This exploratory study examined the rationale for and the meaning of state government productivity; designed a prototype model to be used as a base for an evolving state government productivity improvement program; identified significant model inhibitors in the current Florida program; and recommended modifications that will move the Florida program closer to the prototype design. / This research will enhance the efforts of state government managers in structuring and implementing viable productivity improvement programs. An exhaustive study of state government productivity initiatives was conducted over a three year period. This study was characterized by a comprehensive data collection effort which featured personal and telephone interviews; on-site productivity program visits; and a meticulous review of select surveys of state government productivity efforts as documented by the council of state governments. Findings suggested a focus on four main components in design of a prototype model for state government productivity improvement programs. These program components are: a productivity council; a productivity center; a central coordinating unit; and agency designed productivity plans. / The study concluded with the integration of a hierarchical management planning system with a select administrative structure in describing an evolving, centralized, state government productivity improvement program. Indications for further research are also documented. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1789. / Thesis (Ph.D.)--The Florida State University, 1982.

This study investigated differences and similarities among school personnel and economic sector groups drawn from school districts of differing population profiles upon responses to a statewide career education needs assessment. / Data were 548 responses from 67 Florida school districts within five occupational categories: principals, teachers, counselors, district coordinators, and business people. Seven demographic characteristics were used to further participation samples into three population profile groups. Given 20 career education student behavior statements, respondents estimated student proficiency and ranked items for program importance. A needs index was generated through multiplication of proficiency by importance for each case item. Group responses were compared using measures of association, distribution, and ordinal displacement. Magnitude measures were applied to proficiency ratings. Results were interpretively related to three program planning principles: programs should meet pupil needs, be community responsive, and have goal consensus among implementing personnel. / Differences were more related to occupations than population profiles. Differences between occupations within profiles tended to be greater than between profiles within occupations. Educators rated pupils more proficient than did business persons. Principals rated pupils higher than others and highest in larger districts. Business persons rated pupils lowest in larger districts. Educators tended to place most importance upon skills. Teachers ranked attitudes higher than did other educators. Business groups ranked attitudes highest and career knowledge lowest. The needs index tended to follow the same patterns as importance rankings. Smaller districts were more concordant and intermediate districts less concordant than larger districts. Primary sources of discord for "intermediate" and "metropolitan" areas were district coordinators and counselors. Business groups were concordant across population profles (.918), as were teachers (.941). / Coordinated and clearly defined community responsive career education programs that meet pupil needs may not exist throughout Florida schools. Differences among educators indicated need for program goal clarity. Differences between educational program planners and business persons suggested a lack of systematic incorporation of community values into career education. Pupils might be better served by entering careers from programs more focused upon the work ethics and attitudes valued by potential employers. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1790. / Thesis (Ph.D.)--The Florida State University, 1982.

The purposes of this study were to complete a descriptive assessment of the current procedures used to select public school principals in Florida school districts and to compare the current selection procedures with those used in the 1983-84 school year. The first purpose was achieved through the use of a survey questionnaire with all 67 district superintendents. After a 98.5% return, responses were organized into tables using frequencies and percentages to describe the data. The major findings were: (1) Fifty-five percent of the superintendents indicated their principal selection process used a majority of the survey procedures associated with objective selection in all eight basic elements for principal selection. (2) Over 90% of the superintendents reported the use of multiple screening steps and involvement of multiple personnel in the selection process. (3) Ninety-eight percent of the superintendents reported the use of valid and reliable competency assessment measures and 91% of the superintendents relied on the assessment results for making principal appointment decisions. (4) Ninety-eight percent of the superintendents reported that objective selection procedures and criteria had been established in their districts for selecting principals. (5) Superintendents reported that over 90% of all vacancy and recruitment efforts were conducted within the local districts. / The comparative assessment used the current study results and those from a study of principal selection procedures conducted in the 1983-84 school year. The same survey questionnaire was used with the district superintendents in both studies. The comparison of the procedures used to select principals in the two time periods yielded the following major findings: (1) Superintendents reported that currently 53% more districts use valid and reliable techniques for assessing the competencies of principal applicants. (2) Superintendents reported that the current selection procedures exhibit greater complexity and contain more stringent selection criteria for principal selection. (3) Superintendents reported that 44% more school districts use recognized measurement techniques for matching applicant qualities with school leadership needs. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2407. / Major Professor: William R. Snyder. / Thesis (Ed.D.)--The Florida State University, 1993.

