)
B. Size of District, (p <· 001)
C. Length of Service. ( p <· 001)
D. Partisan and Non-Partisan Election. (p <.05)
E. Educational Background. (p <.001)
F. Occupation. (p<.001)
No significant difference in perceptions of the respective roles
was found to be associated with election or appointment of superintendents.
For the school board members no significant difference was found to be
associated with political party affiliation or sex.

The problem of this study was threefold: (1) To explore the
availability of instruments that will increase student awarenesses on
interpersonal and intrapersonal behavior. (2) To design or modify an
instrument to be used as part of an awareness model in educational
leadership training. (3) To survey awareness changes in a sample of
the student population when the model is used in educational leadership
training.
A pilot study was conducted on a group of students enrolled in
a Middle School Leadership Sequence during the summer of 1973. This
initial effort resulted in several training instruments, among them the
Personnel Relations Survey, that were effective in the area of behavioral
awareness. Of the instruments used in the pilot study, The Personnel
Relations Survey was selected and modified for use in educational leadership
training. Since the survey was designed to be used originally by
manager trainees in an industrial setting, the nonsignificant modification was, for the most part, the substitution of educational personnel
for employees, managers, and supervisors. The survey instrument which
was a part of the model was used with a sample of students in an experimental
and a control group to measure the dependent variables of exposure
and feedback in relationships with teachers, principals, and superintendents.
The participant was provided with a graphic analysis of his interaction
and awareness by using the Johari Window that was a part of the
model. Results were treated statistically with multivariate analysis of
variance.
Of the three hypotheses treated, there was insufficient evidence
to reject the two following:
1. There is no significant difference between the experimental
and control treatment effect when one is considering the
dependent measures of exposure and feedback relevant to
feelings.
2. There is no significant difference among the interaction
effect of treatment with personnel when one is con~idering
the dependent measures of exposure and feedback relative
to feelings.
No significant difference was noted in the treatment main effect
when comparing the performance of the experimental and control groups on
the dependent measures. The interaction effect of treatment, personnel,
and treatment with personnel was nonsignificant.
was:
One hypothesis that was rejected at the .05 level of significance
There is no significant difference between the personnel
relationships main effect when one is considering the
dependent measures of exposure and feedback relevant to
feelings.
A significant difference in the main effect of personnel was
investigated with a multiple comparison test and the results showed that relationships with superintendents were significantly different from the
relationships with the two other groups of educational personnel when
considering the dependent measure of exposure.
The model was not designed to produce change but to produce an
awareness of one's interaction style and more desirable styles to which
the participant could change if he so desired. Recommendations were
made for more effective use of awareness training in educational leadership.

Disadvantaged students often need more than remedial academic
programs in order to succeed in college. They need experiences in
personal-social development that engender self-understanding, self-confidence
and the problem solving skills necessary for adjustment to
the college setting. The purpose of this study was to determine the
status of personal-social development programs for the disadvantaged at
the community-junior college level throughout ·the United States. Three
hundred and thirty-eight community-junior colleges, with full-time equivalent
enrollments of 1,000 students or more, were contacted with a
questionnaire. Eighty-three (approximately thirty-eight per cent) of the 219
colleges responding indicated that they are currently operating such
programs. It appears from the findings of this study that most of these
programs have developed since the 1967-68 academic year. The rate of development of new programs, however, appears to be decreasing. The
major cause for this trend appears to be the additional expenses involved
in providing these programs. The per capita costs were reported to average
nearly seven hundred dollars. It seems apparent that when the social
disturbances that spawned these programs subsided, the majority of colleges
were increasingly reluctant to expend the additional resources necessary
to operate such a program. The study implies that, although most of these colleges are attempting
to provide a variety of personal-social development experiences, little
has been done to evaluate their effectiveness in changing behavior. Personalsocial
development should be measured to determine whether or not these
programs are enhancing the academic achievement and adjustment of the disadvantaged
students. This study provides background information from
existing programs to identify the essential components of personal-social
development programs. Now, evaluation of the effectiveness of these
components seems necessary in order to justify the existence and expansion
of these programs.