Thesis (M. P. A.)--Texas State University-San Marcos, 2009. / "Fall 2009." Includes bibliographical references (leaves 59-64).

This study looked at three groups of providers of Adult/Continuing Education (business, government agencies and educational institutions) to see what perceptions they had of the roles each group had assumed in making educational opportunities available to adults. The study also provided a historical perspective of the evolution of each group and their current roles as educators.The study population represented both purveyors and purchasers of education for adults and included officers of major corporations, government training officers, and chief administrative officers of major universities.The investigator used an 181 item questionnaire containing statements about perceptions these three groups of providers of education had about adult education, its administration, and their respective roles in providing that education. The questionnaire was analyzed on a percentage comparison basis. A median was also provided for each question by group.

The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven control students remained in the classroom.Multivariate analysis of covariance was done to test the null hypotheses. The criterion for rejecting or retaining the null hypothesis was set at the .05 level of probability.Data collected from the pre- and post-test reading scores of the Comprehensive Test of Basic Skills, the Piers-Harris Self-Concept Scale, the Martinek-Zaichkowsky Self-Conce t Scale for Children, and the Behavioral Characteristics of Single-Parent Children Checklist were analyzed. Findings were:1. There was not a significant difference between experimental and control groups or gender;however, the following differences did exist:a. The experimental group scored higher in reading than the control group, with the exception of the lower grade control females, who scored higher than the experimental lower grade females.b. The females of both groups had higher gain scores than the males.2. There was a significant difference at the .05 level in reading for the variable grade with lower grade students making larger positive gains than the upper grade students.3. There were significant differences in self-concept between the control and experimental groups in the area of anxiety, school status, happiness and athletics.a. The lower grade experimental, upper grade control, and male students (of both groups) were less anxious.b. The lower grade students felt better about school and were happier than the upper grade students.c. The second grade control group felt more confident about ability in athletics than the experimental group.4. The teachers perceived the experimental students as needing less discipline, having higher general achievement and better reading comprehension. Conclusions based on the findings were: 1. The group or the gender did not make a significant difference:a. However, the upper grade experimental group did perform better than the upper grade control group.b. The lower control females performed better than the lower grade experimental females, but the lower grade experimental males out performed the lower grade males in comprehension.2. The lower grade students performed significantly better than the upper grade students in reading vocabulary and comprehension.3. The lower grade experimental students, the upper grade control students and the male students were significantly less anxious.4. The lower grade students felt significantly better about school than the upper grade students.5. Teachers perceptions of experimental students were higher in classroom behavior, general achievement, and reading comprehension.

No description available.

Hospital patients are at high risk for foodborne illness; it is essential that hospital foodservice managers know food safety principles. The purpose of this research was to assess the basic food safety knowledge of hospital foodservice managers and to determine their interest in continuing education related to food safety. A survey was mailed to a random sample of 500 acute care hospital foodservice managers in the United States. Usable surveys were returned by 264 (53%) of the managers. Managers correctly answered from 5 to 16 of the 16 basic food safety knowledge question (mean 14.0±1.7). Managers correctly answered questions relating to cross-contamination and risks for foodborne illness (98%), proper procedures for thawing meat, cooling foods, and the sequence for cleaning utensils and equipment (97%). Managers knew current recommendations for storing eggs, use of a steamtable, and could identify a potentially hazardous food (94%). Managers knew the proper sequence and time for hand washing (92%). Questions missed most frequently were end point cooking temperatures for ground beef (52% correct) and chicken (78% correct). However, when managers who chose higher temperatures than required are added, 93 and 94% of the managers would produce a safe product. Managers who chose a temperature lower than required need to review basic cooking procedures. Knowledge scores were not significantly different when the number of hospital meals served, type of hospital ownership or management, managers years in foodservice, years as a manager, education level, general certification, food safety certification, hours spent or planned learning food safety, or the managers own rating of food safety knowledge were compared to knowledge scores. Inservice training was the most used and most preferred method for learning about food safety. Time support from the hospital (66%) was most often identified as contributing to ease in learning about food safety, followed by financial support (57%). Lack of time (76%) and lack of interesting and convenient programs (39%) were most often identified as obstacles to learning. Managers (94%) were interested in learning more about food safety, especially about applying Hazard Analysis Critical Control Point principles to everyday foodservice procedures. / Graduation date: 2002

The purpose of this study was to identify and describe elements that may influence the effective planning and implementation of writing coach programs at small newspapers.Writing coaching at newspapers is becoming increasingly popular as a way to improve the writing abilities of reporters, to improve newsroom morale, to improve the relationship between reporters and editors, and to better serve newspaper readers. This study examined newspaper writing coach programs from an adult and continuing education program planning perspective.This study was qualitative, and was not intended to be generalized to any population. It was intended to provide information that may help the management and staff at small newspapers plan and implement writing coach programs effectively.Two techniques were used to obtain information: 1) telephone interviews with writing coaches, and 2) mini case study site visits to top editors at small newspapers.Ten writing coaches, located throughout the United States, were interviewed by telephone. The coaches selected for interviews were recommended by their peers as being among the most effective coaches in the country. Domain and taxonomic analyses were conducted of the interview transcripts. The study resulted in information relevant to eight areas related to planning and implementing newspaper writing coach programs: benefits, reasons, barriers, budgets, organizational climate, strengths and weaknesses, structure, and evaluation.Site visits were made to seven small newspapers. Before the visits, the top editors at the seven papers were sent a summary of the information gathered in the writing coach interviews. The editors were asked to react to the interview summary and to share their thoughts on planning and implementing writing coach programs at their newspapers. The site visits resulted in seven mini case studies, each containing a narrative section and a conclusions section.Following the interviews and site visits, a general model was recommended for planning and implementing effective writing coach programs at small newspapers. The Coaching Way of Life Model describes assumptions upon which a coaching program should be based, and describes the role of a coaching facilitator at a small newspaper. / Department of Educational Leadership

