This study investigated the association between differential perception of innovation attributes and the adoption of an educational innovation. It was hypothesized that an inverse relationship existed between the disparity in perception between agent and client and the adoption of innovations. Respondents were asked to rank order the five attributes of an innovation (relative advantage, compatibility, complexity, trialability and observability) in terms of their influence on the adoption decision. Determinations of similarities in perception were made among three different institutional types (community colleges, area vocational technical schools, and correctional institutions), between adopters and nonadopters, between levels of clients and levels of agents, and between agents, adopters and nonadopters. The findings indicated that (1) institutional types were similar in their perceptions, (2) adopters and nonadopters differed in their perceptions, (3) client levels were more similar in their rank orderings than were agent levels, (4) agents and nonadopters exhibited more similarities in perception than did agents and adopters. The hypothesis that an inverse relationship existed between disparity in perception and innovation adoption was not supported. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3248. / Thesis (Ph.D.)--The Florida State University, 1983.

Purpose. The purpose of this study was to seek an answer to the question: How does a person learn those things he or she considers important? The data for the study were the life histories of six individuals. From these histories, the particular experiences tha led to the acquisition of important learning outcomes were identified. The means of gathering the data was a series of in-depth openended interviews with each of the six informants. / Findings. An important learning outcome (ILO) is a skill, knowledge, or attitude, or some combination of these, that gives meaning to life. It contains affective, psychomotor, and cognitive components, often simultaneously. An individual's ILOs are often interconnected in one of several ways. An ILO is often inextricably intertwined with an individual's life theme. An ILO can determine the direction an individual's life takes and give meaning to that direction. It is this characteristic of being interconnected, of giving direction to life, and of providing a fundamental interpretation of reality and ways of dealing with that reality that define a learning outcome as important to the life of a person. / Nine factors were found to have influenced the acquisition of the ILOs identified in this study. These factors include: other individuals, characteristic modes of behavior, negative life events, disassociation from cultural and social expectations, reinforcement, formal organizations, non-deliberate discoveries and events, deliberate action, and a teachable moment. These factors were grouped into four types. (1) Direct factors: those factors that resulted in the acquisition of the particular content of an ILO. (2) Intrinsic factors: those factors that were originated by the informant and provided both direct and indirect influence over an ILO's acquisition. (3) Extrinsic factors: those factors that originated outside the individual and provided both direct and indirect influence. (4) Multiple interaction factors: those factors that resulted in either the acqusition of the particular content of the ILO (direct); or, contributed to a setting in which an ILO could be acquired without having any necessary relationship to the ILO's content (indirect). The source of Type IV factors was both intrinsic and extrinsic. / Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2357. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to investigate: (1) the association between motivational orientations and participation in mandatory professional continuing education and (2) the relationship among motivational orientations, participation in mandatory professional continuing education and selected demographic, personal/family, professional and educational opportunity structure variables. Five hundred registered nurses were asked to respond to a two part mailed questionnaire. The Education Participation Scale (Boshier, 1971) was used to determine the respondents' motivational orientations for participation. A researcher developed questionnaire elicited data regarding participation in mandatory professional continuing education, demographic characteristics, and perceived positive and negative influences of selected personal/family, professional and educational opportunity structure variables. The first objective was analyzed by multiple correlations and canonical correlations. Statistically significant multiple correlations were found between motivational orientations and participation when defined as total hours (R = .22), total hours applicable towards a college degree (R = .21) and number of content areas studied (R = .22). A non-significant multiple correlation was found between motivational orientations and number of providers. No significant canonical correlations were found between motivational orientations and type of provider or type of content. The findings were congruent with earlier empirical studies of motivational orientations of adult learners and registered nurses in voluntary educational activities. Factor analysis of data related to the second objective revealed five independent factors (motivational orientations, external influences, professional experience, scientific preparation, and employer) which undergirded reported participation in / mandatory professional continuing education. These findings indicate that participation is the result of the dynamic interaction of a variety of intrinsic and extrinsic variables. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1013. / Thesis (Ph.D.)--The Florida State University, 1984.

