During the past two decades, productivity levels in the U.S. have fallen and performance of workers has been affected by changing expectations toward work. The quality circle process has been used successfully to address problems of decreased productivity and worker dissatisfaction. An examination of the quality circle process revealed the decision making skills of participatory management. This study was designed to determine if those skills are included in Florida's vocational education curriculum and what skills industry would like to see added to the public school curricula. / Specifically, the study was designed to seek answers to the following questions concerning the decision making skills and techniques of participative management: (1) What skills are included in Florida's vocational curriculum? (2) What skills is industry requiring of workers? (3) What training is industry providing its workers in these skills? and (4) What skills would industry want public sector vocational education to provide in its curriculum? / Vocational Education Program Courses Standards and Industrial Education Career MAPs were reviewed to determine the skills of participatory management presently included in the curricula of Florida's vocational programs. The review revealed tasks supportive of participatory management skill development but specific reference to quality circle training was found in only two vocational program MAPs. / The population of the study included 38 organizations in Florida which had been identified as having implemented Quality-of-Work-Life programs following the quality circle philosophy. A questionnaire was mailed to "training directors" in these organizations to determine answers to Questions 2, 3, and 4 concerning a list of 25 skills which had been compiled through the literature review. / An analysis of data based on a return of 58% revealed consensus as follows: (a) more than 50% agreed that 16 of the 25 skills were required of employees; (b) more than 50% agreed that 21 of the skills are included in their employee training; (c) 60% or more agreed overwhelmingly on provision of training in these skills by public sector vocational education in Florida. / Recommendations were made to include participatory management training in the vocational education programs in Florida. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4278. / Thesis (Ph.D.)--The Florida State University, 1986.

This study determined whether military instructors would be less prone to alter systematically designed instructional procedures that had been changed to compensate for their stated needs and concerns than instructional procedures that had not been so altered. The secondary purpose of the study determined the instructional effectiveness of systematically designed instruction that was altered to compensate for instructor needs and concerns. / The study was conducted at the US Army Military Police School, Ft. McClellan, Alabama. An existing instructional module was revised using the military instructional design procedures. The revised instruction was termed the standard instruction. A focus interview was conducted with seven instructors to identify instructor needs and concerns regarding the instructional procedures contained in the standard instruction. Using instructor input obtained during the focus interview, changes were made to the instructional procedures and materials of the standard instruction. The revised standard instruction was termed the instructor-altered instruction. / To measure the amount of alteration the instructors would make in the instructional procedures, two alteration questionnaires were administered to the instructors; one for each version of the instruction. Sixty-five instructors completed the standard instruction questionnaire and 61 completed the instructor-altered instruction questionnaire. / T-test results for instructor responses on the alteration questionnaires were statistically significant. The hypothesis was supported, i.e., instructors would alter the instructor-altered instruction less than the standard instruction. / The instructional effectiveness of the instructional procedures was measured by administering a criterion referenced posttest after the instruction had been presented. A total of nine groups of students (n = 657) were administered the posttest. Of these nine groups of students, five groups (n = 309) received the standard instruction and four groups (n = 348) received the instructor-altered instruction. / Results of a ANCOVA revealed no difference in student performance for the two versions of the instruction. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4278. / Thesis (Ph.D.)--The Florida State University, 1986.

This dissertation is intended as a contribution to reading theory. It attempts to provide a linguistic and psychological answer to the following question: "On what basis do readers infer meaning from context?" / There are several problems with the present theories of reading. Not only are they characterized by a mistrust for the findings of the formal linguist (Smith, 1978, p. 78), but, apart from directing attention to the issue of inference, little attempt is made to characterize its basis or nature. A distinction ought to be made here between 'process models' and 'structural models'. A model of inference is proposed which attempts to reconcile the structural descriptions of linguistics with the process requirements of reading theory. / Chapters 1-3 present the theoretical background to the present model. This is a synthesis of the relevant fields, and is loosely divided according to subject: logic and linguistics (Chapter 1), psychology and verbal memory studies (Chapter 2), text and discourse analysis (Chapter 3). Each make the case for a model of verbal inference based upon situational entailments. / In presenting a new model there is a clear need for empirical validation. The quantitative section of this study describes an experiment involving 800 Haitian and Hispanic subjects. On the basis of our model, hypotheses are made for the distribution of their scores on the 'cloze procedure', a test instrument widely used for the assessment of reading. Texts were randomly selected from a public library and cloze procedures constructed by the arbitrary deletion of every twelfth word. For two of our hypotheses, the results strongly confirmed the predictions of our theoretical model (X('2) < .001). / The implications of these results are believed to be important. The concluding chapters (Chapters 6 and 7) present experimental conclusions and conjectures of general interest to reading theory, materials development and syllabus design. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0553. / Thesis (Ph.D.)--The Florida State University, 1987.

The relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the decoding section of the Wide Range Achievement Test (WRAT). Vocabulary knowledge was measured by the vocabulary score from the Comprehensive Test of Basic Skills (CTBS). Reading comprehension, the dependent variable, was measured by (a) a multiple choice Cloze #1 Test which contained high frequency words at a fourth grade level; and by (b) an altered multiple choice Cloze #2 Test which contained a portion (up to 10 percent) of low frequency (unfamiliar) words. Significant correlations were found among the variables of interest. / Comparisons were made among several of the correlations. It was found that (a) the correlation between decoding skill (MLAB) and Cloze #2 was significantly lower than the correlation between vocabulary (CTBS) and Cloze #2; and (b) the correlation between decoding skill (MLAB) and Cloze #1 was significantly higher than the correlation between the same measure of decoding (MLAB) and Cloze #2 ((alpha) = .01). / Multiple regression analyses yielded the findings that (a) decoding made a significant contribution to reading comprehension (high frequency words, Cloze #1) when vocabulary was controlled; (b) vocabulary made a significant contribution to reading comprehension (high frequency words, Cloze #1) when decoding was controlled; (c) decoding did not make a significant contribution to reading comprehension (low frequency words, Cloze #2) when vocabulary was controlled; and (d) vocabulary made a significant contribution to reading comprehension (low frequency words, Cloze #2) when decoding was controlled. / The results indicate that students depended on both decoding and vocabulary for reading comprehension in Cloze #1. In contrast, the students were more dependent on their vocabulary knowledge in the comprehension of Cloze #2. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3802. / Thesis (Ph.D.)--The Florida State University, 1982.

The effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer. / The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module group on the near and far transfer tests. The spaced and varied practice group scored higher on the two dependent measures than the transfer module group. The difference between the combination treatment group and the transfer module group was found statistically significant on the near transfer test. / Essential and supportive procedures used to improve the success and the breadth of the transfer performance were suggested. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2227. / Thesis (Ph.D.)--The Florida State University, 1982.

The study investigated the relationship between personality variables found in the Comrey Personality Scales (CPS) and other learner factors (foreign language aptitude, verbal intelligence, attitude and motivation) and success in the study of a second language. / Subjects were given the following tests: Comrey Personality Scales (CPS), Modern Language Aptitude Test (MLAT), Lorge-Thorndike Intelligence Test (LTIT), and Attitude Motivation Questionnaire (AMQ). Information was also used regarding major, second language studied, second language experience, and sex. / Stepwise multiple regression and other analyses were conducted using variables from the tests, Course Grade, and control variables sex, prior language experience, major, and language studied. / Results indicate a significant relationship among personality variables and second language success beyond the .05 level. A statistically significant (p < .01) model for predicting success in the study of a second language was established. / Personality was a rather weak predictor of success in the study of a second language when used alone. However, when personality was utilized in the predictor model with language aptitude, verbal intelligence, and attitude/motivation, its unique contributions were statistically significant. / The researcher believes that the results of this study provided insights into the relationship among personality and other learner variables associated with success in the study of a second language. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3805. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions. / Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the objective, the stimulus, and assessment. Groups 2, 3, and 4, the experimental groups, received the successively added independent variable events of providing learner guidance, stimulating recall of prerequisite skills, and practice and feedback. The dependent variables were the proportion of students who scored 80% or better on the posttest, which was given immediately following the treatment, and the retention test, which was administered one week following the treatment. / Chi-square analysis of the data revealed no differences among the groups on either the posttest or retention test. Further analysis revealed no differences in performance across treatments or within any particular treatment groups due to sex or grade of the subjects. The sequential addition of learner guidance, recall of prerequisite skill, and practice and feedback to instructional programs did not affect the proportion of students who reached mastery of the rule for dividing mixed fractions. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3807. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to examine the procedures and requirements of a formative evaluation conducted on instructional materials designed for a U.S. population, but which also have potential use by a population of another country. The study involved two target populations, the United States and Brazil, and focused on determining if different cultural reactions are discernible through a formative evaluation process. / The methodology consisted of performing three formative evaluations: one-to-one, small group, and field trial. / The principal findings were: (1) The instructional revision decisions that were made based on the U.S. learner feedback were equally as relevant as the instructional revision decisions made on the basis of the Brazilian learner feedback. The format revision decisions made based on the U.S. learner feedback were related more to typographical errors than those format revision decisions made on the basis of the Brazilian feedback. The content revision decisions based on U.S. learner feedback were less useful than the content revision decisions made on the basis of the Brazilian learner feedback. (2) Of the 90 revisions made in the materials used by the U.S. learners, 10 were related to instructional changes, 79 regarded format aspects, and only one related to content modification. In the case of the Portuguese version, of the 59 modifications carried out, 11 were in relation to instructional aspects, 43 to format elements, and 5 regarding content revisions. (3) The analysis of the post-test scores (ANOVA test) determined that there was no significant difference in terms of achievement (F(1.56) = 0.5, p < .05). The U.S. learners attained an average of 7 out of 24 objectives, and the Brazilian learners 8 out of 24 objectives. Eighty percent of the students in both groups missed the same six objectives and only one of the objectives was achieved by both groups. Both groups showed a neutral attitude toward the materials. (4) The formative evaluation is a useful tool in identifying differential cultural responses to instructional materials. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3275. / Thesis (Ph.D.)--The Florida State University, 1984.

