Source: Dissertation Abstracts International, Volume: 27-11, Section: A, page: 3689. / Thesis (Ph.D.)--The Florida State University, 1966.

Source: Dissertation Abstracts International, Volume: 18-05, page: 1707. / Thesis (Educat.D.)--The Florida State University, 1958.

Source: Dissertation Abstracts International, Volume: 20-11, page: 4327. / Thesis (Ph.D.)--The Florida State University, 1960.

Source: Dissertation Abstracts International, Volume: 25-04, page: 2331. / Thesis (Ph.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 27-01, Section: A, page: 0096. / Thesis (Educat.D.)--The Florida State University, 1965.

Source: Dissertation Abstracts International, Volume: 28-12, Section: A, page: 4867. / Thesis (Educat.D.)--The Florida State University, 1967.

The purpose of this study was to identify the philosophical orientations of continuing educators in higher education and to determine the extent of similarities and/or differences between them and the relationships that may exist between selected factors and orientations held. The population and sample for this study were the 300 randomly selected individuals belonging to the 1,100 membership of the Association of Continuing Higher Education. Each of the 300 members of the sample received through the mail a Philosophy of Adult Education Inventory designed by Lorraine Zinn (1983). The inventory was used to obtain data addressing the following four research questions: (1) What proportion of continuing educators has an identifiable philosophy of adult and continuing education? (2) Are there differences among continuing educators in their philosophical orientations? (3) Is there a dominant philosophical orientation of adult and continuing education held by continuing educators? (4) What associations exist, if any, between philosophical orientations held by continuing educators and the following variables: (a) Demographic characteristics (age and sex); (b) Educational background (highest degree held; major field of study in highest degree obtained; graduate study in adult and continuing education); (c) Size of employing institution; and (d) Years of experience as an adult or continuing educator? Null hypotheses were established to provide information relevant to each research question. / For purposes of data analysis, frequencies and percentages were used to compare the responses of the sample population. Chi-square was used to test for significant associations. The .05 alpha level was used as the criterion for the retention of the hypotheses. Contingency coefficients were used to measure the strength of associations between variables. Analysis of data revealed that 88.0% of the continuing educators had an identifiable philosophy. The findings also showed that there were differences among continuing educators in their philosophical orientations and that progressivism was the dominant philosophy. In addition, systematic associations were found to exist between the variables of sex, highest degree obtained, and having undertaken graduate study in adult and continuing education. Recommendations are made for improving practice and for further research through the use of the PAC Inventory. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2519. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to approximate the relationships between the educational inputs and outputs of the Functional Continuing Education Level 4 by Radio-Correspondence Project (RCP). The study was conducted in the northeastern region of Thailand, and involved a sample of 124 adult students who enrolled in the subject of Math 4 in the summer of 1985. / Four research instruments were used to collect the relevant data for this study: Math 4 pre-post tests, Students' Background Data Questionnaire, Students' Attitudes Questionnaire, and Teachers' Characteristics Questionnaire. In addition, in-depth interviews were also conducted with a small number of teachers and students. / Altogether 23 variables were included in the model, categorized into five separate concepts: student background characteristics, family background characteristics, school-related student characteristics, school inputs, and teacher characteristics. A three-equation recursive model was used as the hypothesized model of relationships. Academic achievement, self-concept, and academic aspirations were the three endogenous variables in the equations, with academic achievement being the ultimate dependent variable. Ordinary least squares was employed to estimate the parameters in each of the equations. / Seven variables were found to directly, positively, and significantly affect student academic achievement, i.e., prior achievement, self-concept, amount of land owned, possession of items in household, classroom social climate, teacher's experience, and teacher's attitudes. These findings were in conformity with most past educational input-output studies and/or theories of adult learning. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3636. / Thesis (Ph.D.)--The Florida State University, 1986.

This study documented the implementation of the FLFLP program as an instance of adult education in a selected rural village in northeastern Thailand. The intent was to assess the program both in relation to the context of the community in which it was implemented, and against the ideal conceptions and procedural guidelines set forth by the program designers and policy-makers of the Department of Nonformal Education. / The data obtained through fieldwork and documentary analysis suggested that the program: (1) was not responsive to the local community context; (2) deviated greatly from the ideal conceptions and procedural guidelines; and (3) failed to produce some anticipated outcomes as stated in program objectives. Some of the disparities between the ideal conceptions and the actual implementation of the program were influenced by factors inherent in the local context, such as villagers' work schedule, poor village leadership, and adherence to traditional practices and values. Others were caused by program-related factors such as the teacher's and local personnel's inefficiency, and inadequacy of teacher preparation. Moreover, individual influences appeared to interact. That is, they would influence each other as well as the disparity in question. / In addition, the researcher found two factors which contributed to the program's failure. One, the program objectives were unrealistic and the program design was not appropriate for, nor compatible with, the objective. Second, the design of the program seemed to be based on two faulty assumptions: one concerning the concept of culture, the other the concept of problem ownership. / This study joins many other studies in reaffirming the thesis that an educational program will not induce community development, unless it is a grassroots effort and unless it is part of an integrated development plan which includes the availability of various supportive facilities or infrastructures. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3636. / Thesis (Ph.D.)--The Florida State University, 1986.

The overall purpose of this study was to determine factors associated with the participation in mandatory continuing education of two groups of school nurses in Florida--those employed by local Boards of Education and those employed by Public Health Units. Three research questions guided the study: What is the association between type of school nurse and selected demographic, institutional, situational, and dispositional variables? What is the association between type of school nurse and participation in mandatory continuing education?, and What is the association between type of school nurse and participation in mandatory continuing education when controlling for selected demographic, situational, institutional, and dispositional variables? One hundred fifty-four registered school nurses from both groups were requested to respond to a thirty-nine item mail questionnaire. / The three research questions were analyzed using the Chi-Square Test of Independence. In research question one, there were significant associations between type of school nurse and income, membership in professional associations, work commitment, and attendance at more educational programs after continuing education was mandated. For research question two, no significant associations were found between type of school nurse and participation in mandatory continuing education. / For research question three, it was found that age--51 years or over, basic nursing preparation--diploma, membership in professional associations, and professional experience as a school nurse--four to seven years, influenced the association between type of school nurse and participation, when measured by number of content areas. The association between type of school nurse and participation, measured by number of providers, was influenced by income--$15,000 or less, no membership in a professional association, and work commitment--one to two schools assigned per week. None of the selected demographic institutional, situational, and dispositional variables influenced the association between type of school nurse and participation, when measured as number of educational programs attended. None of the institutional variables selected were significantly associated with type of school nurse, and did not influence the association between type of school nurse and participation in continuing education. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1575. / Thesis (Ph.D.)--The Florida State University, 1986.