This study (1) assessed the effectiveness of an ESOL telecourse on content area teachers' achievement of language acquisition principles; (2) determined if factors within the context of the telecourse related to adult learning, media effects, or distance education affected learning; and (3) determined if demographic factors such as age, gender, experience with LEP students, or second language acquisition affected learning. / The instrument used to assess achievement was the ESOL Language Acquisition Inventory for Content Area Teachers (LAI/CAT) developed by the researcher from the objectives of the telecourse in the absence of any standardized test. Follow-up interviews were conducted using a structured interview protocol, the Adult Learning Via Telecourse (ALVT), developed by the researcher based on models in the field. / The instruments were administered to two groups of content area teachers in a county in northwest Florida, 52 of whom had taken the ESOL telecourse and 50 of whom had no ESOL education. / The collected data were analyzed through a t-test to compare overall achievement between groups; through correlation coefficients to determine any relationship between opinions toward the telecourse and achievement; and through t-tests to compare groups on the basis of age, gender, and experience. / The findings revealed that teachers who had taken the ESOL telecourse did not score significantly higher on the LAI/CAT than teachers who had no ESOL education. There was no significant correlation between positive and negative opinions regarding media effects and distance education with scores. However, there was a significant correlation between positive opinions regarding adult learning factors and high scores. There was no significant difference related to gender, LEP experience, or second language ability. However, there was a significant difference between age groups with teachers age 44 and over scoring higher than those 43 and younger. / In summary, the ESOL telecourse did not promote learning among content area teachers regarding ESOL language acquisition, but older teachers who felt positive about aspects of the telecourse related to adult learning theory did significantly better than younger teachers who did not. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3030. / Major Professor: Frank B. Brooks. / Thesis (Ph.D.)--The Florida State University, 1995.

MODAS, an acronym for Method of Designing Action Systems (Ingham, 1972), was the method chosen for this action research project. This twelve step procedure was used to explain and control turnover (the dependent variable) of security specialists in a psychiatric hospital. / During the fiscal year 1988-1989, 34% of the security specialists voluntarily resigned from SFSH. The general resignation rate for the hospital was 24.1%. / The observed phenomena was classified as an instance of turnover. Knowledge statements from the Price and Mueller (1986) nurse turnover model were used to develop an explanatory system. Multiple methods (document analysis, survey questionnaires, interviews and observation) were used to determine which knowledge statements best explained turnover of security specialists at SFSH. The following independent variables were identified: Intent to leave, commitment, job satisfaction, distributive justice, and centralization. / A plan of action was developed, and exogenous variables identified (environmental opportunity, promotional opportunity, and general training). An evaluation mechanism was designed prior to the implementation of the plan of action. Stufflebeam's (1973) context, input, process and product approach to evaluation was selected. Pre-intervention and intervention measures (survey questionnaire) using a time-series model, coupled with monthly site visits and interviews of key hospital personnel, were the primary data gathering methods for the evaluation of the project. / The monthly intervention measures indicated the following trends: (a) increased turnover of security specialists was consistent with increased intent to leave and decreased commitment, and (b) increased job satisfaction was consistent with an increase in distributive justice, and decrease in centralization. It is possible that although commitment and job satisfaction were associated, they were also separate constructs that were influenced by independent events. / Recommendations were made in a revised plan of action to continue the action research project. Activities were designed to reinforce the developing job satisfaction and to reverse the trend of decreasing commitment. / Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2607. / Major Professor: Roy J. Ingham. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this study was to investigate the effects of action planning on transfer of training. Transfer was conceptualized in terms of intention to transfer, initiation of transfer, and overall transfer. Though not the primary focus of the study, perception of manager support for the transfer of the training was investigated as well. / The subjects were 104 employees attending in-house skills-based training courses held at three sites of a major US corporation. Nine of the 17 course deliveries were randomly selected for the treatment which was instruction in and the completion of an individualized action plan to use the training in the work environment. Transfer data was collected three months after the training using surveys and interviews. / The findings indicated that the learners who prepared action plans reported significantly lower levels of intention to transfer, and anticipated less manager support for transfer. There was no significant difference between the two groups on the measures of initiation of transfer and overall transfer. The study did show however that perception of manager support was more important than action planning in influencing intention to transfer, initiation of transfer, and overall transfer. Supplemental analysis examined the possibility that the results may have been influenced by between-group differences which were too strong for action planning to overcome or compete with. Results are discussed in light of past research, and implications for practice and future studies are presented. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4256. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1995.

