Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 1825. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2480. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1269. / Thesis (Ph.D.)--The Florida State University, 1978.

The purpose of this study was to determine if there were differences in perceptions and expectations of paraprofessionals and supervising professionals on how tasks and responsibilities are actually and ideally performed by paraprofessionals in working with low income rural residents in Florida. Role theory provided the basis from which the conceptual framework was developed. The population included professional staff and paraprofessionals employed by the Florida Cooperative Extension Service to implement special programs in food and nutrition for low income residents. / The duties and responsibilities (roles) used were those identified in the literature as the duties and responsibilities of paraprofessionals in working with low income rural residents in Florida. Data were collected using a questionnaire which was divided into five major sections providing descriptive information, general information, and data relevant to role expectations and perceptions of performance. / The objectives of the study were operationalized through six research questions. To answer the six questions, number and percentage distribution and the t-test were used to determine differences in perceptions and expectations of supervising agents and paraprofessionals on how proactive, reactive and administrative tasks are actually, and should ideally be performed by paraprofessionals. Data were collected on a total of 38 tasks. / The findings indicated that there were differences between perceptions and expectations of supervising professionals and paraprofessionals on two proactive, two reactive and four administrative actual tasks; and on two proactive, two reactive and seven administrative ideal tasks. Overall, there was more agreement than disagreement about actual and ideal task performance. It was therefore concluded that there was considerable consensus between the two groups on actual and ideal performance of proactive, reactive and administrative tasks. However, in those cases where differences were found, the researcher concluded that there was conflict between the two groups on how paraprofessionals should perform the tasks. The one area in which the largest number of role conflicts were found was ideal administrative tasks. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0405. / Major Professor: Irwin R. Jahns. / Thesis (Ph.D.)--The Florida State University, 1987.

Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University

<p> The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. </p><p> The research found four categories related to the participants&rsquo; leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.</p><p>

Background: Adults with autism experience high rates of social anxiety disorder (SAD). Cognitive models of suggest that anticipatory (AP) and post-event processing (PEP) develop and maintain SAD symptoms. These models underpin gold standard treatment. It is unclear if the cognitive model for SAD applies to an autism population. In addition, there is little understanding of how these symptoms are experienced by adults with autism. Aims: To examine whether the cognitive model of SAD is relevant for adults with autism, as indicated by correlations between SAD and cognitive maintenance factors. The second aim was to explore how adults with autism describe their experience of anxiety in social situations. Design: A mixed method approach was used. Participants (n = 30) completed questionnaires about characteristics of autism, SAD, AP and PEP. Bivariate correlations were used to investigate the relationship between cognitive processes and SAD. Partial correlations were used to explore relationships between SAD and cognitive processes while controlling for autism-specific language difficulties. Participants (n = 8) also completed a semi-structured interview about their social experience, associated anxiety and how any anxiety was managed. Thematic analysis was used to analyse responses. Results: Participants reported high levels of SAD, AP and PEP. There was no significant relationship between SAD and autism symptoms. While AP and autism were significantly positively correlated, exploratory analysis did not indicate a clear relationship between AP, PEP, SAD and autism. Results of thematic analysis indicate anxiety in social situations causes significant impairment, with distressing thoughts before and after social interaction. Conclusions: Results provide qualitative evidence that the Clark and Wells (1995) model of SAD is relevant for adults with autism. Further research is necessary to investigate the relationship between cognitive styles, such as intolerance of uncertainty, with SAD and autism. Adults with autism may benefit from CBT for SAD alongside strategies to structure interactions and the environment.

Magister Educationis - MEd / This Research sets out to understand the participation experiences of a selected group of adult learners at one of the partner institutionsof the online Intercontinental Masters in Adult Learning and Global Change. The study offers an understanding of adult learners' experiences of success and persistence in relation to online study within a higher education context, and also offers insights into what may costitute successful learning communities. In relation to literature, , the student perceptions obtained via the study largely affirm what 'successiful' can mean to a group of postgraduate adult learners in an online learning environment. This stidy also contributes to the ongoing conversation in terms of the unique experiences of students in one particular cohort of the programme. / South Africa

<p> This study is an <i>ex post facto</i> correlational study that analyzed the mediated relationship between <i>everyday adult literacy practices (directions or instructions; letters, memos, or mail; newspapers or magazines; professional journals or publications; books, manuals or reference materials; financial statements; diagrams, maps, or schematics)</i> and <i> literacy scores,</i> using <i>vocabulary scores</i> as the mediator while controlling for <i>educational attainment, current educational practices, age,</i> and <i>number of books at home.</i> This study used the Program of International Assessment of Adult Competency (PIAAC) 2012/2014 public use household dataset which includes data from over 8,000 participants. This dataset contains information about participants&rsquo; background, daily lives, and reading practices as well as literacy, numeracy, and informational technology skills. Analyses were completed using the IDB analyzer to complete regression analyses on the final sample which included 1,599 participants who had taken both the literacy and print vocabulary assessment. The Sobel process was used to determine mediation. According to the Sobel test, the <i>vocabulary score</i> mediated the relationship between <i> reading letters, memos, or mail</i> (b = 4.18, SE = 0.23, <i>p</i> &lt; .001) and <i>newspapers or magazines</i> (b = 2.55, SE = 0.29, <i> p</i> &lt; .05) and the <i>combined plausible literacy score.</i> This showed that a portion of the ability to predict adult literacy scores from the frequency of reading letters, memos, or mail and newspapers or magazines could be due to vocabulary proficiency.</p><p>