The purpose of this study was to assess the successful placement of child care training programs in secondary and post-secondary schools in the State of Florida and determine what factors contributed to the placement record. / Two methods of data collection was utilized. These were: Florida Education and Training Placement Information Program (FETPIP) computerized data file and original data from a survey based upon the review of literature. / Job related placement (JRP) rates for program completers were calculated. The number of JRP'S, wage information, jobs held, race, sex, etc. was extracted from FETPIP data file. Data was discussed and displayed in tables. / The major findings were: that all child care training program (types) were non-successful when success was defined by the State of Florida as 70 percent job related placement. Significant relationship existed between: (a) levels of programs and JRP, (b) two types of child care programs (Child Care Supervision and Child Care Center Operations) and JRP, (c) support from school personnel and JRP, (d) wage and JRP, and (e) information on job openings and JRP. All other variables proved non-significant related to JRP. / The findings of this study may be incorporated into existing child care training programs to improve job placement rates, the quality of programs, and services offered to program completers. / The population and sample consisted of all students in the State of Florida who had valid reported Social Security numbers who were completers of secondary and post-secondary vocational home economics child care training programs during the 1990-91 school year. The teacher population consisted of 102 vocational home economics teachers based upon a list obtained from the Florida Department of Education. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1331. / Major Professor: Clyde F. Maurice. / Thesis (Ph.D.)--The Florida State University, 1995.

<p>The primary objective was to show the important need of academic skills, specifically general education coursework, to the effectiveness of the technician&rsquo;s expertise in the field of automobile repair. Additionally, I emphasized that one of the keys to the quality of the technician&rsquo;s education is the method of instruction analyzed through Henschke&rsquo;s Five Building Blocks. </p><p> I communicated with 35 diversely selected and cooperative employers located in the Midwestern section of the United States. I obtained this arbitrary selection from the Yellow Pages of this region. I conducted personal visits to their locations at which time I informed them of the purpose of my study. Also, I performed an interview with the appropriate supervisor or manager. I acquired the degree requirements for the automobile repair technology programs at 19 regional postsecondary institutions and analyzed their contents. </p><p> I listed and assessed the employee requirements the employers conveyed to me. I noted the objectives of the academic courses included in the technical programs. I compared the employers&rsquo; needs with the educational institutions&rsquo; offerings to determine if and where there was a mismatch between the two entities. I judged and analyzed these findings in accordance with the specifications of the national <i>WorkKeys</i> research tools that indicated the following competencies at various levels: &bull; Applied Mathematics; &bull; Workplace Observation; &bull; Applied Technology; &bull; Locating Information. <i> WorkKeys</i>, the foundation of the National Career Readiness Certificate, is a job skill assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce. </p><p> I identified specific contributions academic courses provided to the instructional areas of automobile repair technology. Additionally, further research into increasing academic course content is justifiable by the employer representatives&rsquo; responses in this study. </p>

<p> Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters learn informally in the workplace and how that informal learning was manifested. A qualitative multi-case research study of six full-time career firefighters employed by a fire department in New York State was conducted. Data were collected through field observations, interviews, and document analysis. The data were analyzed using grounded theory analysis as detailed by Charmaz (2006). Several themes emerged from the data analysis revealing how firefighters learn in the workplace. Findings indicate that firefighters learn necessary workplace information through both formal and informal learning practices. Firefighters learn formally in the workplace by (a) attending the fire academy, (b) participating in the in-service training programs, (c) taking external fire service courses, (d) attending college-level fire science programs, and (e) teaching and instructing. Firefighters learn informally in the workplace (a) through practice, (b) from each other, (c), through self-directed learning activities, and (d) from prior exposure to the fire service. These findings highlighted a complex, hybrid interaction between formal and informal workplace learning activities. The findings present implications for both fire service practice and policy. Findings from this study suggest workplace learning may be enhanced through training fire officers to identify and foster firefighter's informal workplace learning practices. The policy implications for fire department managers and trainers include improving firefighter informal learning in the fire service through the provision of support, resources, and time for learning activities as well as by developing mechanisms to record and document the time spent on informal learning activities. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0585. Adviser: James Rounds. Includes bibliographical references (leaves 59-66) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4682. Adviser: K. Peter Kuchinke. Includes bibliographical references (leaves 114-122) Available on microfilm from Pro Quest Information and Learning.

Thesis (doctoral)--Universität Bern, 1929. / Includes bibliographical references (p. 158-160).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 139-149).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Indiana University. / Bibliography: p. 251-252.

Abstract not available.