The purposes of this investigation were to determine if there is: (1) a difference between the self-concepts of students in adult basic education (ABE) programs and the self-concepts of students in general educational development (GED) programs, (2) a relationship between the self-concepts and the levels of career aspiration of ABE students, (3) a relationship between the self-concepts and levels of career aspiration of GED students, (4) a difference between the self-concepts of ABE-GED students and the length of time spent in the programs, and (5) a difference between the self-concepts of males and females. / The two samples used consisted of 212 subjects (106 ABE; 106 GED) enrolled in adult education programs operated by a community college. The instruments used included the Basic Information Sheet, the Tennessee Self-Concept Scale, and the Occupational Aspiration Scale. Twenty teachers of ABE and GED students volunteered to participate in the study. Data were obtained from the volunteer students of these teachers through their instrument responses. / Five hypotheses were tested using the .05 alpha level of significance. The t-test was used to test the hypotheses which stated there were no differences between the self-concepts of ABE and GED students, males and females, and the length of time in the programs. The Pearson Product Moment Correlation was used for the hypotheses which stated there was no relationship between the self-concepts and ABE and GED students' levels of career aspiration. The hypothesis which stated there was no difference between the self-concepts of the two groups was rejected. The others failed to be rejected. / The findings indicated: (1) a difference in the self-concepts of ABE and GED students with the GED group reporting lower scores, (2) no relationship between self-concepts and levels of career aspiration, (3) no difference between the self-concepts of males and females, and (4) no difference between the self-concepts and time in programs. Both groups had low self-concepts and appeared to be in need of career education. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4249. / Thesis (Ph.D.)--The Florida State University, 1981.

The major purpose of this study was to explore perceptions of Southern Baptist ministers of education concerning the competencies needed for work in adult religious education. The three objectives were: to determine perceptions of ministers of education about knowledge and skill competencies useful in their professional educational activities with adults; to determine perceptions of ministers of education about the adequacy of their preparation to perform competencies needed in professional educational activities for adults; and to determine if ministers of education who have had prior preparation in adult education differ in their perceptions from those who had no prior preparation. / Data were sought from a twenty percent sample of Southern Baptist ministers of education that elicited their perceptions of the usefulness of selected adult education competencies in knowledge and skill areas as well as perception of the adequacy of their prior preparation for their competencies. / Analyses of the data indicated the following: (1) prior preparation in adult education exerted an influence, however modest, on the perception of ministers of education about the usefulness of skill competencies and little or no influence on knowledge competencies; (2) prior preparation in adult education exerts an influence, however modest, on the perception of ministers of education about the adequacy of preparation for the performance of skill competencies and no influence on knowledge competencies; (3) ministers of education with prior preparation percevie very significant differences in usefulness and adequacy of learning experiences for knowledge and skill competencies; and (4) ministers of education without prior preparation perceive significant differences in usefulness and adequacy of learning experiences for knowledge competencies and a very significant difference for skill competencies. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2434. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of the study was to identify the perceptions of the international participants in the graduate programs of adult education regarding the appropriateness and adequacy of their graduate programs as these related to their needs. The specific purposes were: (1) To identify perceptions of international students in graduate programs of adult education regarding the adequacy and appropriateness of their programs. (2) To analyze comparatively the perceptions of international graduate students with prior work experience in adult education in their native countries, and students without experience, to detect significant differences in perceptions of the two groups. / Data were sought from 120 international students in adult education graduate programs in selected U.S. institutions; 82 responded (68 percent). Respondents rated a set of competencies according to the extent they felt they had developed their skills and knowledge concerning each competency through their adult education programs. They also rated each according to their perceptions of the effectiveness of their graduate studies in developing their skills in and knowledge of that competency. / Analysis of the data indicated the following: (1) Prior adult education work experience exerted little or no influence on the perceptions of international students about the adequacy and appropriateness of their graduate programs. (2) Lack of prior work experience in adult education exerted no detectable influence on the perceptions of international students in adult education regarding the adequacy and appropriateness of their graduate programs. / In general, the two groups rated their knowledge and skill in the competencies very similarly. According to the results of the rating, development of knowledge and skills in 86.6 percent of the competencies was perceived as appropriate, and in 93.3 percent was perceived as adequate. Furthermore, no significant differences were found between the two groups--that is, those with work experience in adult education and those lacking such work experience--in their perceptions regarding the adequacy and appropriateness of their adult education graduate programs. / Source: Dissertation Abstracts International, Volume: 42-11, Section: A, page: 4686. / Thesis (Ph.D.)--The Florida State University, 1982.

