Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-137).

No description available.

Children, Youth and Families at Risk (CYFAR) is a national program developed by Cooperative Extension’s federal partner, Cooperative State, Research, Education and Extension Service (CSREES). In collaboration with its federal partner and in concert with state extension systems across the nation, UVM Extension conducted an organizational change survey in 1998, 2000, and 2004 with a selected sample of UVM Extension professionals to determine the organization’s capacity to address issues of CYFAR. Findings from these three surveys showed that Extension had not substantively altered its organizational practices in alignment with the goals of the national program. In order to stimulate new strategic planning for the program, this study set about to assess the capacity of staff from UVM Extension to promote organizational learning. Grounded in the literature of organizational learning, this study administered a 43 item survey instrument called the Dimension of the Learning Organization Questionnaire (DLOQ) to Extension employees. As a strategic planning tool, the survey identifies organizational learning opportunities at the individual, team, and organizational level. Following the Total Design Method, the web-based survey was launched September 2006, with a response rate of 68% (n=63). Findings from the new survey continue to indicate limited organizational capacity to meet national goals for CYFAR program. Interestingly, nearly 70% of survey respondents reported participation in programming for children, youth and families at risk, a percentage greater than those formally assigned to CYFAR activities. Regardless of formal assignment, however, CYFAR employees and non-CYFAR employees did not significantly differ in their survey responses across a variety of organizational measures. Prior training to develop organizational capacity in line with national goals appears to be falling short of expectations. Implications for these shortcomings are discussed and used to frame an action plan for development of this program.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 58 p. Vita. Includes abstract. Includes bibliographical references (p. 37-38).

No description available.

Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (photocopy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-94).

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains ix, 191 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 111-116).

Thesis (Ph. D.)--University of Wisconsin, 1963. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-174).

This qualitative study was undertaken to determine the organizational values shared by the professional employees of the Florida Cooperative Extension Service. Related topics that contributed to the literature review included human and organizational values, organizational culture, strategic planning, and the philosophical foundations of the Cooperative Extension Service. Focus group interviews were conducted in each of the five administrative districts and on the University of Florida Campus. A total of 40 individuals took part in the group interviews. Transcripts of the interviews were read, coded, and sorted by themes to develop a list of twelve categories of values shared by the professionals interviewed. Coded sections of the transcripts were transferred to a descriptive matrix in order to reduce and simplify the analysis. Three groupings of values emerged from the data and were described as "communities" of values. The three communities were personal, Personal values mission-related, and structural values. were rewards, relationships, and personal history. Mission-related values were organizational history, research-based information, relevance, comprehensiveness, life-long education, diversity, and service. structural values were shared ownership and system linkages. These three communities were depicted in figures that described the relationships of the values to one another. The final discussion described the inter-relatedness of the three communities in the overall organizational structure. Recommendations were made for further study and program development for the Florida Cooperative Extension Service.

The purpose of the study was to (1) determine the number of handicapped children being served by 4-H programs of the Indiana Cooperative Extension Service, (2) describe the organization and the presentation of the programs, and (3) develop a model for evaluating the impact a 4-H program for handicapped children has on the administration of the total 4-H program being offered in the county. For purposes of the study, the term handicapped referred to children that were emotionally disturbed, learning disabled, mentally retarded, and/or physically handicapped.The population for the study included all Extension Agents-Youth of the Indiana Cooperative Extension Service in each of the 92 Indiana counties. Where more than one Extension Agent-Youth was employed in a county, only one response was requested as the needed information concerned the total county 4-H program being offered.A questionnaire, developed from a review of selected literature, was used as the method to gather data from the study group. The survey instrument was submitted to a group of 20 doctoral students and three professors of Educational Administration and Supervision for recommendations, subsequently revised and mailed to the study population.Counties where 4-H programs for handicapped children have been developed were identified. Extension Agents-Youth working the counties where 4-H programs for handicapped children existed were asked questions regarding (1) the number of handicapped children being served in the county, (2) how the 4-H programs for handicapped children were organized and presented, and (3) the percent of impact the development of a 4-H program for handicapped children had on the total county 4-H program in the specific areas of (a) personnel and staffing, (b) facilities, (c) materials and supplies, (d) finance, (e) time allocation and (f) the overall expenditure of the program. In addition, Extension AgentsYouth were asked questions regarding specific perceptions of the 4-H program for handicapped children in relation to the total 4-H program being offered in the county.Data received from the questionnaire were compiled and used to provide an account of the involvement of handicapped children in 4-H programs in Indiana. Responses from the different Extension Agents-Youth in the 92 counties where 4-H programs for handicapped children existed were analyzed, summarized, and reported in table and narrative form.The findings and conclusions of the study support the following recommendations:1. Additional research in the study of increased 4-H programming for handicapped children is greatly needed.2. Formal programs and in-service training designed to provide proper and adequate training for leaders of 4-H programs for handicapped children should be increased.3. Extension Agents-Youth and leaders of 4-H programs for handicapped children should become more familiar with current laws affecting educational programming for handicapped children. 4. Additional guidelines for organizing, developing, and implementing 4-H programs for handicapped children should be considered by Extension personnel. 5. Documentation regarding the number of handicapped children participating in 4-H programs should be more thoroughly recorded by Extension personnel and reported to the State Extension Office. 6. Since the life blood of 4-H programs for the handicapped is the volunteer leader, efforts should be increased to recruit highly motivated, sincere individuals with a keen interest in working with special children.7. A task force of representatives of special educators and Extension Agents- Youth should be established to explore the need for possible programs.