The purposes of this study were: (1) to examine the relationship between two sociopsychologic variables, locus of control and role perception, and the acceptance of mandatory continuing education (MCE) by radiologic technologists; (2) to contrast radiologic technologists' acceptance of MCE in states which differ in their statutes of legislation with regard to this issue, and; (3) to ascertain the combination of personal, educational, and/or professional characteristics which most strongly influences acceptance of MCE by radiologic technologists. / Participants in this study consisted of 882 randomly selected radiologic technologists from Florida and Ohio. Radiologic technologists, overall, were found to be more accepting to MCE than those opposed to it. Further, radiologic technologists who reside in a state with MCE requirements were more accepting to MCE than were radiologic technologists who reside in a state with voluntary continuing education. / Six informational variables were found to be significantly correlated with acceptance of MCE. These were: (1) maximum distance radiologic technologists were willing to travel to attend continuing education programs; (2) extent to which radiologic technologists were willing to pay for continuing education expenses; (3) highest level of education completed; (4) quality of continuing education programs available outside the place of employment; (5) number of states in which a radiologic technologist has practiced, and; (6) number of hours of inservice education attended in the last six months. / Locus of control was significantly related to acceptance of MCE. Radiologic technologists with an internal or mixed locus of control were significantly more accepting of MCE than radiologic technologists who were classified as external. / Role perception presented a significant positive correlation with acceptance of MCE. Radiologic technologists who rated high in either Institutional or Personal role orientation were more accepting of MCE requirements than radiologic technologists who were mixed or low on either or both scales. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2728. / Thesis (Educat.D.)--The Florida State University, 1984.

The purpose of this study was to identify variables which effect school-agency cooperation and to determine the extent of agency(s) commitment to Community Education concepts which seek to enhance this cooperation. Objectives were identified that either promote a driving force or reduce a restraining force. Two key factors which effect these objectives were examined. These factors are: (1) The agency(s) level of acceptance of the objectives. (2) The agency(s) willingness to engage in activities that promote the objectives. / Escambia County, Florida was selected as the site for the study. The agencies within this county were divided into two groups; Group A represented agencies not currently participating in Community Education (school-agency) relationships, while Group B represented those that currently are involved. Fifteen agencies were randomly selected from each group. Both a written survey and a personal interview were administered. Analysis of the data provided the following conclusions: (1) The agencies in the study were inclined to accept Community Education objectives. (2) That while the agencies demonstrated a willingness to cooperate they felt the school system should assume a leadership role. (3) There was no significant difference in the degree of the acceptance level between the groups. (4) There was significant difference between the groups in terms of willingness with Group B showing greater degrees of willingness to cooperate. (5) When the two variables--acceptance and willingness--are not treated independently of each other, there is no significant difference between the groups. (6) There is greater inclination to accept the idea of cooperation than there is a willingness to engage in it. / Additionally, the data implied that further study was needed in the following areas: (1) The role of the Community School in developing information and exchange systems. (2) The function of the Community School Coordinator in school-agency relationships. (3) The extent and manner that agencies are currently cooperating with the school and with each other. (4) Role of the school as a service delivery center. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2729. / Thesis (Educat.D.)--The Florida State University, 1984.

