The focus of the research was the evaluation of two instructional methodologies for teaching terrorism preparedness at several universities in Louisiana. Participants were taught a curriculum for an audience who may work at a potential terrorist target. The purpose of the research was to determine if processing styles based instruction improved learning. The objectives of the study were to: 1) Describe participant demographics: a) age, b) gender, c) credit hours, d) field of study; and e) preferred Strategic Information Processing Style (SIPS); 2) Determine if changes occur in knowledge of terrorism preparedness as measured by the Terrorism Awareness test; 3) Determine if there are differences in the test scores based on instructional methodology; 4) Determine if test scores differ by preferred Information Processing Style (IPS); and 5) Determine if selected variables explain a significant portion of the variability in the Terrorism Awareness Test scores. The majority of students were female. The average age was 21 years, and the range was 17 - 52. The mean number of credit hours completed was 55.69. Students, for the most part (n = 141 or 45.8%), reported majoring in social sciences. Assessment of students Information Processing Style (IPS) revealed that two thirds (n = 210 or 68.2%) preferred the Analytical Processing Style. A Paired Samples t-test revealed that the students post-test score (M = 14.02) were higher than the pre-test score (M = 13.61). The Analysis of Covariance (ANCOVA) revealed that the students taught using traditional lecture style scored higher on the Terrorism Awareness Test then those taught using the learning style based method. Regression analysis revealed that demographic variables did not explain a significant proportion of the variance. The model explains a moderate amount of the variance (25.5%). The instruction methodology variable by itself explains a low amount of variance. This study suggests that this particular curriculum which was intended to focus on one dimension of learning styles based instruction appears to result in a small amount of decreased learning as measured by the Terrorism Awareness Test.

This study identified the traits and behaviors of an effective developmental leader-one whose primary focus is the development of the people and the organization he or she lead. The study determined the traits and behaviors of a leader who posses an effective developmental orientation towards people. The research incorporated both qualitative and quantitative research methodologies. Data was collected using both open ended questions and Likert-type scaled instruments. This data was analyzed using both statistical techniques and expert panels. The results of this study yielded six identified traits and seven identified behaviors of a developmental leader. A developmental leader was found to possess the following traits: analytical, assertive, cooperative, dedicated, personable, and practical. A developmental leader would also possess the following behaviors: advisor, charismatic, competitive, delegator, developer, focused, and supportive.

Evidence does not exist that documents the effectiveness of Louisiana 4-H community service-learning projects. The purpose of this study is to compare self-reported perceptions of personal and leadership life skills development of Louisiana high school 4-H leadership activity participants by whether they participate in the 4-H Junior Leader Club (JLC) and/or the CHARACTER COUNTS! (CC) peer teaching program. The target population for this study was all high school students who participated in either the CC peer teaching program or the 4-H JLC. Therefore, this study was limited to those parishes that have both a CC peer teaching program and a 4-H JLC. A survey instrument was mailed to 321 high school students with 165 surveys returned. The survey instrument for this study was the Leadership and Personal Development Inventory (LPDI) developed by Richard Carter (1989). Louisiana high school 4-H leadership participants are typically 15 years old, female, white, live in towns with a population under 10,000 and receive mostly A's and B's in high school. Mean scores for the LPDI indicated that participants agreed they demonstrated the items on the inventory. Results showed no difference existed in the perceived personal and leadership life skills development among the three groups on the LPDI. Membership in 4-H JLC explained a small amount of the variance (2.4%) in the development of personal and leadership life skills after variance in personal and demographic variables were controlled. Further research should consider using the researcher's reconfigured scales from Carter's (1989) Leadership and Personal Development Inventory survey to study 4-H participants involved in a more structured 4-H experience that has requirements to complete membership.

Musical performance anxiety (MPA) is a concern for most college age musicians. While low to moderate levels of MPA may enhance performances for some musicians, too much stage fright can seriously hinder the quality of solo performances. Musicians use several techniques to manage MPA. One of these, desensitization, involves repeated exposure to solo performance opportunities. The purpose of this study was to determine if a relationship existed between the number and type of public solo performances completed and the level of self-reported performance anxiety among students pursuing baccalaureate degrees in music at a research extensive university in the southern United States. A researcher designed survey included eight questions: five items solicited demographic characteristics; two scaled items asked respondents to rate their self-assessed levels of MPA at both the time of admission as a music major and at the current time; and the final item was an open-ended question that asked students to fill in the number of times they had performed public solos in a variety of listed venues since admission to the School of Music. The surveys were administered during a designated course with a 72% rate of return (n = 226). Analysis of the data revealed that students self-assessed levels of MPA declined slightly while pursuing their undergraduate degrees in music. The researcher concluded that a significant correlation was found between the change in MPA levels and three particular types of public solo experiences: solos performed in jury and barrier examinations; solos performed in studio classes, master classes, and Recital Hour; and solos performed during small and large ensemble concerts. Based on this conclusion, an increase in the number of these types of solo performances is recommended.

