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The purpose of this study was to determine the need for development of educational materials for beekeepers by evaluating the following: the current status of the management of honey bee colony genetics in the United States; the self-perceived information needs of beekeepers; and the most acceptable formats for educational materials. The sample defined was 255 hobbyist, part-time and commercial beekeepers that were registered participants at national and regional beekeeping association meetings during 1990. Results indicated that commercial beekeepers prefer different formats of educational materials than hobbyist and part-time beekeepers. Other important findings include the following: (1) few beekeepers manage colony genetics, (2) beekeepers that do not manage colony genetics would be willing to manage colony genetics if their operations were threatened, and (3) self-perceived information needs appear to reflect a response to self-perceived threats. Additionally, beekeepers in all classes indicated that research findings were not presented in an acceptable format.

This study compared socio-economic variables of participants, drop-outs and non-participants, of the Polk County, Florida, Adult Basic Education (ABE) program. Ten variables were compared and relationships noted. The variables were sex, age, race, marital status, educational level, occupation, income, family size, urban/rural status and legal status. The investigator formulated a null hypothesis for each variable. The methodology included a personal interview using a descriptive survey instrument. Following data collection, the information was analyzed using Chi-square and a .05 alpha level of significance was set for rejection of the null hypothesis. Eight were rejected and two failed to reject. / Data analysis showed that there was no relationship between sex or family size and participation, dropout, and non-participation. Significant relationships were established between participation, dropout, and non-participation and all other variables examined. The findings duplicated the participation profile of the typical adult basic education student as found in the review of the literature of this study. / Recommendations included the addition of an adult day school to alleviate the dropout rate, as well as adding child care and transportation services to adult education programming. Intensive person-to-person recruiting to attract students defined as "most-in-need" and minorities was urged. The relevancy of what is being taught should be reviewed in light of some dropout claims that needs were not being met. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1794. / Thesis (Ph.D.)--The Florida State University, 1982.

This study hypothesized that distance education students who received regularly scheduled tutoring from trained subject-matter-experts via either telephone or electronic-mail would have significantly higher completion rates, learn significantly more, take significantly less time to complete their training program and be significantly more motivated to participate in future distance education programs. The study was designed as a pre-test-post-test nonequivalent control group experiment with one control and two experimental groups. Data was gathered using student pretests, postests, pre-motivation instruments, post-motivation instruments, on-line management routines, diaries and on-site interviews. ANOVA, t-tests and correlations were used to measure significance. / During the ten week study, 51 military reserve recruits in three different locations completed their basic Anatomy and Physiology training using an individualized computer-based training program. The control group was given no tutorial assistance unless they personally requested it. Students in the first experimental group were only given tutorial assistance if they failed a module test or were falling behind their peers in the amount of time it took to study a module. Students in the second experimental group were contacted by the tutors once every four hours of study time or once a week. Students and on-site supervisors in all three locations were counselled not to provide any in-house tutorial advice to the study participants. / The study found that regularly scheduled tutorial assistance made a significant difference in distance students' course completion rates and motivation towards distance education, but no significant difference in student learning or the amount of time to complete the study across the three groups. The study concluded that scheduled distance tutoring interventions had some positive effect on distance students, but distance education providers must carefully weigh the costs of establishing a tutor intervention program. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2685. / Major Professor: Robert K. Branson. / Thesis (Ph.D.)--The Florida State University, 1994.

The current prevailing perspective in curriculum design in art education is the discipline-based model. This model focuses on teaching art as a discipline with distinct methods within general education and within the context of aesthetic education. Four parent disciplines, aesthetics, art criticism, art history, and art production, are taught by means of a formal, sequential, curriculum across grade levels the same way other academic subjects are taught. Discipline-based art education has been mentioned in terms of its applicability to children, youth and public schools. Little at present has been discussed regarding DBAE for other learner groups and its application to nontraditional educational settings. / This qualitative study sought to develop a model that included elements of a discipline-based approach in a setting other than the ones traditionally in place in public and private school settings. The study's specific focus was on older learners in senior citizens centers. / The model was developed through a synthesis of information collected in three specific data sets utilizing qualitative methodologies. The data sets included: (1) a comprehensive review of literature in related disciplines; (2) an examination of a senior citizens center; and (3) an investigation of model development as it relates to process evaluation. / The model was developed by combining two approaches to model design through an integrated systems approach. If implemented, the model should provide programs with elements of discipline-based art education in senior centers, thereby creating and enhancing more meaningful aesthetic experiences for the program's participants. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2076. / Major Professor: Betty Jo Troeger. / Thesis (Ph.D.)--The Florida State University, 1988.

Most postsecondary institutions use techniques for assessing or validating extrainstitutional learning. The three major types of extrainstitutional learning are learning that is assessed by credit-by-examination programs, training for which credit is recommended by the American Council on Education, and experiential learning that is assessed individually. These techniques apply most to adult students who will make up 47% of college students by 1990. This study compared academic achievement of nontraditional students who had significant amounts of extrainstitutional learning with achievement of traditional students. The subjects were graduates of a university college program over an 8-year period. Achievement was measured by quality point average and other ways. Achievement of nontraditional students did not differ significantly from that of traditional students. There was negligible correlation between either age or number of extrainstitutional credits with quality point average. These findings empirically supported current national policies and institutional practices regarding recognition of extrainstitutional learning. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3681. / Thesis (Educat.D.)--The Florida State University, 1986.

This study examined the relationship between various socio-demographic and adult learning factors, and the acquisition of personal computer competency. Concerns addressed were the lack of a general computer competency inventory, and the relationship of the acquisition of personal computer competency to the following: self-directed versus formal organized adult learning, personal characteristics, reasons expressed for desiring competency, obstacles encountered, and resources used in gaining such competency. / Fifteen null hypotheses were formulated, and two instruments were constructed: the Bersch/Barrett Personal Computer Competency Inventory (PCCI) for estimating an individual's general level of personal computer competency; and survey questionnaire, for eliciting socio-demographic and adult learning data. Subjects included adults throughout Alaska known to have purchased Apple computers in a 12-month period during 1986-87. / Self-reported levels of competency coincided closely with individual scores from the inventory. Significant associations were found between competencies acquired and (a) male gender; (b) length of ownership and use; (c) computer cost (barrier); (d) reading materials, trial and error, and user groups/networks (resources). Ownership showed a male bias of 2-1. Cost and time were the two largest problems for adults learning to use computers. Self-directed learning was the dominant means through which the majority of participants acquired computer competency. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3989. / Major Professor: Sydney Grant. / Thesis (Ph.D.)--The Florida State University, 1990.