Purpose. The purpose of this study was to describe the Educational Programs of the eight National Urban League affiliates in Florida. Specifically, the study determined the educational impact of the affiliates of the National Urban League as perceived by selected personnel and program participants. / Procedures. A survey was conducted of the 8 Florida affiliate directors, 16 educational staff members identified by the directors, and 40 participants--5 program participants from each affiliate. The affiliate cities were: Tampa, Miami, Jacksonville, Tallahassee, West Palm Beach, Ft. Lauderdale, Orlando, and St. Petersburg. / Through the utilization of a survey instrument, information was gathered to determine the organization, nature of the offerings, instructional methods and materials used, outcomes, and evaluation procedures utilized in the training programs. / Findings. Findings of the study showed that the function of the educational organization was to increase, retain, and promote the career mobility of black Americans and the disadvantaged population. Areas of concern among educational staff (local, regional and national) and the educational offerings varied from year to year and site to site, depending on existing conditions and funding opportunities. The survey instrument revealed 26 educational program offerings. / The questions pertaining to the nature of offerings received a combined frequency average of 4.0, indicating that the program offerings were usually offered in the Urban League Affiliate cities. The instructional methods used to train participants were the same as public school methods, taking into consideration individual differences and needs. The questions pertaining to the degree of acquisition by participants of the skills, techniques, knowledge, understanding, and moral and ethical standards necessary for success in the world of work received a combined mean rating of 3.7 indicating that positve outcomes usually occurred. Outcomes were used to improve the instructional programs of the League Affiliates. / Evaluation is used as an integral part of instruction. As indicated by 92% of the respondents, evaluations were made to determine the effectiveness of instruction and to determine the extent to which objectives were met. It was indicated during the interviews that the primary purpose of the evaluation was to assure the successful development of both programs and participants. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0334. / Thesis (Ph.D.)--The Florida State University, 1982.

This study identified and validated management competencies and training needed by Florida district school food service administrators and supervisors to operate a quality food service program. Competencies were identified from literature, developd into a survey instrument, reviewed by experts, revised to incorporate suggestions by experts, and validated by respondents who also identified training needed. / The population consisted of school food service administrators and supervisors (133) from 67 Florida districts. Usable data were returned from 62 administrators and 53 supervisors (115). / The survey instrument, utilizing a Likert-type scale, contained 50 management competencies. A mean rating for importance of 2.0 or more by a minimum of 55% of the respondents and a mean rating for need for training of 2.0 or more by a minimum of 55% of the respondents were criteria used in accepting items as validated competencies. Data analysis determined: (1) Characteristics of the administrators and supervisors. (2) Degree of importance and training need for the operation of a quality school food service program of the competencies by management skill categories--technical, communication, conceptual, and human--as perceived by administrators and supervisors. (3) Rank order by importance of competencies. (4) Differences between administrator and supervisor perceptions of importance of competencies and need for training. (5) Commonalities of competencies required by administrators and supervisors in small, medium, and large size districts. / Findings indicated: (1) Respondents (89.5%) had attained a bachelor's or master's degree, with 69.6% certified in school food service; 92% had previous related food and nutrition work experience. (2) Indentified management competencies were important to the operation of quality school food service programs. (3) Administrators and supervisors considered technical skill management competencies more important than communication, conceptual, and human skill competencies. (4) Administrators perceived the need for more competencies than did supervisors. (5) Administrators had training needs in more competencies than did supervisors. (6) Competencies differed for administrators and supervisors in small, medium, and large size school districts. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0331. / Thesis (Educat.D.)--The Florida State University, 1982.