This study assessed the construct validity of the School Analysis Model (SAM) Instructional Staff Questionnaire. Construct validation was necessary for several reasons. First, it has not been possible to obtain evidence of the latent factor structure of this key component of the School Analysis Model (SAM). A factor analysis using data collected with the questionnaire was conducted to assess and identify the underlying factor structure of the instrument. Second, there is no evidence that the constructs measured by the SAM are associated with attributes of school performance further empirical analysis was done to determine if latent constructs contained within the SAM Instructional Staff Questionnaire accounted for a significant proportion of variance in school effectiveness beyond that accounted for by the control variables. The eight-factor solution of the SISQ was found to be the best representation of the data based on factor loadings, scale alpha reliability estimates, conceptual cohesiveness, and number of items retained. Correlation analyses were conducted to assess the relationship between the SISQ latent factors and the control variables. Findings indicated a significant inverse relationship was found to exist between a school's SPS and poverty. Additionally, an inverse relationship was found to exist between a school's SPS and the size of a school. Several of the latent factors exhibited a relationship to the control variables as well as to other latent factors. Hierarchical multiple regression analysis was conducted in order to determine whether a combination of the latent SISQ factors account for a significant proportion of variance in school effectiveness, as measured by the school SPS. Model 1 indicated that the control variables explained approximately 56% of the variance in SPS. Model 2 indicated that the SISQ latent factors increased the proportion of variance explained by 11%. The results of this study indicated that the SISQ scales did not account for a significant proportion of the variance in SPS scores and therefore, there is substantial room for improvement in the SISQ as a measurement instrument. Results suggest that construct validation should be of primary concern in the development of measures used to evaluate and guide school improvement efforts.

This predictive study tested the theory of andragogy in a post-secondary educational setting. It produced a sound psychometric instrument (ALPDEQ). The study was one of the first to successfully isolate adult learners, a major step forward in testing andragogy. Results provided insight of andragogys effect on two student outcomes, learning and satisfaction. The findings revealed adult learners enrolled in a MBA degree program provided evidence of learning and were not influenced by andragogy. However, satisfaction with instructor and course was affected by perception of andragogical teaching behaviors exhibited by faculty. The study included many exploratory faculty and student characteristic variables, never before studied, and results indicated characteristics, above and beyond age, gender, and ethnicity, were predictors to learning and satisfaction.

This study was designed to examine the teaching perspectives, teaching preparation, previous teaching experiences and involvement in faculty development activities among faculty from a research extensive university in the southern United States. A simple random sample of 536 was drawn from the institution's faculty and total of n=131 (24.4%) responded to the survey. Respondents were asked to complete the Teaching Perspectives Inventory (TPI) via the internet and complete a survey which included questions regarding demographic variables, teaching preparation, previous teaching experience, and involvement in faculty development activities. The majority of respondents were male (n=91, 70.0%), held a doctoral degree (n=119, 91.5%) and had earned tenure (n=82, 62.6%). A majority of study respondents (n=95, 72.5%) had one dominant teaching perspective. Five (3.8%) had two or more dominant teaching perspectives and 31 (23.7%) had no dominant teaching perspectives, as measured by the Teaching Perspective Inventory. The Analysis of Variance (ANOVA) procedure was used to determine if dominant teaching perspectives were discipline-specific, using the academic college or school of the faculty member's teaching appointment for grouping purposes. The results of this analysis concluded that a significant difference existed among respondents with "Apprenticeship" as a dominant teaching perspective (F=2.036, (12, 118), p=.027). A majority of the respondents (n=91, 69.5%) reported that they had completed a course or training session on teaching, while about three-fourths (n=98, 74.8%) had served as teaching assistant during graduate study. The Pearson's r correlation coefficient was calculated to determine if a relationship existed between the dominant teaching perspectives of the faculty and their participation in on-campus and off-campus faculty development activities. Results of this test indicated no statistically significant difference between the two variables.