The purpose of this study was to determine whether a workshop was an effective way of providing teachers and administrators with the knowledge of mastery learning. / To achieve this purpose, a workshop, Designing and Implementing An Effective Mastery Learning Program, was evaluated. The workshop consisted of 37 participants and was taught at Florida State University during the summer semester, 1982. / A daily log of all classroom activities was maintained by the investigator to provide accurate descriptions of the workshop experiences and to determine the nature of the instructional activities in the workshop. The log was a narrative account of the following workshop elements: (1) objectives, (2) activities, (3) evaluation techniques, (4) instructional aids and sources, and (5) assignments. Based on accounts of the daily log, the workshop appeared to be a good learning experience in which all course objectives were accomplished. / Data were collected through the Formative Observation Instrument, the Student Instructional Rating System, and optional items to determine participants' assessment of the overall workshop and its activities. Results from the instruments indicated mean scores and percentages that showed strong and general agreement with items on the instruments. / Furthermore, data collected from the teacher and administrator/supervisor questionnaires determined participants' perceptions of the effectiveness of the implementation strategies as well as the level of implementation of mastery learning participants had made. Results indicated a high level of implementation and effectiveness of the implementation strategies. Participants showed strong or general agreement with items on the questionnaires in every instance. / Major conclusions of this study were: (1) a workshop may be an effective way of providing teachers and administrators the cognitive knowledge needed to implement successful mastery learning programs, (2) the majority of the workshop participants implemented mastery learning or some element of mastery learning, and (3) direct observation was a viable means for collecting data. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3242. / Thesis (Ph.D.)--The Florida State University, 1983.

This study was a descriptive survey of full-time faculty in selected institutions and departments of the State University System of Florida to assess the role of faculty perception of faculty-student interaction in the phenomenon of attrition. Two hundred ninety-eight faculty members were surveyed to obtain their perceptions of faculty-student interaction. An index was also used to measure the level of actual interaction outside of class. / Survey data were examined, controlling for faculty demographic data, institution, and department. These data were then compared to attrition data for each institution and department. Analysis of the data using descriptive statistical techniques revealed that relatively little contact occurred between faculty and students outside of class. / A clear correlation was found between positive attitudes and perceptions toward faculty-student interaction and actual amounts of interaction. Institutional characteristics as well as the discipline of the faculty member accounted for differences in perceptions of interaction, actual interaction and attrition level. / The results of the survey provide suggestions for improving the quantity and quality of faculty-student interaction as a means of increasing the rate of student retention. Recommendations for further study were explored. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 0998. / Thesis (Educat.D.)--The Florida State University, 1984.

This study is an examination of the evaluation system of the State University of New York as perceived by non-teaching professionals and their supervisors. This research is an internal study, dealing with the perceptions of purpose and functions of the SUNY evaluation procedures by its users. The need for such a study stems from the concept that sound organizations are characterized by internally consistent principles and procedures. / Four research questions were examined. Two were considered primary and two were considered secondary. The primary questions were the following: (a) Are there significant differences in perception of non-teaching professionals and their supervisors regarding the purpose of evaluations? (b) Are there significant differences in perception of non-teaching professionals and their supervisors regarding the objective of annual evaluations? The secondary questions were the following: (a) Are there large differences between the stated procedures for the development of performance programs and the practices on the several SUNY campuses? (b) Are there large differences on the several SUNY campuses in the conduct of the annual evaluations? / The population for this study consisted of the non-teaching professionals of the State University of New York, and the Vice Presidents who supervise them. Data for the study were collected by means of a questionnaire. All data were tested by the proof-by-inspection method to determine whether there were important differences between the perceptions of the vice presidents and the non-teaching professionals. Frequency and percentages were obtained by using the Statistical Package for the Social Sciences (SPSS). / As a result of this study, it appears that a much greater knowledge of the existing evaluation procedure is needed. Until such a set of research findings is developed, all individual evaluation systems will have to continue to operate in isolation. The existence of such research findings would be invaluable for those organizations wishing to develop new evaluation systems or to improve existing ones. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3216. / Thesis (Ph.D.)--The Florida State University, 1983.

State departments of education have evolved from small, statistics-gathering units into large, complex organizations providing statewide leadership in education. Competencies of professional staff have been described as the pivotal factor in a state agency's effectiveness in carrying out its leadership mission. The purpose of this study was to extract, identify, and validate those competencies described in the literature as significantly relevant to leadership performance in state education agencies; additionally, the validated competency statements were submitted to the senior management and professional staff of the Florida Department of Education to determine the extent to which these groups perceived a need for professional development in the designated competencies. The specific questions that were investigated were: (1) What are the professional competencies which affect performances of the leadership role in state departments of education? (2) To what extent do senior managers and professional staff in a selected agency--the Florida DOE--perceive a need for professional development in the identified competencies? (3) Are there similarities or differences between senior managers and professional staff of the Florida DOE in perceived professional development needs? (4) What is the extent to which selected demographic variables, such as age, sex, and length of employment with DOE, correspond with need perceptions of senior managers and professional staff? / The competency statements were validated through review by a panel of experts--the chief state school officers of all states except Florida. A questionnaire instrument was distributed to all members of the senior management and professional staff of the Florida DOE. Results of this study indicated that both groups perceived a high need for professional development in all competencies for both senior managers and professional staff; both groups also perceived a slightly higher need for senior managers' professional development than for the professional staff. There were minor differences between the two groups' perceptions as to priority of need for professional development of individual competencies. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3222. / Thesis (Ph.D.)--The Florida State University, 1983.