Business and industry training is a growing area of practice in the field of adult education. Evaluation of the results of training is a challenge for both practitioners and scholars. A qualitative study of the nature, origin and use of indicators for evaluating training results was conducted over a two-year period in a nuclear utility setting. The study's participants were trainers, supervisors, managers, students and staff personnel. / Data collection involved in-depth interviews, participant observations, document reviews, journal writing, and member checking. Field notes were coded and categorized based on themes and patterns. Data analysis involved deriving categories and their properties, defining inclusion rules, constructing memos and models, formulating working hypotheses, and generating substantive theory. / The study posits four models, grounded in practice and integrated with theoretical literature. The first model, a Training Results Framework, provides a classification tool that is organized using three distinct types of results (performance, satisfaction, in-process) and six system levels (training, job, worksite, company, industry, society) relevant to business and industry. A Four-Stage Process Model for Establishing Indicators provides a systematic, ongoing methodology of activities and tasks involved in identifying, prioritizing, selecting and utilizing useful indicators. A Holistic Results-Oriented Training Evaluation System model emphasizes the quality checkpoints for monitoring a system of multiple indicators to determine the value added by training, and to provide feedback for continuous improvement of training quality. A Holistic System View of Planning and Evaluation model emphasizes the linkages among requirements, planning, evaluation and results at the various system levels, and the relationship of feedback to maintaining or modifying requirements for future planning efforts. / The study provides implications for theory showing how the findings support and build on the adult education field's existing knowledge base. The study's findings fill a gap in the literature on evaluation and monitoring of training/HRD in an organizational setting. The study provides practical implications for trainers, managers and industry leaders, and for professors and graduate students in adult education and HRD, and provides recommendations for future research. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4248. / Major Professor: Irwin R. Jahns. / Thesis (Ed.D.)--The Florida State University, 1995.

The General Educational Development (GED) exam provides a "second chance" for people who, for various reasons, did not complete a secondary school program. The purpose of this study was to examine the differences in salary, employment and enrollment in post-secondary education associated with completion of the General Educational Development (GED) exam, as well as an examination of differences between students who participated in formal GED preparation classes and people who were receiving public assistance. / Four null hypotheses were formulated to answer the research questions. A survey questionnaire was developed to gather data related to answering the hypotheses. Subjects included 1988-90 GED graduates in New York State. Multiple regression analysis and analysis of covariance were used to analyze the data. / Analysis of the data found that there was no significant difference in employment or salary over time following acquisition of the General Educational Development (GED) exam. However, there was a significant difference in post-secondary education enrollment. Also, there was no relationship between receiving public assistance and salary or employment. However, there were reported changes in people's lives. People reported increased self-esteem, feeling "better" about themselves and more self confident. They also reported an increase in family literacy activities, including reading to children and helping them with homework, watching the news, reading newspapers, writing letters and going to the library. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3503. / Major Professor: Mary L. Pankowski. / Thesis (Ph.D.)--The Florida State University, 1991.

A qualitative study of transfer of learning was conducted during a two-week residential continuing education course. The participants of the course were forty-four middle-management level bankers from banks in the northeast region of Canada. The course, presented by the Institute of Canadian Bankers, and entitled Banking Management, was more theoretical than skills-oriented in nature. It included a theory component involving class lecture, reading assignments and a written assignment, and a practical application component, involving a simulation game in which participants put into use the theories and concepts learned in class. / The researcher lived on-site with the participants for the entire course, observing classroom, simulation game and informal social activities. Twelve participants were interviewed during the course as to their learning experiences and thoughts about what from the course would be transferred back to the work environment. Nine of the twelve participants were interviewed in their banks six weeks following the course, at which time they were again asked about learning experiences and the learning outcomes they were using or perceived they would have an opportunity to use. They were also asked to identify those learning outcomes they considered most valuable. / Results showed that non-intended learning outcomes, especially acquisition of intra- and interpersonal skills, were most highly valued by participants. Most participants indicated that there was minimal direct application of learning outcomes back on the job. The data suggests that future research on transfer should include an exploration of the way in which learners define and use the term "transfer." The data also suggests that learning and transfer may be enhanced if provisions are made within the instructional design to validate non-intended learning outcomes and allow learners to identify uses on the job for both intended and non-intended outcomes. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0408. / Major Professor: Wayne L. Schroeder. / Thesis (Ph.D.)--The Florida State University, 1987.