The purpose of this study was to identify knowledge and skills important for effective job performance by Functional Literacy and Family Life Planning (FLFLP) teachers, and the extent to which training is needed to develop such knowledge and skills. Two populations were surveyed. A randomly selected sample of 114 FLFLP teachers and their supervisors from Uttaradit, Phrae, and Nan provinces in Thailand responded to a questionnaire designed to collect data for the study. The questionnaire items covered 57 competencies in six broad areas drawn from the related literature. Means and rank orders of responses were used to determine the importance of and training needed for the competencies. The t-test was used to determine whether or not there were perceptional differences between the two groups of respondents. Chi-square was used to determine associations between teachers' perceptions of the importance of competencies and selected personal characteristics. The level of significance was .05. / Major findings were as follows: (a) There were no significant differences between FLFLP teachers and supervisors in their perceptions of the importance of selected professional competencies (p > .05). (b) There were no significant differences between FLFLP teachers and supervisors in their perceptions of the professional competencies which should be developed through inservice training (p > .05). (c) There were no significant associations between FLFLP teachers and their perceptions of the importance of professional competencies, or their perceptions of the professional competencies which should be developed through inservice training and any of the five independent variables: age, sex, level of education, areas of specialization indicated by college degree, years of experience in FLFLP programs. (d) Inservice training covering the 10 most important competencies should be provided as soon as possible, as teachers do not now have adequate knowledge and skills to perform effectively. (e) The content of teacher training programs should encompass all 57 competencies, with greatest emphasis placed on the first 10 competencies. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2730. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to identify associations that exist between six selected demographic factors and the academic achievement of adult learners, and the existance of differences among learners in regard to 15 reasons for participation and level of achievement obtained. / The study was descriptive in design and data were collected from college records, a demographical survey, and Likert type rating scales. Content and construct validity of the rating scales was established by examining relevant literature and with the assistance of a jury of experts. Reliability of the survey instrument was established by the test-retest method. / Two null hypotheses were tested at the .05 alpha level to answer the research questions upon which the study was based. The hypotheses were tested by means of Chi-square and t-tests to identify significant associations and differences between independent variables and academic achievement. / The findings supported some of the findings of related research as reported in the literature, and tended to refute others. Only one of six demographic variables was found to be significantly associated with achievement and only one of fifteen reasons for participation was significantly related to achievement. / On the basis of the findings, conclusions and interpretations were generated by the study, recommendations were made for the improvement of educational practice and further study. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2731. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to analyze the process by which an educational innovation was introduced into a Venezuelan school. The "Concern-Based Adoption Model" (CBAM), developed by the University of Texas, served as the theoretical basis for the study and its validity explored in a Latin American setting. The CBAM Model focuses on the teachers who were affected by the innovation in order to prescribe interventions--help and support--designed to facilitate the change process. / The specific purpose of this study was to acquire knowledge as to how an educational innovation in Venezuela--school library services--was being implemented by teachers in a primary public school. This was done by examining teachers' "stages of concern" (SoC) toward the innovation, the affective component, and their "level of use" (LoU) of the innovation, the behavioral dimension of the CBAM model. / The study was conducted with a sample of 41 classroom teachers, representative of 250 teachers from a Municipal School Library Project. To collect the data, the researcher constructed a Spanish version of the instrument, which was revised and approved by the developers from the University of Texas. Since the data collected with the Spanish SoC questionnaire were consistent with the information obtained through the LoU interviews, it provides confidence to continue using the instrument to monitor the initiation and implementation stages of the adoption process of educational innovations in Spanish speaking settings. / The findings indicated the use of the innovation, as planned by the change agency, had not been achieved since very few teachers were in fact using it. Although teachers had intense personal concerns toward the innovation and its consequence for them, they were not negative toward the innovation. Recommendations were developed for interventions to facilitate use of the innovation. / Source: Dissertation Abstracts International, Volume: 43-09, Section: A, page: 2857. / Thesis (Ph.D.)--The Florida State University, 1982.

One hundred and four black adults, randomly selected from the rosters of the black churches in Havana, Florida, were interviewed to determine the extent to which they engaged in self-directed learning. Data revealed that home/family life subject matter accounted for most of the self-directed learning projects engaged in by the respondents followed by vocation, hobbies/recreation, current events/public affairs/citizenship, religion/morals/ethics, and general education. The duration of projects engaged in by the respondents ranged from 1 to 11 months with a median of four months. The respondents used acquaintances more than any other single type of helpers. Librarians were used only by two percent of the respondents. / A descriptive analysis of the 12 tasks performed by the respondents indicated that the task, deciding where to learn, was performed the least, and the task, obtaining resources, was performed the most. The respondents devoted a considerable number of hours performing the 12 tasks. / Sex, age, marital status, education, employment status, and occupation were significantly associated with the dependent variable, areas of subject matter. Education and family income were significantly associated with the types of helpers the respondents used with their self-directed learning projects. / It was recommended that an informational center be established in Havana, Florida for self-directed learners, and a replication of this study, utilizing a larger sample population of blacks, be undertaken. / Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 0647. / Thesis (Ph.D.)--The Florida State University, 1983.

This study tested four hypotheses to determine the relationship between attitude of nurses toward professionalization (Houle, 1981) and participation in continuing education activities. Certain constraints, behavioral situations, and sociodemographic characteristics were hypothesized to modify the relationship between the independent and dependent variables (Brannon, 1976). A stratified random sample of 388 nurses responded by mail to the Survey on Nursing and Continuing Education, an instrument designed for this study. There was no significant relationship between attitude toward professionalization and participation. Of the 19 moderator variables measured, family responsibilities was found to have a significant negative relationship with participation (p < .01), and cost and habit strength were positively and negatively related, respectively (p < .05). Participation in continuing education activities may be maximized by the provision of support systems which address family responsibilities as a deterrent to participation. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2012. / Thesis (Ph.D.)--The Florida State University, 1983.