This study was undertaken to identify continuing education program design and promotion preferences of nurses in the Washington metropolitan area and to determine relationships between these preferences and selected demographic characteristics of study participants. Data were collected using a 73-item survey instrument. The instrument developed by the investigator, collected information from 279 respondents in fourteen categories. Analysis of collected data indicated nurses preferred continuing education programs that are four to six hours in length, held in the middle of the week, held anywhere space is adequate and available but within one hour's driving distance. Program titles featuring lengthy descriptions and new information were preferred as were programs listing several speakers on one topic. Academic degrees of faculty do not seem to influence nurses decisions to participate, but experience related to topic does. Subjects generally wanted detailed information about programs to make decisions and tended to learn about programs through brochures mailed to their home. Program approval by recognized bodies would positively influence nurses choices but the awarding of contact hours for participation would not influence decisions. Cost and distance were sited as attendance deterrents and the majority of respondents would not personally pay more than $25 for a CE program. Employed nurses are receiving registration fee support and paid leave time for CE. The data also indicated that nurses are making their own CE program decisions. Study findings suggest that, for these nurses, some modifications in program design and use of promotional materials may be warranted by continuing education providers. / Master of Science

The purpose of this study was to identify the participation patterns, preferences, and barriers which prevent international students' wives from participating in adult education programs. To obtain the data necessary to answer the research questions posed in this study, a sample of sixty seven respondents was selected. The results of analysis revealed that women with jobs and women with longer duration of stay in the United States are less likely to participate. The programs in which women participate frequently are unpaid English classes, YMCA programs, International club program, and paid English classes. The programs which international women prefer are unpaid English lessons by private tutors, cooking, swimming, aerobics, and unpaid English classes. Participation in English from an unpaid tutor overall is much less than the indicated preferences. It is concluded that the major barriers are cost, no child care, lack of information, fear of deficiency of communication in English, and not enough time. / M.S.

A review of the literature reveals that data about Second Step baccalaureate nursing programs for registered nurses remain elusive due to a lack of comprehensive research although such programs represent a significant trend in nursing education. The purpose of the study was to describe post-licensure professional nursing education according to selected institutional, program, faculty, and student characteristics; analyze the importance of educational decisions made about and for registered nurses in Second Step programs; and compare post-licensure professional nursing education, Upper Two and Two-Plus-Two programs, with NLN generic baccalaureate nursing education. The population included 100 Second Step programs consisting of two curriculum patterns: 82 Upper Two and 18 Two-Plus-Two programs, and a random sample of 30 NLN. generic baccalaureate nursing programs who responded to the survey questionnaire. The major findings reveal a great deal of similarity between the characteristics of Second Step programs and NLN generic baccalaureate programs in faculty preparation; faculty/student classroom and clinical size; proportion of nurse administrators with doctorates; required hours for the baccalaureate nursing degree including nursing-cognate, humanities, foundations, and electives; types of institutions which contain programs; and the awarded degrees. TwoPlus-Two graduates appeared similar to NLN generic baccalaureate graduates by being predominantly full-time, single, white, and female. More Upper Two graduates were married, divorced, widowed, older, and attended school on a part time basis. Nurse educators had a high degree of consensus on the importance of educational decisions made about and for registered nurses in selecting applicants, awarding credit, nursing curriculum content required at the upper division level, nursing learning experiences, evaluation of students' learning experiences, and program objectives. Post-licensure professional nursing offers a mechanism for nursing career mobility and higher education articulation for non-degree registered nurses. The proliferation of programs and graduates demonstrates Second Step programs are part of the mainstream of professional nursing education. / Ed. D.

The 221 members of the Financial Communications section of the Public Relations Society of America (PRSA) were surveyed about their continuing education views and practices through a mail survey. Out of the 221 members, 118 (53.4%) completed and returned the survey. Respondents were asked their opinions about the importance of different types of continuing education programs, how long it had been since they last participated, and what topic they would most like to see covered in a continuing education forum. The members were asked whether their companies encouraged involvement in continuing education by providing financial assistance and positive recognition. Respondents were also asked their number of years in the field, education, type of company, position level, age, income, and gender.It was concluded through the results of the study that the majority of members find continuing education important to themselves and to their profession. Most of the companies do encourage participation in continuing education and members feel that their companies' encouragement does influence their decision on whether to to participate. / Department of Journalism