Source: Dissertation Abstracts International, Volume: 28-12, Section: A, page: 4867. / Thesis (Educat.D.)--The Florida State University, 1967.

The purpose of this study was to identify the philosophical orientations of continuing educators in higher education and to determine the extent of similarities and/or differences between them and the relationships that may exist between selected factors and orientations held. The population and sample for this study were the 300 randomly selected individuals belonging to the 1,100 membership of the Association of Continuing Higher Education. Each of the 300 members of the sample received through the mail a Philosophy of Adult Education Inventory designed by Lorraine Zinn (1983). The inventory was used to obtain data addressing the following four research questions: (1) What proportion of continuing educators has an identifiable philosophy of adult and continuing education? (2) Are there differences among continuing educators in their philosophical orientations? (3) Is there a dominant philosophical orientation of adult and continuing education held by continuing educators? (4) What associations exist, if any, between philosophical orientations held by continuing educators and the following variables: (a) Demographic characteristics (age and sex); (b) Educational background (highest degree held; major field of study in highest degree obtained; graduate study in adult and continuing education); (c) Size of employing institution; and (d) Years of experience as an adult or continuing educator? Null hypotheses were established to provide information relevant to each research question. / For purposes of data analysis, frequencies and percentages were used to compare the responses of the sample population. Chi-square was used to test for significant associations. The .05 alpha level was used as the criterion for the retention of the hypotheses. Contingency coefficients were used to measure the strength of associations between variables. Analysis of data revealed that 88.0% of the continuing educators had an identifiable philosophy. The findings also showed that there were differences among continuing educators in their philosophical orientations and that progressivism was the dominant philosophy. In addition, systematic associations were found to exist between the variables of sex, highest degree obtained, and having undertaken graduate study in adult and continuing education. Recommendations are made for improving practice and for further research through the use of the PAC Inventory. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2519. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to approximate the relationships between the educational inputs and outputs of the Functional Continuing Education Level 4 by Radio-Correspondence Project (RCP). The study was conducted in the northeastern region of Thailand, and involved a sample of 124 adult students who enrolled in the subject of Math 4 in the summer of 1985. / Four research instruments were used to collect the relevant data for this study: Math 4 pre-post tests, Students' Background Data Questionnaire, Students' Attitudes Questionnaire, and Teachers' Characteristics Questionnaire. In addition, in-depth interviews were also conducted with a small number of teachers and students. / Altogether 23 variables were included in the model, categorized into five separate concepts: student background characteristics, family background characteristics, school-related student characteristics, school inputs, and teacher characteristics. A three-equation recursive model was used as the hypothesized model of relationships. Academic achievement, self-concept, and academic aspirations were the three endogenous variables in the equations, with academic achievement being the ultimate dependent variable. Ordinary least squares was employed to estimate the parameters in each of the equations. / Seven variables were found to directly, positively, and significantly affect student academic achievement, i.e., prior achievement, self-concept, amount of land owned, possession of items in household, classroom social climate, teacher's experience, and teacher's attitudes. These findings were in conformity with most past educational input-output studies and/or theories of adult learning. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3636. / Thesis (Ph.D.)--The Florida State University, 1986.

This study documented the implementation of the FLFLP program as an instance of adult education in a selected rural village in northeastern Thailand. The intent was to assess the program both in relation to the context of the community in which it was implemented, and against the ideal conceptions and procedural guidelines set forth by the program designers and policy-makers of the Department of Nonformal Education. / The data obtained through fieldwork and documentary analysis suggested that the program: (1) was not responsive to the local community context; (2) deviated greatly from the ideal conceptions and procedural guidelines; and (3) failed to produce some anticipated outcomes as stated in program objectives. Some of the disparities between the ideal conceptions and the actual implementation of the program were influenced by factors inherent in the local context, such as villagers' work schedule, poor village leadership, and adherence to traditional practices and values. Others were caused by program-related factors such as the teacher's and local personnel's inefficiency, and inadequacy of teacher preparation. Moreover, individual influences appeared to interact. That is, they would influence each other as well as the disparity in question. / In addition, the researcher found two factors which contributed to the program's failure. One, the program objectives were unrealistic and the program design was not appropriate for, nor compatible with, the objective. Second, the design of the program seemed to be based on two faulty assumptions: one concerning the concept of culture, the other the concept of problem ownership. / This study joins many other studies in reaffirming the thesis that an educational program will not induce community development, unless it is a grassroots effort and unless it is part of an integrated development plan which includes the availability of various supportive facilities or infrastructures. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3636. / Thesis (Ph.D.)--The Florida State University, 1986.