A study of a sample of 93 randomly selected Island-born 12 and 13 year old Puerto Rican students who received 0, 1, 2-3 or 4-5 years of prior native language (L(,1)) instruction in Puerto Rico was carried out in 1983 within a Chicago public school district characterized by its high concentration of students of low socioeconomic status. The purpose of the study was to determine the relationship of English reading achievement of 12 and 13 year old Island-born Puerto Rican students and the number of years (0-1, 2-3 or 4-5) of formal first language schooling they received in Puerto Rico before migrating to the United States. A questionnaire was used to gather information about the students' prior L(,1) schooling in Puerto Rico and their 1982 English Achievement Scores for reading and mathematics in the Chicago public schools. One way Analyses of Variance were run. Reading and mathematics scores were examined to determine if any significant differences existed between the scores obtained by students whose mother had received a primary school education and those who had received a secondary school education. The scores were also examined to determine if any significant differences existed between the scores for reading and the scores for mathematics as they relate to the number of years of L(,1) schooling the students received in Puerto Rico (1, 2-3 or 4-5). Scores were then examined for differences in relationship to the school setting in which the schooling was received (urban or rural). Two way Analyses of Variance were conducted to examine the interaction of the two independent variables, number of years L(,1) schooling and educational setting, with each of the dependent variables, reading and mathematics achievement. No significant differences were found at the .05 level of significance. The six null hypotheses on the reading and mathematics achievement / could not be rejected. Neither prior L(,1) schooling in Puerto Rico nor the educational setting in which the schooling was received showed a significant relationship to student achievement. / The study supports the Ramsey and Wright (1974) findings of no academic disadvantage for the arriving 6-7 year old children. The Baral (1979) and Lazos (1981) findings of no academic advantage for the recently arrived immigrant students are also supported. / Findings from this study suggest that language minority students of low socioeconomic status could benefit from spending more than 3-4 years in a bilingual program even with a differentiated curriculum. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI / Source: Dissertation Abstracts International, Volume: 45-10, Section: A, page: 3064. / Thesis (Ph.D.)--The Florida State University, 1984.

This study analyzes 220 free-writing responses of students. A high correlation exists among the scoring by the investigation team and two reliability correlation teams. (The criterion style sheet is included as "Appendix A.") / Each skill needed is tested for statistical significance between and among grade level means for frequency of need and percentage of correct use. The skills are ranked by grade level means for each of the two categories in three groups: combined capitalization and punctuation skills, only capitalization skills, and only punctuation skills. A sequence of skills is identified from those skills for which there are sufficient data for one-way analyses among grade levels and which also occur across grade levels in the top halves of the ranked grade level means for frequency of need. / Persons for whom this research may hold the greatest interest are persons who share in the responsibilities for curriculum development and evaluation in the areas of capitalization and punctuation, but who do not have the privilege of direct contact with students. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3272. / Thesis (Ph.D.)--The Florida State University, 1984.