skip to content

Bryan, William A.

Overview
Works: 17 works in 29 publications in 1 language and 1,114 library holdings
Genres: History 
Roles: Author, Editor
Classifications: KF4243, 378.198
Publication Timeline
Key
Publications about William A Bryan
Publications by William A Bryan
Most widely held works about William A Bryan
 
Most widely held works by William A Bryan
Rights, freedoms, and responsibilities of students ( Book )
2 editions published in 1992 in English and held by 250 libraries worldwide
Total quality management : applying its principles to student affairs ( Book )
4 editions published in 1996 in English and held by 238 libraries worldwide
"Total quality management principles are not new to student affairs professionals, nor is the term customer. Student affairs professionals, however, must become more knowledgeable about the comprehensive nature of TQM and how to apply its principles to functional work areas in student affairs divisions. This volume of New Directions for Student Services attempts to provide balanced coverage of information for student affairs professionals regarding TQM and to sensitize them to issues surrounding its use. It also provides examples of the application of TQM principles and techniques in student affairs settings."--Jacket
Strategies for staff development : personal and professional education in the 21st century by Robert A Schwartz( Book )
5 editions published in 1998 in English and held by 237 libraries worldwide
Central to the delivery of quality learning opportunities and services for students in the next century is an educated, energetic, motivated management and support staff in tune with their campus milieu and committed to their institution's mission. This volume explores the nature of staff development and emphasizes the fact that staff development takes place on different levels, in different settings, from individuals to national associations. It is meant to generate discussion, thought, and questions regarding staff development. Chapter topics include: (1) "What Is Professional Development?" (R. A. Schwartz, W. A. Bryan); (2) "Performance-Based Approaches to Human Resource Development" (T. A. Holmes); (3) "Staff Supervision and Professional Development: An Integrated Approach" (R. B. Winston, Jr.; D. G. Creamer); (4) "Creating a Culture of Development for the New Professional" (P. J. Harned, M. C. Murphy); (5) "Influence and Impact: Professional Development in Student Affairs" (D. L. Cooper; T. K. Miller); (6) "Using Self-Reflection for Personal and Professional Development in Student Affairs" (J. E. Nottingham); (7) "a Model of Staff Development in Student Affairs" (B. Grace-Odeleye); and (8) "Some Final Thoughts about Staff Development" (W. A. Bryan, R. A. Schwartz). (Emk)
Using professional standards in student affairs ( Book )
3 editions published in 1991 in English and held by 220 libraries worldwide
The Eighties, challenges for fraternities and sororities ( Book )
1 edition published in 1983 in English and held by 83 libraries worldwide
Alcohol programming for higher education by James C Dean( Book )
3 editions published in 1982 in English and held by 47 libraries worldwide
An archeological survey of the proposed Countryside Park, Galveston County, Texas by William A Bryan( Book )
1 edition published in 1986 in English and held by 8 libraries worldwide
A study to determine the relative effectiveness of a developmental reading course in the College of Nursing at the University of Kentucky by William A Bryan( Archival Material )
1 edition published in 1970 in English and held by 2 libraries worldwide
The Effectiveness of a Developmental Reading Course in a College of Nursing by William A Bryan( Book )
1 edition published in 1971 in English and held by 1 library worldwide
Eighty-four freshmen nursing students at the University of Kentucky were randomly assigned to two experimental and two control groups. The experimental groups participated in a developmental reading program over a 10-week period, while the control groups were only allowed access to the library and encouraged to use the time for studying. Different forms of the Maintaining Reading Efficiency Test, History were used as pretest, post-1, and post-2 tests, administered respectively during the first week, immediately after the 10 weeks, and 5 months later. No initial significant differences were found between the groups on all variables, but the post-tests showed significant differences favoring the experimental group on reading rate and efficiency and favoring the controls on reading comprehension. Post-1 test results indicated that the experimentals improved significantly their reading rate and efficiency but dropped significantly in comprehension, while the controls experienced no significant change in reading rate or efficiency but improved significantly on comprehension. Post-1 and post-2 comparisons revealed a significant drop on all variables for both groups with the one exception being reading rate for the controls. No significant differences were found in between-group or within-group comparisons in predicted and earned grade-point averages. Tables and references are included. (Aw)
Total quality management applying its principles to student affairs ( Article )
1 edition published in 1996 in English and held by 1 library worldwide
A Developmental Reading Course--What Lasting Effect? by William A Bryan( Book )
1 edition published in 1974 in English and held by 1 library worldwide
A longitudinal study was conducted to determine the relative effectiveness of a developmental reading course taught to students in a college of nursing. Forty-two students in the experimental group were enrolled in a ten-week developmental reading course during the first semester of their freshman year; the control group, also composed of 42 students, did not take such a course. Pretests and posttests were administered. In the spring of the students' senior year in college, a reading test was administered to the 16 students from the experimental group and to the 18 students from the control group, who remained in the college. Analysis of the results indicated that, for the control and experimental groups, reading rate, comprehension, and efficiency scores were not significantly different after a four-year period. However, the experimental group maintained a higher reading rate on posttests than did the control group, while the control group maintained a higher posttest comprehension score. The control and experimental groups did not differ significantly in their predicted or earned grade point averages for a four-year period. (Gw)
The effect of ice water application on gingivectomy wound healing in the guinea pig by William A Bryan( Book )
1 edition published in 1975 in English and held by 0 libraries worldwide
 
moreShow More Titles
fewerShow Fewer Titles
Languages
English (29)
Covers
Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.