Planning, as the process of preparing for future development and effective management of resources and operations, has been practiced in most of the world spanning man's recorded history. Planning as a technical and professional field has been evolving for a century. Planning as a "teachable" discipline has been in curricula of higher education in North America since 1923. / Planning is a unique process, profession, and curriculum because of its interdisciplinary nature and pragmatic goals. It has borrowed science and methodology from architecture, landscape architecture, engineering, law, the humanities, and the social and physical sciences. / Planning education in North America has developed as cities spread into metropoli; as communities expanded essential services; and as public concern encompassed economic and social resource development, social services, environmental conservation, and urban aesthetics at all governmental scales. As the agenda expanded and broadened, education programs proliferated in number, size, and diversity. By 1978, master's degree programs numbered 85 in the United States and Canada, 21 of which offered the doctoral degree. Rapid growth brought problems of identification, definition, relevance, and increasing competition from public administration and traditional academic disciplines. This study coincides with a time of reappraisal, redefinition, and renewal of planning education. / The objective of this study is the development of a planning education program as a point of reference for educators as they reassess and redesign programs and curricula to meet future challenges. The research included a review of planning theory and practice, planning education, educational planning, and competency-based programming; an analysis of data collected for the Guide to Graduate Education in Urban and Regional Planning (Hamlin, 1978); a survey of 85 North American graduate schools of planning to update the above data through 1979 and to query chairpersons on the future of planning education; and a two-round Delphi survey of educational leaders on planning and education. / An "average" contemporary planning educational program, competency-based educational objectives, and a planning skills matrix for the 1980s are developed. Based upon the findings, a planning education program for the 1980s and beyond is proposed as a contribution to planning educational evaluation and development. / Source: Dissertation Abstracts International, Volume: 42-12, Section: A, page: 4996. / Thesis (Ph.D.)--The Florida State University, 1981.

The purposes of this study were (1) to identify the actual and ideal roles of the elementary school building-level curriculum coordinator as perceived by coordinators and their principals, (2) to compare perceptions of the actual and ideal coordinator roles with aspects of the role of the assistant principal for curriculum. To collect necessary data, statements describing role related tasks identified from the literature were developed into a survey instrument. / A total of 169 instruments were distributed by mail; 142 subjects--67 principals, 21 assistant principals for curriculum, and 54 curriculum coordinators employed in Florida elementary schools--responded, a return rate of 84%. To assist in data interpretation, structured interviews were also held with 11 additional randomly selected district and school level administrators. / Forty respondents indicated that the curriculum coordinators had a high level of responsibility for 12 of the identified tasks, which dealt with curriculum development, educational research, human relations, development of school and community relations, and instructional strategies, were identified as appropriate for the ideal coordinator role by the combined principal and coordinator groups. Tasks dealing with personnel selection and evaluation were rejected by both principals and coordinators. / No statistically significant relationships (.05) were found in perceptions of the actual and ideal responsibilities of the coordinators' role across selected variables (sex, age, position, and degree). The assistant principal for curriculum ideal role was similar to that of the curriculum coordinator, although the assistant principals did not perceive their actual level of responsibility for tasks described to be as high as that of the curriculum coordinators. / Source: Dissertation Abstracts International, Volume: 43-01, Section: A, page: 0045. / Thesis (Ph.D.)--The Florida State University, 1982.

The use of a marketing approach is an avenue open to hospitality management program administrators who will be faced in the next decade with problems related to expanding programs in an environment of decreasing resources. / The purposes of this study were to identify the administrative tasks perceived by hospitality management program administrators as being their responsibilities, to assess their perceptions of marketing applied to the tasks, and to determine educational programs and services for administrators of hospitality management programs. / A review of the related research included the four concepts of marketing philosophy, marketing applied to the nonprofit sector, the marketing role of academic department heads, and hospitality management program administration. / A survey instrument was designed to collect the data; 219 were sent to institutions offering baccalaureate degree programs in hospitality management. Of the 149 responses, 92 met the criterion representing 42.0% of the institutions polled and 89.3% of the 103 confirmed four-year hospitality programs. / The conclusions of the study were: (1) Forty-seven of the 49 selected administrative tasks were accepted by the majority of the respondents as their responsibility. (2) Thirty-nine of the 49 tasks were perceived as being marketing functions by the majority. (3) The number of marketing courses taken by the respondents did not make a significant difference in their perception of the tasks as a marketing function. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1759. / Thesis (Ph.D.)--The Florida State University, 1982.