The study examined the relationship between selected variables within adult educational environments. Instruments used to gather data from teachers and students in the two adult high schools of the DeKalb County (Georgia) school system included the Student Estimate of Teacher Concern-Form B, the Acceptance of Self and Others scale, and a data sheet. / The findings present relationships between teacher self acceptance and acceptance of others; student self acceptance and acceptance of others; student self acceptance and acceptance of others controlling for teacher self acceptance and acceptance of others; student estimate of teacher concern and teacher's student continuation rate; and student age, sex and race and student estimate of teacher concern and teacher's student continuation rate controlling for teacher age, sex and race. / Chi Square tests of association were used. Student estimates of teacher concern were found to have significant associations beyond the .05 level with teacher self acceptance, student self acceptance, student acceptance of others, and student sex when controlling for teacher sex. / Discussion and conclusions focused, in part, on the importance of these findings to teacher selection, student assignments to teachers, and adult educator training programs. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0901. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to determine if the adult high school program in the U.S. Virgin Islands effectively prepared participants to become fully employed, productive, and responsible citizens. Information used in the survey addressed the associations that might exist between selected demographic, educational, employment, and social economic characteristics of students and selected measures of career success which included present employment status, job category, level of income, job satisfaction, and plans for continuing education. / Methodology. One hundred ninety-seven graduates were interviewed out of a total population of 272 or a total of 72% of the graduates. Each characteristic of career success was associated with the characteristics of the graduates to determine if any associations existed. The data were collected by means of a questionnaire developed by the investigator and tested by using a Chi square analysis. The alpha .05 level was considered appropriate for determining if any significant associations existed between variables. The data were presented as percentages. / Findings. The findings indicated that the employment characteristics and career success were more likely to be associated than demographic, educational or social economic factors. Graduates who were skilled, employed, or worked in the higher paying jobs before entering ACE were more likely to be presently employed, satisfied with their jobs, earn over $150 weekly, or have plans to continue their education than others. / Conclusions. Most of the graduates of the ACE program in the USVI are females who are employed before entering ACE and continue this employment after graduation. Generally, participants expressed no plans for continuing their education beyond the high school level. Men and women tend to occupy low scale occupations assigned by sex stereotypes. Personal characteristics of graduates most often had no associations with career success. According to the data, the existing program of ACE appear to have little if any impact on career success. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 2884. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this research was to develop and test an explicit procedure for determining the relative importance of community-wide needs in adult education. Two dimensions of meaning of the term importance were conceptualized: qualitative which refers to the values placed on certain broad goals and needs relating to those goals, and quantitative which refers to the amount of actual need in the community. Priority is delegated to those needs reflecting the highest estimates on both qualitative and quantitative dimensions. The developmental process began with an initial design which was formatively developed and redesigned following two workshops held under a Title I Higher Education Act in the State of Florida. The model uses a paired comparison technique to provide each need indicator with a qualitative estimate equal to its portion of total value expressed in a goal framework. Each need is given a quantitative estimate based on present and future discrepancy sizes. Both dimensions of importance are integrated on a matrix, providing the practitioners with four need clusters of similar importance. The model was tested in a workshop comprised of graduate students in adult education at Florida State University. Results revealed a .80 Spearman level of agreement among samples using the procedure (.01 significance level). The data suggest that the model may offer a reliable and clearly delineated procedure which adequately integrates both the empirical and the underlying value bases for judging importance of needs. Additionally, the model may serve as a useful tool in participatory decision-making. / Source: Dissertation Abstracts International, Volume: 41-11, Section: A, page: 4578. / Thesis (Ph.D.)--The Florida State University, 1980.

The primary purpose of this investigation was to examine the case of Zaire in its orientation to the development of midrange educational technology which incorporates local systems of great importance in the launching of nonformal rural adult education. A second purpose was to develop and field test a simulation-gaming model as an instructional device for rural adult illiterates in Zaire. The model was illustrative of the ways in which midrange technology incorporating Zairean cultural resources can be used effectively as an instructional aid. / The research procedure consisted of: (1) Identification and analysis of Zaire's cultural patterns which may serve as educational aids in the process of communicating new ideas and information to the rural adult illiterates. (2) Review of professional literature. (3) Simulation design and field testing. (4) Implementation, data collection and data analysis. / The major findings were: (1) Zaire may be considered as having a rich infrastructure for the use of midrange educational technologies. It was envisaged that these technologies can be organized and programmed for the effectiveness of instruction, for experimentation and research that attempts to incorporate the cultural base and technological resources into systems of instruction. (2) The multistage literature review clearly revealed a strong emphasis on the instructional value of midrange technologies and advocated their use as an essential step in the process of enhancing learning. (3) The simulation-gaming model brought about positive changes in subjects' internal processes: (a) improved knowledge of cooperative principles, (b) improved attitude toward cooperation, (c) improved attitude toward writing and reading, and (d) improved "readiness" to learn how to write and read. / Viewing the several dimensions of this investigation together strengthens the conviction of the investigator that: (1) Midrange educational technologies incorporating local resources may constitute a natural basis on which to build a useful nonformal rural adult education in Zaire. (2) Attention should be drawn more systematically on these cultural systems for educational purposes. (3) Educational leadership in Zaire should exercise the midrange technology option in rural adult education and set the task of making it work. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0895. / Thesis (Ph.D.)--The Florida State University, 1980.