This study combined a pedagogical approach (mastery learning) and a teaching modality (learning style) as a teaching strategy for bringing about greater results in student learning outcomes. The experimental group utilized the instructional units designed for mastery learning and was given a learning style inventory. The control group was taught using a traditional method of instruction and was not given the Learning Style Inventory. The design employed was a pretest and posttest nonequivalent control group. / (DIAGRAM, TABLE OR GRAPHIC OMITTED...PLEASE SEE DAI) / Subjects for this project were 18 students enrolled in a 10th grade remedial English class who scored below the 50th percentile on the Comprehensive Test of Basic Skills given in 1982. / The investigator administered the Learning Style Inventory and presented the instructional units to the experimental group. The pretest and posttest of the California Test of Basic Skills were administered by classroom teachers and the guidance counselor. / Analysis of pretest and posttest scores obtained by administration of the California Test of Basic Skills, indicate that the achievements of the experimental group were greater than those of the control group. While four areas appeared to show greater gains than the control class (comprehension, spelling, expression and total language), however, this could have been by chance according to the t-test. There were significant gains over the control class in three areas: vocabulary, total reading and mechanics. Three students in the experimental group scored at or above the 50th percentile and were placed in a regular class. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3231. / Thesis (Educat.D.)--The Florida State University, 1983.

The purpose of this study was to examine the differences in the role perceptions school administrators had of the school principals' role. The problem addressed was whether or not there are any perceptual differences between the elementary school principal, the secondary school principal and the district staff personnel regarding the role of the elementary school principal and the secondary school principal. / There were 487 participants chosen by random selection from 14 counties in the State of Florida. Each participant was asked to respond to a survey instrument which included the following general functions of administration: (1) Curriculum Development; (2) Administrative Expertise; (3) Community Relations; (4) Staff Relations; (5) Student Relations; (6) Evaluation; (7) Civic and Professional Responsibilities. An overall return rate of 67.6% was obtained. / The following conclusions resulted from the study: (1) The elementary principals perceived themselves as performing very consistently in establishing and maintaining good staff relationships, in establishing and maintaining good community relationships, in the administration of their schools, and in the development of curriculum. / The secondary principals perceived the elementary principal as performing consistently in most administrative functions within his/her school, especially in the relationship with his/her staff members, in the development of curriculum, in the relationship with members of the community, and in general administration. / (2) The elementary principals perceived the secondary as performing most consistently in the general administration of his/her school, in establishing and maintaining a good staff relationship, and in establishing and maintaining a good community relationship. / The secondary principals perceived themselves as performing most consistently in the administration of his/her school and establishing good staff relationships. / (3) The district office personnel surveyed perceived the elementary principal as performing most consistently in establishing and maintaining a good community relationship, a good relationship with staff members, and administering his/her school with competency. / The district staff personnel perceived the secondary principal as performing most consistently in the general administration of his/her school and enjoying a good relationship with his/her staff members. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3226. / Thesis (Educat.D.)--The Florida State University, 1983.

The purpose of this study was to measure the extent to which principals are perceived to meet the standards suggested by the literature and empirical studies on effective schools. / The main objective of this study was to ascertain the answers to the following specific questions: (1) What was the difference between the principals' perceived ideal behavior and the actual behavior (performance) on the job? (2) What was the difference between the teachers' perception of the ideal behavior of the principal and the actual behavior (performance) of the principal on the job? (3) What is the difference between the principals' perception of his ideal behavior and the teachers' perception of the ideal behavior of the principal? (4) What is the difference between the teachers' perception of the actual behavior of the principal and the principals' perception of his actual behavior? To collect necessary data, statements describing role related tasks identified from the literature were developed into a questionnaire. / A total of 175 questionnaires were distributed to 50 elementary school principals and 125 elementary school teachers employed in Florida schools. There was a return rate of 94 percent. / Results of this study indicated that principals and teachers were not in agreement on many of the tasks listed under principals' actual behavior. There was stronger agreement on tasks listed under behavior principals ideally should perform. The principals' perceptions of the tasks showed significant differences for each task. The teachers' perceptions of the tasks showed significant differences for each task also. / It can be concluded from this study that elementary principals and teachers in North Florida school districts ideally agree with the research cited relating to principal behavior. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1009. / Thesis (Ph.D.)--The Florida State University, 1984.