Growth in distance learning calls for theory-driven research to inform the design and delivery of effective distance instruction (McIsaac & Blocher, 1998). This study used transactional distance and learner autonomy constructs (Moore, 1972; 1983) to explore a predictive model of performance in courses delivered by video-conferencing, telecourse and Internet. Previously, Chen and Willits (1998; 1999) found the underlying factors of these constructs for a path analysis of these factors and students' perceived performance. This study performed between-subjects, survey research in which students self-selected courses delivered by one of the three modalities (Internet, telecourse, compressed video) and sought to answer three research questions: (1) Is the level of either transactional distance or learner autonomy predictive of learning outcomes in distance learning courses overall? Does either interact with delivery modality? (2) Do transactional distance and learner autonomy interact in their effect on learning outcomes in distance learning courses? (3) Overall, are transactional distance and learner autonomy efficacious as the basis for a predictive model of performance for distance learning students? Subjects were 1,324 students in distance learning courses at the University Of New Orleans in fall 2003. Two hundred ninety-two students responded. A 50 item survey instrument measured the predictive constructs transactional distance (a distance of understandings and perceptions that might lead to a communication gap or a psychological space of potential misunderstandings between people), dialog between instructor and student and student and student, structure (rigidity or flexibility of course delivery and organizational aspects), learner autonomy (the learner's ability to select learning objectives, choose methods of study and evaluate progress/achievement), and learning outcomes. Learning outcomes were operationalized as the students' final course grades and students' self-ratings of performance. Multiple regression results showed dialog, structure and learner autonomy to be significant in predictive models of self-ratings of performance and grades, especially in interactions with course type (quantitative, non-quantitative) and prior distance learning experience. Higher structure and dialog tended to have a positive effect on quantitative course grades. Likewise more distance learning experience tended to predict higher grades. Transactional distance was found to predict self-ratings of performance but not grades / acase@tulane.edu

This study examined differences in attrition of 17,919 traditional-age students under the age of 25 and adults 25 and older who entered the University System of Georgia as degree-seeking freshmen during the fall, 1983. / Multi-institutional data over a seven-year period were used to compare traditional-age and adult dropout rates as well as the relationship of selected background and college academic variables to withdrawal. Chi-square analysis and analysis of variance determined significant differences between dropouts and persisters. Stepwise discriminant analyses were computed to compare the ability of the combined variables to distinguish between dropouts and persisters in the total student population and in these age groups. / Adults withdrew at a significantly higher rate than younger students, and differences were also noted in the association of background variables and withdrawal. Adult women more than men continued in this higher education system, and older whites were more likely than minorities to persist. Gender showed little association with traditional-age withdrawal, nor did race, once its relationship with other dependent variables was considered. High school GPA, SAT verbal aptitude, and SAT math aptitude showed a stronger relationship to traditional-age dropout than to adult withdrawal. / College academic variables showed little age-related differences. Younger and older dropouts were more likely than persisters to enroll in fewer hours, have lower educational aspirations, and earn a lower college GPA. / Discriminant analysis accounted for 28.4% of the variance between dropouts and persisters, whereas only 10.4% was explained for adults. The discriminant function correctly classified 78% of the younger dropouts and persisters, but only 64.07% of the adults. Discriminant analysis performed on the total population masked distinctions evident in the separate analyses of these age groups. / These findings support the contention that variables associated with younger student attrition may not relate to adult withdrawal. They thus demonstrate a need for a contingency approach in which variables related to adults are identified in order to develop appropriate responses to the specific problems of these students. / Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1659. / Major Professor: Allen Tucker. / Thesis (Ed.D.)--The Florida State University, 1991.

This study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects. / The Multicultural Ideology Scale, Instructional Materials Motivation Survey, Background Information Questionnaire, researcher-constructed Canadian Multiculturalism Knowledge Inventory and self-study module, underwent a one-to-one evaluation and a field-trial (test) run. The Kuder-Richardson 20 measure and Cronbach's Alpha defined the reliability of the instruments. Measurement and content review experts gave feedback and suggestions for revision before field testing. This phase of the study provided the necessary "pretest" data for (1) clarifying procedures, test directions and materials, and (2) estimating the effectiveness and usefulness of the final prototype. T-tests determined that the pre- to posttest gains were significant. / The main experimental research study followed a "Pretest-Posttest Control Group Design" with randomization. Descriptive and inferential statistics provided answers to the hypotheses posed. All data were analyzed at the.05 level of significance using the SAS System at the University of Manitoba in Winnipeg. / The findings of the study revealed: (1) no significant entry knowledge or attitudinal differences between majority and minority apprentices regarding Canadian multiculturalism or their acceptance of a multicultural ideology. (2) a large and significant posttest difference between the experimental group and the nontreatment control group regarding apprentices knowledge of multiculturalism after adjusting for initial baseline differences. (3) a moderate but nonsignificant posttest difference between the experimental group and the nontreatment control group regarding apprentices acceptance of a multicultural ideology after adjusting for initial baseline differences. (4) no significant posttest interaction effects between ancestry and type of group regarding knowledge of multiculturalism or acceptance of a multicultural ideology after adjusting for initial baseline differences. (5) no significant motivational module appeal difference between majority and minority apprentices. / The conclusion was drawn that the same or similarly designed instruction provides one avenue to fostering multicultural behaviour change in learners in trade apprenticeships. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1228. / Major Professor: Hollie Thomas. / Thesis (Ph.D.)--The Florida State University, 1995.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Printout. Vita. Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0438. Adviser: Rose Mary Cordova-Wentling. Includes bibliographical references (leaves 158-164) Available on microfilm for ProQuest Information and Learning.