Public policy concerning employment and training has increasingly focused on assuring that programs are responsive to the needs of participants in the labor force. This study explored some of the many reasons individuals in Florida enrolled in and selected particular vocational programs for training. / The benefits of such a vocational education participation study were: (1) Data are generated for local use based on information provided on a local basis. (2) Analysis of data provides insight into career ladders, geographical and occupational mobility, and entrants and re-entrants in the labor force. (3) Program planning is enhanced by the availability of current, timely, and geographically relevant occupational data. (4) Program evaluation is enhanced by the ability to study former vocational participants and determine the relevance of their training to labor force participation. / This study provides vocational educators with needed facts and information about significant elements of planning within their respective regions. The research offers local vocational educators another means by which to justify education training using current labor market employee surveys. / The purpose of the study was to analyze various factors related to differences in vocational education participation in Florida prior to and after employment for individuals in selected occupations. The data collected were used for: (a) statistical analyses of the differences in vocational education participation, (b) description analyses of age, sex, and race in relation to the selected occupations, and (c) career decision-making analyses of personal reasons given for participation in various vocational programs in Florida. / The population involved in the study were those individuals in Florida currently employed in the specified occupations. The sample came from a random selection of individuals employed as: farm equipment mechanics, veterinarian assistants, correction officers and drafters. / Data were collected by means of interviews. Chi-square and binomial proportion statistics were used to analyze the extent of participation in vocational education programs. The demographic responses were displayed in relation to employment in the selected occupations. The reasons for participation responses were grouped into the major determinants of the O'Neil career decision-making model. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4371. / Thesis (Ph.D.)--The Florida State University, 1986.

The purposes of this study were to investigate the effects of the Ragsdale Career Development Project on career maturity, locus of control and career development responsibility on secondary school students. / The efficacy of the project was measured by scores obtained from (a) the Career Maturity Inventory/Attitude Scale, (CMI/AS), (b) Career Development Responsibility Scale (CDRS), (c) the Internal-External Control Scale (I-E), and (d) subjective observations recorded by the researcher in daily sessions with students in the experimental group. / The 22 students (8 males, 14 females) selected for this study were chosen at random from a population of students assigned to a Comprehensive Employment and Training Act (CETA) project. Students were assigned at random to either a treatment group (13 students), or a control group (9 students). The Pretest-Posttest Control Group Design was utilized in the study. / The pre- and posttest scores on the CMI/AS, I-E Scale and CDR Scale were analyzed using ANCOVA and Pearson Product-Moment Correlation procedures. An analysis of the scores indicated no significant differences ((alpha) = .10) between treatment and control groups. A significant correlation (p= .05) was found between scores on the CDR scale and the I-E scale. / This finding tends to support other studies indicating that CDR scale measures locus of control in the career development domain. An examination of the case studies, however, revealed that some changes did take place in that students in the experimental group reported greater feelings of independence and decisiveness from having participated in the project. The general tone of the case study findings was that students in the experimental group had acquired greater self-knowledge and had become more mature in specific career attitudes (independence and decisiveness). / The current study primarily reinforces current findings in the literature indicating that short-term career development projects are not effective in facilitating such long-term attitudes as career maturity and locus of control as measured by the instruments utilized in this study. However, certain case study findings reported in this study lend credence to the theory that the case study approach is effective in helping teachers, counselors and others in the helping professions document attitudinal changes which might not show up using standardized testing instruments only. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 46-05, Section: A, page: 1260. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6304. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6302. / Thesis (Ph.D.)--The Florida State University, 1971.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1977. / Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 2084.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1979. / Source: Dissertation Abstracts International, Volume: 40-02, Section: A, page: 0818.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1981. / Source: Dissertation Abstracts International, Volume: 41-12, Section: A, page: 5072.

Cette etude s'inscrit dans le mouvement actuel de professionnalisation de l'enseignement scolaire; elle arrive après plusieurs travaux dont le but était de déterminer si oui ou non, à quelles conditions, en vertu et en vue de quoi l'enseignement scolaire devrait chercher la reconnaissance juridico-sociale accordée aux professions. L'enseignement scolaire étant reconnu juridiquement comme profession, quel modèle de profession doit-il adopter? Autrement dit, quelle sorte de profession l'enseignement scolaire devrait-il devenir? L'un des traits distinctifs des professions est le fait qu'elles adoptent, au moins implicitement une perspective éthique. Quelle éthique serait la plus apte à inspirer et à orienter le travail d'enseignement scolaire? Les questions qui sont au centre de cette recherche sont de l'ordre des fins; c'est pourquoi cette réflexion se situe au niveau normatif. L'approche indiquée pour traiter de questions normatives est celle de la méthode théorique ou philosophique. Autrement dit, la démarche adoptée ici est une démarche spéculative, fondée sur des données empiriques et étayées par des données de terrain, mais dont le but est de dépasser la description des choses telles qu'elles sont pour tendre vers une meilleure conception de ces choses telles qu'elles pourraient, voire devraient être. La méthode théorique ou philosophique impose, comme démarche, les étapes d'une argumentation visant à démonter la validité et le bien-fondé de la thèse proposée. Dans l'esprit de plusieurs, la professionnalisation devait répondre à l'un des plus grands problèmes de l'enseignement: le manque de reconnaissance sociale. Mais l'expérience suggère que rien n'est moins certain. Dans les provinces où la création d'un ordre professionnel est un fait accompli, il reste à déterminer l'orientation du développement d'un tel Ordre. Quatre modèles professionnels font l'objet d'une analyse, sous l'aspect de leur éthique sous-jacente: le modèle des métiers, le modèle de mission sociale, le modèle rogérien de thérapie et le modèle des affaires. L'examen de ces modèles montre ce en quoi ils ne sauraient être pleinement adequats. En effet, ni l'éthique utilitaire, ni l'éthique du consensus social, ni l'éthique de la promotion de l'individualité ni la toute nouvelle éthique des affaires ne donne à la personne la place centrale qui doit lui revenir dans l'enseignement. Étant donné que les lacunes principales de l'éthique sous-jacente à chacun de ces modèles se situent dans la place reconnue à la personne, il importait de fonder cette étude sur une pensée dans laquelle le concept de personne est richement élaboré, et pour laquelle la personne occupe la place centrale. Emmanuel Mounier présente une telle pensée. L'étude de la pensée de Mounier en montre l'actualité et la pertinence pour le sujet choisi. Cette recherche offre quelques éclairages et quelques pistes pour l'élaboration d'une éthique de l'enseignement scolaire. (Abstract shortened by UMI.)

Abstract not available.

Abstract not available.