The overall purpose of this study was to determine factors associated with the participation in mandatory continuing education of two groups of school nurses in Florida--those employed by local Boards of Education and those employed by Public Health Units. Three research questions guided the study: What is the association between type of school nurse and selected demographic, institutional, situational, and dispositional variables? What is the association between type of school nurse and participation in mandatory continuing education?, and What is the association between type of school nurse and participation in mandatory continuing education when controlling for selected demographic, situational, institutional, and dispositional variables? One hundred fifty-four registered school nurses from both groups were requested to respond to a thirty-nine item mail questionnaire. / The three research questions were analyzed using the Chi-Square Test of Independence. In research question one, there were significant associations between type of school nurse and income, membership in professional associations, work commitment, and attendance at more educational programs after continuing education was mandated. For research question two, no significant associations were found between type of school nurse and participation in mandatory continuing education. / For research question three, it was found that age--51 years or over, basic nursing preparation--diploma, membership in professional associations, and professional experience as a school nurse--four to seven years, influenced the association between type of school nurse and participation, when measured by number of content areas. The association between type of school nurse and participation, measured by number of providers, was influenced by income--$15,000 or less, no membership in a professional association, and work commitment--one to two schools assigned per week. None of the selected demographic institutional, situational, and dispositional variables influenced the association between type of school nurse and participation, when measured as number of educational programs attended. None of the institutional variables selected were significantly associated with type of school nurse, and did not influence the association between type of school nurse and participation in continuing education. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1575. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the appropriateness and importance of selected trianing and development roles and competencies identified in the United States to the case of Saudi Arabia. The emphasis on training and development in Saudi Arabia's national plans, coupled with a shortage of and demand for national manpower provided a need for this study. The population of interest consisted of Saudi nationals working in three major Saudi universities and in the Institute of Public Administration. The roles and competencies used were those identified in the literature reviewed (Aker, 1962; Civil Service Commission, 1976; Knowles, 1970; McLagan, 1983; Nadler, 1979). Data were collected using a questionnaire which was divided into three sections providing descriptive information, data relevant to the appropriateness and importance of roles, and data relevant to the appropriateness and importance of competencies, as peceived by respondents. / The purpose of the study was operationalized through four research objectives. To achieve the first two objectives, responses on a Likert-type scale were analyzed to establish the degree and ranking of appropriateness and importance for each role and competency. The remaining two objectives relevant to the degree of agreement on the appropriateness and importance of roles and competencies were achieved using rho correlation coefficients. / The findings indicate that these roles and competencies were appropriate and important. There was high agreement between respondents from the universities and respondents from the Institute of Public Administration concerning these findings. There was also high agreement concerning the appropriateness and importance of these roles and competencies between those respondents who obtained their most recent degree from Saudi Arabia and those who obtained theirs in the United States. / Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1625. / Thesis (Ph.D.)--The Florida State University, 1987.

Research on the factors influencing individuals to volunteer indicates that the satisfaction they receive from volunteering is an important motivating variable in volunteer retention. Organizations need to know what can be done to make the volunteer's role a satisfying one, and thus minimize turnover. / The overall purpose of this study was to determine the factors associated with the satisfaction of volunteers in selected human service organizations. The population for this study consisted of 700 volunteers in three selected human service organizations. These organizations represent a continuum of dependence on volunteers that ranges from almost total dependence on the one extreme, to use of volunteers to supplement the services provided by paid staff on the other extreme. A stratified random sample of 350 active volunteers was drawn from the total active volunteer membership roster of approximately 700 adults from three selected organizations. Data were collected using a mailed survey. / Nine hypotheses were formulated to operationalize the study objectives and to provide the bases for data analysis. Statistical tests of these hypotheses were conducted using chi square, Pearson's correlation coefficient r, and one-way analysis of variance. / Both situational life satisfaction and personal life satisfaction were significantly associated with levels of satisfaction with the volunteer experience. No differences were found in the levels of satisfaction of volunteers in the three organizations that were studied, but differences were found in the number of years served as a volunteer. Also, differences were found between organizations in six of the seven demographic characteristics that were studied. It was concluded that (a) satisfaction with the volunteer experience is largely a consequence of individual personal and life satisfaction, and (b) retention, as measured by number of years served in an organization, is influenced by many factors other than satisfaction. These factors likely include personal predispositions and characteristics, and task and organizationally related influences. / Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2222. / Thesis (Educat.D.)--The Florida State University, 1987.

