Much information is available in the field of Apiculture, some technical and some practical. It would appear, however, that there is justification for an attempt to provide information of a practical nature for use in high school Vocational Agricultural classes. Available publications either are too comprehensive or do not contain sufficient material for students of Vocational Agriculture who wish to study beekeeping. It is the intent of this thesis to consolidate and organize factual information for class use by teachers, to suggest a few student problems and activities, and to develop a course calendar of units for study. A detailed discussion of only one type of honey production is presented; but from this type (bulk-comb honey) any other form of honey production may be developed. / M.S.

The purpose of this study to bring into clearer focus problems incident to articulation and of seeking ways by which to solve some of those problems, specifically related to the transition from elementary to high school. To serve as a subject for such a study, a complex of schools was chosen which included a number of elementary schools associated with one central high school. / M.S.

The influence of systematic information interventions on black high school students in Virginia was examined in this study. The State Council of Higher Education in Virginia (SCHEV) sponsored a series of information intervention activities since 1982 to influence black high school student aspirations for college. This study was designed to examine influences on college aspirations attributable to the SCHEV activities. A survey originally designed by SCHEV and the Department of Education was modified to collect data from 1151 black graduating seniors from representative high school districts in Virginia. The data were analyzed by cross-tabulation and chi square procedures. Results of the analyses suggested that one information intervention—Better Information Workshops—had more influence on college aspirations than other interventions, including published brochures, videotapes/cassettes, and public service announcements. Respondents indicated that their aspirations were influenced significantly by parents, other adults, guidance counselors, peers, and teachers. Almost 70% of the respondents would be first generation college students. In addition, fewer males than females were found to aspire to college attendance. / Ed. D.

Increased interest and growth in cooperative activities is indicated in vocational agricultural instruction by the fact that thirty-seven percent of the cooperative participating classes, as reported in the questionnaire replies, started their cooperatives during the forties. Additional need and interest was further indicated in that thirty percent of the reporting schools expressed intention of sponsoring new or additional cooperative services in the near future. Furthermore, since eighty-four percent of the reporting agricultural teachers expressed a desire of having cooperative material presented during their summer short course, a positive interest and growth trend is shown. This indicates either a growing cooperative interest at present or an expected growth when our production catches up with demand and prices drop. It further indicates that cooperative interest is starting at the bottom with the future farmers, farmers, and agriculture teachers. This is believed to be the successful starting point. It is concluded that the need for additional organized services in the school communities is abundant as was indicated by eighty-two percent of the reporting teachers. Also that it is possible for cooperatives to supply a large percentage of these needed organized services according to the belief of ninety out of 103 teachers who answered this question. After studying the problems mentioned in summary statement number 32, the writer concurs with the belief of the agriculture teachers in that it is possible for cooperatives to supply a large portion of the needed organized services in agricultural school communities. / M.S.

The purpose of this study was to investigate the effects of two career orientation and exploratory programs on the vocational maturity level of seventh grade students. Two independent variables involving type of program and length of program were manipulated by the researcher by using a 2 x 3 factorial design to analyze adjusted treatment effects upon the dependent variable of vocational maturity. The experimental groups were composed of seventh grade students participating in the"Careers and You" and"Interest Block" programs, while the control group consisted of students in band and/or choir who did not receive instruction in either of the two treatment groups. The participants selected for the study were students from four junior high schools within the local school division. Each participant was pretested on both the Career Development Inventory and Career Maturity Inventory Attitude Scale test instruments. Results of the pretest mean scores for the groups indicated significant differences on the CMI Attitude Scale scores between the"Careers and You" and"Interest Block" groups. Inasmuch as the strength of the difference was small (R² = 0.04), valid posttest comparisons were felt to be statistically appropriate. One-half of the participants in the three groups were posttested on the CDI and CMI Attitude Scale at an 18-week time interval, while the remaining participants were tested at the end of a 36-week interval. Posttest analysis was conducted using a two-way analysis of covariance, with the pretest scores being used as a covariate to adjust for group bias and to add sensitivity to the dependent variable measure. Nine hypotheses were tested at alpha equals .05 with the following results: The first six hypotheses dealt with comparisons among the three groups on the Total Scale of the CDI and the Attitude Scale of the CMI. Because the F values showed no significant group effect, hypotheses one through six failed to meet the rejection criteria. Null hypotheses seven through nine pertained to effects of the length of program within the various groups. Results indicated by both the CDI and Attitude Scale of the CMI were not significant. Therefore, hypotheses seven through nine failed to meet the rejection criteria. / Ed. D.

