The traditional focus on program planning in adult education has resulted in the proposal of normative models which do not include an exploration of the meanings of the process or the context to the stakeholders involved. Numerous contradictions in the actions and speech of the stakeholders caused this researcher in her role as a research associate for a state-funded, university-sponsored regional staff development project for public school adult education teachers to explore these meanings by asking "What is happening here?" and "What did the actions and words of the stakeholders in this context mean?" / A method based on critical theory was used to explore these questions. To develop an insider's perspective of the context, qualitative research techniques such as document analysis, interviews, and participant observation were used. Data sources included meeting minutes, field notes, project correspondence, survey results, curriculum modules, conversations, interviews, and artifacts. Implications for the program planning process were drawn based on the development of a critical proposition: Planning entails other purposes than those expressed. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0528. / Thesis (Ph.D.)--The Florida State University, 1987.

Source: Dissertation Abstracts International, Volume: 31-10, Section: A, page: 5099. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0515. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0525. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0516. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0532. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4411. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-11, Section: A, page: 5713. / Thesis (Ph.D.)--The Florida State University, 1970.

This study was an exploration of the pertinence of applying a combination of the Delphi and Cross-impact techniques in deriving analytically objective judgments of importance to the decision maker, providing an alternative to otherwise discretionary and subjective decisions. / The study focused on and examined the impact of employment policies and procedures on faculty productivity, as perceived by professors and administrators in selected public universities of the Florida State University System. In order to study the issue, Delphi and Cross-impact techniques were proposed and a panel of "experts" was selected to analyze and study the problem and achieve consensus on the subject. / The study confirmed that Delphi and Cross-impact, when combined, are useful tools for the decision makers in the educational field. It also demonstrated that some employment policies and procedures have a greater impact than others on faculty productivity. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1761. / Thesis (Ph.D.)--The Florida State University, 1982.

The main purpose of this study was to determine the validity of the Prueba de Aptitud Academica (PAA) as a predictor of academic achievement of students enrolled in two Venezuelan higher education institutions: Lisandro Alvarado University and Barquisimeto Polytechnical Institute, and to determine whether a significant improvement in prediction could be obtained by using the student's high school grade point average (HSGPA) in addition to PAA scores. / Pearson product moment correlations and multiple correlations were used to analyze the data on a sample of 240 students enrolled in 1983-84 at the two Venezuelan higher education institutions participating in the study. The variables tested were PAA scores (verbal, mathematical, and total) and high school grade point average (HSGPA) as predictor variables, and first year grade point average as the criterion variable. / Analysis confirmed the predictive value of the Prueba de Aptitud Academica. PAA scores and HSGPA were of importance for the explanation of first year GPA. It was found that when HSGPA of students was entered into consideration, the accuracy of the prediction could be increased, as HSGPA had a significant effect on the interpretation of findings. / The findings of this study point to the need for additional research on the value of using the PAA as a criterion for admission at the higher education level in Venezuela. The work of research in this field must be continued with the purpose of improving the validity of the test. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3245. / Thesis (Ph.D.)--The Florida State University, 1984.