The objective of the study was to determine the magnitude and scope of the decision-making dimension of school-based management in a rural Florida school. The focus was on the personnel involved in the decision-making process, and the identification of the factors which affected the implementation of school-based management. / The ethnographic technique of participant observation provided qualitative data about the interdependent behavior of school persons that affected a school's implementation of school-based management. Unobstrusive observations, unstructured interviews, and documents and records enabled the researcher to capture the totality of the school system and community environment. An observation model provided the basis for recording and analysing the actions of school faculty and staff relative to school-based management, distinguish policy formulation from routine administration, and determine both the mode and the breadth of the decision-making process. / A number of hypotheses were generated from the study. First, the social system of a school is influenced by both state laws and regulations, and the subtle authoritarianism of the hierarchial structure of a school district. / Second, school site personnel can be involved in a consentaneous decision-making process within the constraints of external factors that place certain responsibilities for school operations on the principal. Third, a horizontal decision-making process can exist at a school without the overt or negotiated actions of hierarchial organizational structures, and within the parameters of state laws and regulations. / Fourth, consentaneous decision making in a school can be an effective step toward limited implementation of school-based management. Fifth, a participant observation study of a school will reveal the scope of the decision-making process as related to school-based management. / Sixth, policies can be formulated by the day-to-day decision-making process, which have implications for school-based management. Seventh and last, a school can be involved in a consentaneous decision-making process which establishes policies and procedures for the implementation of both state laws and the broader concept of school-based management. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1768. / Thesis (Ph.D.)--The Florida State University, 1982.

Laws requiring public employers to bargain collectively with their employees have existed in many states for a number of years. It was not until 1974 that public employees in the state of Florida gained the right to bargain collectively. / During the first two years of collective bargaining between the teachers of Escambia County, Florida, and the school board, many conflicts developed. These conflicts resulted in the two parties not being able to reach agreement on a contract for the first two years. / Florida Statutes, Chapter 447, required the parties to collective bargaining to bargain in good faith and refrain from conduct that created an unfair advantage to either party. In Escambia County the school board, during the first two years, was found to be guilty of bad faith bargaining and an unfair labor practice by the Public Employee Relations Commission (PERC) and First District Court of Appeal. PERC and the court based their decision on the fact that the board (1) refused to deduct association dues from its employees as required by law, (2) refused to bargain collectively in good faith with the Escambia Education Association, and (3) coerced, threatened and interfered with employees and the exercise of their rights guaranteed to them by the statutes (District Court of Appeal Case No. cc245, 1977; PERC order No. 75-E-6-31 Case No. 8H-RC-754-1015, 1975). / During the second three years of bargaining in Escambia County, the board did not have a single conflict that required third party intervention. / Eight selected individuals, familiar with the bargaining process during the time period covered by this study, were asked to give their views, by way of a questionnaire, on how the bargaining process progressed the first two years compared to the second three years. There was unanimous agreement among these respondents that the board and the teachers profited over the second three years because the board approached the bargaining process in good faith with a sincere desire not to interfere with the rights of the teachers guaranteed by Florida Statute. / This action of the board resulted in the board and the teachers reaching a collective bargaining agreement during each of the second three years. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1769. / Thesis (Educat.D.)--The Florida State University, 1982.