The purpose of this study was to explore and determine the degree of client satisfaction with utilization of primary healthcare services delivered by a nurse practitioner in the Employee Health Services department of a not for profit hospital in the Southern United States. The Nurse Practitioner Satisfaction Survey (NPSS), a 28-item Likert-type survey instrument was specifically developed for this study and administered to a sample of 300 clients. Overall high levels of patient satisfaction with nurse practitioner delivered health care services were demonstrated. The mean general satisfaction score was determined to be 86.86 / 90, with mean communication and scheduling subscale scores of 28.16 / 30 and 19.32 / 20 respectively. Factor analysis of the dataset resulted in a three-factor model that explained 70.77% of the variance. Eighteen variables with loadings ranging from .916 to .391 loaded on factor one, general satisfaction. Six variables with loadings ranging from .888 to .435 loaded on the second factor, communication satisfaction, and four variables with loadings ranging from .535 to .748 loaded on the third factor, scheduling satisfaction. No statistically significant differences in scores on the general satisfaction subscale were noted between subjects based on gender, race, age, highest educational level completed, type of health care coverage, yearly net income levels, patient type, employment status, or degree of illness or injury. Married or cohabitating subjects, however, reported general satisfaction subscale scores that were statistically higher than those who were single and never married. Multiple regression analysis of the dummy coded variables gender, age, income, and highest educational level as possible predictors of general satisfaction subscale scores revealed that subjects reporting some college attendance demonstrated scores which were 2.243 points lower than those of the other educational levels. Additionally, being a member of the 18-25 year old age group resulted in a decrease in communication subscale scores of 1.194 points, while being a member of the masters level educational group resulted in increases of 1.387 points. Further analysis revealed that scheduling satisfaction scores for subjects in the 18-25 year old age group were -.954 points lower than those reporting ages above 18-25 years.

This research effort was intended to identify the non-medical job skills projected to be needed by in-home paraprofessional caregivers of today and beyond as indicated by a Delphi panel of caregiving experts from public and private business areas as well as academia. Thirty Delphi participants were selected based on a qualifying questionnaire. Actual respondents, however, numbered 29 for Round 1, 24 for Round 2 and 23 for Round 3. Each round asked participants to respond to a survey as prompted by an open ended statement. Within the Round 1 process, participants indicated which non-medical skills from the prepared list they considered important to current and future paraprofessional in-home caregivers. They also added any other skills they believed to be worthy of consideration. Round 1 presented a prepared list of 68 skills in 7 categories. Round 2 presented 128 skills in 8 categories for which panelists provided ratings from a Likerttype scale. Round 3 presented 130 skills of which individually identified revisions were solicited toward consensus. This round produced 3 new skills which were not rated. Overall the final round achieved consensus ranging from 71% to 100% on all 130 rated items. Over the three rounds, 133 skills were identified and 130 acknowledged as having some level of importance to the effectiveness and efficiency of the paraprofessional inhome caregiver. All skills/competencies receiving rating consideration by the Delphi panelists were considered to possess some degree of importance. Importance ratings assigned by participants considered 29 as Extremely Important, 56 Very Important, 35 Important, 10 Somewhat Important while none were considered Not Important.

The 4-H advisory process is crucial to program development in the 4-H youth development program in Louisiana. Parish 4-H advisory committees in each of the 64 parishes are involved in the addressing the needs of the clientele. The primary purpose of this study was to determine the effectiveness of the 4-H Advisory Process as perceived by 4-H professionals in Louisiana and primary stakeholder groups of the LSU Agricultural Centers 4-H Program. Data for the study were obtained through surveys completed by 104 4-H youth development professionals and 142 parish 4-H advisory committee members. Additionally, six parish advisory committee members were interviewed for the qualitative portion of the study. The data were analyzed to determine the two groups perceptions of the effectiveness of the parish 4-H advisory committee process. Also the two groups were compared to determine if their perceptions differed. The majority of the 4-H youth development professionals were white (90.5%). Their average age was 37.4 years of age and they served an average of 10.23 years as a 4-H youth development professional. The majority of the parish advisory committee members in the study were white (76.1%), female (75.4%), were/had been a 4-H member (76.1%), volunteered for 4-H activities in the past (75.9%), and had not received any training to perform their duties as a parish 4-H advisory committee members (79.4%). The findings indicated that both groups perceived that the parish advisory process was effective. The parish 4-H advisory committee members had a higher level of xii agreement on the effectiveness of the advisory process than the 4-H youth development professionals on all measured scales. The interviews conducted with advisory committee members confirmed the findings of the survey data from the parish 4-H advisory committee members. Based on the results of the study it was concluded that the main focus of some parish advisory committees was the planning and evaluating of 4-H events and activities. Additionally it was concluded that the membership on the parish 4-H advisory committee is not diverse in their representation.