This study was an investigation of the characteristics of the alternative high schools of Florida as perceived by the students who are the clients of the schools, and the teachers, administrators, and aides in the alternative schools. The purpose of the study was two fold: To determine if the perceptions of the characteristics of the schools as experienced by the students, teachers, administrators and aides, who are the clients and operators of the schools are: (1) consistent with the intent of the Florida Legislature as expressed in the Alternative School Act of 1978, and (2) to determine if the different components of the survey population (students, teachers, administrators, aides) are in agreement or differ significantly. / Data for the study were gathered from the entire population of students, teachers, administrators, and aides in the 52 alternatives high schools in Florida. / It was concluded from the study that: (1) The alternative high school in Florida projects a nonpunitive learning environment that improves behavior of students. (2) Administration of the alternative high school is cooperative with other agencies and with the students. (3) The process of placement and maintenance of students is thorough. (4) Curriculum is facilitative rather than directive. (5) Those surveyed perceived the alternative high schools as being consistent with the Florida Legislative mandate to establish alternative schools. / Recommendations included: (1) An experimental program should be developed that studies the early diagnosis of student maladjustive behavior and provides a program of prevention for high-risk students. (2) Longitudinal studies should be established in school districts in order to monitor the long-range effects of alternative schools. / Source: Dissertation Abstracts International, Volume: 46-08, Section: A, page: 2165. / Thesis (Educat.D.)--The Florida State University, 1985.

The purpose of this study was to develop an advanced course on methods and techniques in the instruction of adults. The course was designed to complement the adult education graduate program at the Florida State University. Content of the course was derived from the literature, discussions with faculty and students, and content analysis of the syllabi on methods and techniques from adult education departments of 12 universities in North America. The course content included three areas: (a) learning theories, models, and philosophies pertaining to adult education; (b) preinstructional design activities; (c) models of teaching (concept attainment, inductive thinking, awareness training, nondirective teaching, social inquiry, jurisprudential, social simulation, and direct training) having implications for the instruction of adults. / Development of the course was based on an instructional design strategy. Seven learning techniques were employed: seminar, discussion, lecture, laboratory, briefing and tutorial. / Formative, summative and goal-free evaluation strategies were used to determine the effectiveness of instructional procedures, and the importance and applicability of the materials. Content validation was performed by professors of adult education from 13 universities in North America. / Analysis of the data provided by the participants and the professors revealed the followings: (a) Content of the theoretical frame of reference was essential for facilitating the instruction of adults, but actual use in practice was low. Learning theories, teaching models and preinstructional activities were rated high as being useful in facilitating instruction of adults: philosophies pertaining to adult education were rated low. (b) Although the models of teaching have theoretical importance for the instruction of adults, their actual use in practice was low. (c) While strategies of the direct training, nondirective teaching, concept attainment, and inductive thinking were used in practice, others were rarely used. / The preparation, implementation and evaluation processes of the course were considered to be valuable contributions in the design of learning materials. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0359. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to compare the field dependent/field independent cognitive style dimension and the mean self-concept scores of college developmental (remedial) students with those of college non-developmental (regular) students. This was done in order to determine if there were significant differences in the cognitive styles and self-concepts of the two groups. Supplemental demographic data were also analyzed in order to determine if cognitive styles and self-concepts of the two sample groups were significantly different based on the demographic variables of age, sex, race, and geographic location. The Group Embedded Figures Test was used to test the cognitive styles of 365 students from selected community colleges in North, Central, and South Florida. The Tennessee Self Concept Scale was used to determine their self-concept scores. Results of the testing indicated that the cognitive style of field dependent occurred significantly more frequently in the developmental students than in nondevelopmental students. In addition, non-developmental students had a significantly higher mean self-concept score than did developmental students; however, both groups scored below the 50th percentile on the Tennessee Self-Concept Scale. Significant differences also occurred in the cognitive styles of students based on sex, race, and geographic location and in the self-concepts of students based on age. Conclusions were drawn and recommendations were made to community college administrators, instructors, and counselors for improving practices in community college programs. Also recommendations were made for future research. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0358. / Thesis (Ph.D.)--The Florida State University, 1983.