The purpose of this study was to determine the critical competencies needed by Georgia instructional supervisors in performing effectively on the job; to validate such competencies by ratings by selected supervisory personnel; and to prioritize those competencies as to their importance for emphasis based upon the consensus of selected administrative and instructional supervisory personnel in Georgia school districts. / A review of literature, recent legislative mandates, and Georgia State Board of Education policies was made. A compilation of selected competencies emerged. A competency identification process required the submission of the statements to an outside jury for validation. A response instrument enabled the respondents to evaluate and rank each competency statement on a Likert scale of 1-5 (one, high; five, low). A taxonomy category was used to classify each competency statement. / The sample for this study included eighty-eight supervisors who worked in the Georgia Department of Education and three consortia in Georgia school districts: Cooperative Education Service Agencies (CESA); Georgia Learning Resource Systems (GLRS); and The Psychoeducational Network for the Severely Emotionally Disturbed Child (SED). / An analysis of the data resulted in the following findings: (1) Of the thirty-six accepted competencies rated as needing emphasis by the outside jury, twenty were directly related to Georgia legislation and Department of Education policies. (2) Among the twenty competencies relating to Georgia legislation and department of education policies, there were six in the affective domain, four in the knowledge domain, and ten in the performance domain. (3) The outside jury members who participated in the study validated more competencies in the performance domain as opposed to competencies in the affective and knowledge domains. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2182. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of the study, a criterion-group design, was to investigate and compare: (1) the patterns of citizen involvement/participation; and (2) the characteristics of local school advisory committees in 60 selected Florida elementary schools identified, according to state documents, as either effective or ineffective schools. / The study focused on four patterns of citizen involvement/participation and eight characteristics of advisory committees. The patterns were: Community School Activities, School Support Activities, Student Involved Activities, and Decision Making Activities. The characteristics were: Participation in Decision Making Activities, Representation of Community, Membership Groups, Selection Process, Length of Service, Arrangement of Service, Preparation for Meetings, and Provisions for Committees. / A questionnaire was constructed from a pool of statements derived from: (1) a review of pertinent literature; (2) Florida statutes; (3) the Florida Education Council; and (4) a pilot study conducted in connection with this study. The questionnaire was administered through telephone interviews with the principals of the 60 selected schools. / Mixed design analysis of variance tests (p < .05) were utilized to analyze the group differences in terms of high and low percentages of students on free/reduced lunch (income level). The Duncan multiple range test was used to locate the differences. / The analysis of data included the following among the results: (1) income level was found to be a significant factor in the differences in citizen contribution levels in effective schools, but was not found to be significantly associated with levels of citizen contribution in ineffective schools; (2) no specific patterns of citizen involvement/participation were found to be associated with either effective or ineffective schools; (3) the percent response in the advisory committee characteristics was found to be significantly higher in effective schools than in ineffective schools. / Recommendations included the following: (1) future studies of citizen/advisory involvement and participation should include middle schools and high schools; and (2) further investigation needs to be directed to the area of citizen involvement/participation in high and low income-effective schools. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1787. / Thesis (Ph.D.)--The Florida State University, 1982.

This study investigated self concept and reading achievement of experimental and control subjects. Experimental group utilized fourteen commercial cassette tapes entitled "Dynamics of Personal Growth and Motivation" as the treatment associated with 60 hours of remedial reading instruction. The control group was provided 60 hours of remedial reading instruction. Both groups were staffed with the same reading teachers. The design employed was a pretest and posttest control group with matching subjects / (DIAGRAM, TABLE OR GRAPHIC OMITTED...PLEASE SEE DAI) / Subjects for this project were fifty-eight Caucasian males enrolled in a remedial reading program during the spring and summer of 1982. The population sample consisted of equal numbers of sergeants, corporals, and privates whose ages ranged from 17 to 29 years. / The investigator provided the orientation and the administration of the fourteen prerecorded taped counseling treatment sessions, in-treatment and post evaluations to the experimental group. The pre- and posttest of the Tennessee Self Concept Scale, and California Achievement Test were administered by classroom teachers and a test administrator. / Analysis of pretest-posttest Total Positive Scale, Self Criticism Scale, Self Satisfaction Scale scores, and Total Reading Achievement scores, obtained by administration of the Tennessee Self Concept Scale and the California Achievement Test (Form A and B), indicated significant differences (at the .05 level) in affective and reading achievement between the experimental and control subjects. No significant differences were identified between the two groups with low self concept as measured by the Behavior Scale score on the Tennessee Self Concept Scale and reading achievement. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3768. / Thesis (Educat.D.)--The Florida State University, 1983.