In the last five years federal attention has addressed the provision of services to handicapped learners through interagency collaboration. This has been one result of The Education for All Handicapped Children Act and guidelines delineated by the Education Division General Administrative Regulations. The literature is replete with information regarding interorganizational relationships, programmatic models and evaluation studies relative to other service areas. Few studies have examined special education 1 s involvement in the interagency arena. The purposes of this study were to identify: (1) decision points utilized in developing collaborative efforts; (2) problems encountered during the developmental and operational phases; and, (3) solutions and resources utilized to overcome these difficulties. Other information as it related to the developmental process also was obtained. Three data collection strategies were used: (1) state agency interviews; (2) local agency interviews; and (3) state-wide mailed survey. Interviews were conducted by the researcher with state and local representatives from Special Education, Corrections/Juvenile Courts, Rehabilitation, Mental Health/Mental Retardation, Health and Social Services. Survey instruments were sent to area, regional and local agency offices throughout the state. The data revealed that certain steps were used in planning a collaborative effort. The steps were: (1) determining need; (2) defining the population; (3) identifying and contacting agencies serving the target population(s); (4) defining program policies and service responsibilities; and, (5) comparing programs to identify gaps and overlaps. The data indicated that problems of communication, territorial ownership, funding and lack of clearly defined roles and responsibilities were present during both the developmental and operational phases of collaborative programming. Resolution strategies which were identified as being used most often by respondents were negotiation and persistent communication; resources included the individuals involved in the difficulties or other staff members as was necessary to resolve tHe problem(s). Other related findings confirmed information obtained through testimony and found in the literature relative to the ties which keep agencies working together and the driving and restraining forces to interagency collaborative programming. The data also indicated that respondents consider multiple agency delivery of services as being efficient, effective and generally successful in providing services for handicapped learners. Finally, recommendations for interagency collaborative programming were offered by state and local interviewees. It was concluded that interagency collaboration was not a well defined process. The lack of evaluation procedures contributed not only to the lack of definition but to the continual resurfacing· of develop- mental and operational problems. Finally, the solutions and resources utilized to solve the problems were not always appropriate or sufficient to resolve the difficulties. Thus, it was recommended that state and local personnel be inserviced on: (1) the service requirements and responsibilities governing their respective agencies; (2) the summative and formative aspects of interagency collaborative programming; and, (3) conflict management, problem resolution and use of a third party as problem solving techniques. Finally, it was recommended that state agencies jointly develop, disseminate and inservice local personnel on the procedures and steps necessary to developing and operating an interagency collaborative effort. / Ed. D.

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The summary of the data was presented in five major divisions: 1. The summary of the background data. 2. The summary and conclusions of the extent of the turnover. 3. The summary and conclusions on the location on the turnover. 4. The summary and conclusions of the effect of marital status and sex on the turnover. 5. The summary and conclusions of financial, administrative, teaching experience and certification, health and normal advancement, and miscellaneous other reasons for the turnover. In summarizing the data and drawing the conclusions the writer adhered to two considerations: (1) The questions of the problem should be clearly answered from the data analyzed. (2) The summary and conclusions should reveal clearly to others the result of methods and questions used in this study, which might prove beneficial in future studies of this kind. / Master of Science

M.S.