This study examined the effect of selected sociodemographic, psychological and instructional factors on the educational achievement of the participants in the Radio Correspondence Project, a multi-media distance education in northern Thailand. Two different core courses (Thai language and Life Experience) in the Functional Continuing Adult Education Curriculum were included in the study. A questionnaire survey was conducted with random samples of 350 participants in the Thai language course and 650 participants in the Life Experience course. / The results of multiple regression analysis showed that, in the Thai language course, previous test score and quality of radio reception had a significant effect on educational achievement. No significant effect on educational achievement was shown by the other selected sociodemographic, psychological and instructional factors including age, sex, marital status, occupation, income, number of years out of school, interest in the program, self-confidence in achievement, purposes of participation, amount of time for study each lesson, number of printed materials read, number of radio programs listened to, number of group meetings attended, access to radio, reception of prints, previous education program, preference of instructional media, and preference of learning contexts. / The findings in the Life Experience course showed that, among all selected socio-demographic, psychological and instructional factors, number of years out of school, amount of time for studying each lesson, number of radio programs listened to, quality of radio reception, and previous test score had a significant effect on educational achievement. No significant effect on educational achievement was found in the other selected factors in the study. / Concerning the effect of each specified block of variables, the findings showed that the instructional block had a significant effect in explaining the variability of educational achievement in both Thai language and Life Experience courses. The socio-demographic block had a significant effect on educational achievement only in the Life Experience course, while the psychological block had no significant effect on educational achievement in either course. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0870. / Thesis (Ph.D.)--The Florida State University, 1985.

The major purposes of this study were (1) to determine the extent to which educational managers, who have completed a behavior modeling training program, such as Interaction Management, are judged by their subordinates and by themselves to demonstrate desired skills in interactions with subordinates; (2) to assess to what extent coaching/reinforcement of principals by their superiors was provided following implementation of the behavior modeling training program, and (3) to determine the extent to which positive change in the management behavior of principals is related to the amount and quality of reinforcement/coaching they received from superiors for the use of the newly acquired skills. / The study employed a one group pre-post design. Principals employed in Florida school districts served as the subjects of the study. The principals completed the behavior modeling training program Interaction Management. Superiors of the principals were oriented with respect to the objectives of the training program, and were encouraged to coach and reinforce the principals who used the skills targeted by the training program. The management behaviors of the principals were assessed by the principals themselves, and by their assistant principals, both before and after completion of the behavioral modeling training program. / The major findings were that: (1) both the principals themselves, and the assistant principals, viewed the principals as more effective in the five types of employee-supervisor interactions after they completed Interaction Management training, (2) the principals perceived that they had received a higher level of coaching in, and reinforcement for, the use of the skills taught in Interaction Management after implementation of the Interaction Management program than before, and (3) pre-training post-training gains in effectiveness as reported both by the principals themselves and by the assistant principals, were found to be positively related to the extent to which the principals reported that their superiors coached them in, and reinforced them for, the use of the skills taught in Interaction Management. / Source: Dissertation Abstracts International, Volume: 49-10, Section: A, page: 2896. / Major Professor: George Aker. / Thesis (Ed.D.)--The Florida State University, 1988.

The purpose of this study was to determine role performance and role importance of selected training and development roles in municipal law enforcement organizations in North Carolina. The importance attributed to the training of law enforcement personnel for personal and organizational growth and development, is considered crucial in today's society. The population of interest consisted of municipal law enforcement training directors in three hundred and fifty one departments in North Carolina. The roles and competencies used were those identified in the literature reviewed (Auten, 1983; McGehee, 1961; McLagan, 1983; Lippitt & Nadler, 1979; Pinto & Walker, 1978). Data were collected using a questionnaire which was divided into three sections providing information on frequency of role performance, importance of roles, and demographic information. / The objectives of the study were operationalized through six research questions. To answer the first four questions, a Likert-type scale was used from which a ranking of frequency of performance of roles, and perceptions of importance of roles was established. The remaining two questions, relating to differences by selected organizational characteristics and personal characteristics in the frequency of performance and in the importance of roles, were answered using the Students t-test. / The findings indicated that four roles were performed often/always by 60.0% or more of the respondents. The roles identified were administers agency training, contributes to department problem solving, manages training resources, and conducts training needs assessment. The roles identified as very important were administers agency training, contributes to department problem solving, manages training resources, and evaluates training. / Overall, it can be observed that organizational characteristics do have some influence on role performance by training directors and on the importance attributed to roles of training directors. The data indicate that organizational characteristics have more influence on frequency of performance than they do on the importance attributed to roles. The data indicate that personal characteristics have more influence on importance attributed to roles than on frequency of role performance. / Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0713. / Major Professor: Irwin R. Jahns. / Thesis (Ph.D.)--The Florida State University, 1990.