This study sought to determine the effects of distinguishable learner perceptual modes on recall and retention of varying types of propositions presented in a television documentary. Particular focus was given to assessing learning across distinct levels of propositions differentiated by their contextual prominence in the audio channel and the degree of substantive support each received from the visual channel. / A systematic prose analysis scheme was used to decompose the narrative portion into main and subordinate ideas. The visual channel was then analyzed to classify the iconic display for each proposition as redundant, related or unrelated support. These analyses provided for the identification of six levels of presentation: main/redundant; subordinate/redundant; main/related; subordinate/related; main/unrelated; subordinate/unrelated. Eight propositions were randomly selected from each level to construct a recall test consisting of 48 items. / Participants included 99 young adults who were randomly assigned to one of four treatment groups: intentional/immediate; intentional/delayed; entertainment/immediate; entertainment/delayed. Entertainment and intentional learners were given different pre-treatment instructions in order to elicit the desired predisposed perceptual mode. After the treatment, each group was tested either immediately or following a seven day delay. / Using a series of ANOVAs and a subsequent Bonferroni adjustment, results indicated a significant main effect for recall interval across all subtests, except that representing the main/redundant level of presentation which failed to maintain significance under the Bonferroni adjustment. There was no main effect for perceptual mode at any level, although an interaction between mode and interval was detected at the subordinate/redundant level. / The inconsistencies found at the redundant levels of presentation, when compared to all other levels, suggest that perceptual mode may be a factor affecting recall when propositions are supported by redundant visuals. Moreover, additional evidence indicated that redundant propositions are recalled better than related or unrelated propositions, particularly at a delayed interval and for learners in an entertainment mode. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2552. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of the study was to develop a sensitivity model for testing the effects of selected variables on productivity, utilizing absenteeism as the criterion variable. As there were insufficient variables with significant relationships resulting from the Pearson product moment analysis, the direction of correlation for the seven variables was derived from the literature. The arbitrarily selected variables were those most germane to the nursing environment. The model demonstrates a systematic way to observe, evaluate, predict, and monitor productivity. It allows an administrator to alter the mix of staff by day, shift, unit, position, tenure, education, and marital status so as to change the productivity rate in hours, and thus, theoretically to maximize the utilization of human resources. Through sensitivity analysis (altering the values of the variables and observing the change in productivity recorded in hours), policy analysis in health care agencies can be facilitated. This could assist the administrator in recruitment, retention, and promotion of employees, and in planning schedules for nursing service. / The methodology was reported in four parts. First, the systems model approach utilized for planning, implementing and evaluating the study was discussed. Second, an 11-step sensitivity model for evaluating productivity was developed. Third, the simulation technique was used to represent a replica of a system to assist decision makers in productivity evaluation prior to implementing a plan or change. Fourth, sensitivity analyses were done to determine the impact on productivity of changing selected variables. / The study subjects were 228 full-time nursing service employees from a rural community hospital. Absence and personal characteristics data of the subjects were taken from records covering one year. / The computer model consists of (a) a predictor formula based on a real data set, and (b) calculation to predict future productivity measured in hours. / The sensitivity model consists of a computer program with which an administrator may manipulate the variables of day, unit, shift, education, position, tenure, and marital status to see the change in productivity (hours worked/hours scheduled). / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3694. / Thesis (Ph.D.)--The Florida State University, 1985.

This study investigated whether the order of task statement presentation affected the time required to complete a task inventory, or affected the stability of the job descriptions reported by any of the Comprehensive Occupational Data Analysis Programs (CODAP). / Three orders of presenting 528 task statements in a task inventory was devised for the law enforcement occupation within the State of Florida. The first order, Form A, presented task statements grouped into duty areas, the second order, Form B, was alphabetized and the third order, Form C, was the reverse of Form A. Each of the task inventory was placed into a six part occupational survey. / To assess any effects of task order on the time required to complete each form of the survey a one-way ANOVA was used. The results showed significant differences between the three forms (F = 8.361, df = 2/295, p < .001). / To measure any effects of task order presentation on the stability of job descriptions reported by the CODAP program Job Special, Spearman rank order correlations were calculated for each of the three forms. For the job description variable, percent of members performing each task, rho values of .911, Form A/B, .881, Form A/C, and .896, Form B/C, were obtained. All three correlations were significant (p < .001). For the job description variable average percent of time spent on each task, rho values of .687, Form A/B, .693, Form A/C, and .714, Form B/C, were obtained all three correlations were significant (p < .001). / The results suggest while that task order can affect the amount of time required to complete different order of task statements, the stability of the reported job descriptions appears not to be significantly affected. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0130. / Thesis (Ph.D.)--The Florida State University, 1984.

This study examined an educational innovation in the elementary school (IMPACT) implemented in the Philippines to provide an effective, low-cost delivery system for mass primary education through an ungraded, self-paced modular teaching-learning process. An accredited teacher, assisted by older pupils and non-professional teaching aides, directed a learning system for more than 100 pupils organized into small multi-level groups. Individuals from the community served as resource persons for general instruction in local specialized skills. / The general problem of the investigation was to learn why innovations fail or succeed. The major premise was that meanings generated in the planning and implementation of the innovation played a role in creating the uncertain conditions surrounding it and thus could help to explain the innovation's success or failure. / The data were collected during six months in an IMPACT school in Bulacan, Philippines, from document analysis and from observations and interviews with pupils and school staff members. The primary field research strategy was ethnography within a naturalistic inquiry paradigm. / While IMPACT succeeded in its initial implementation in the Philippines, it failed to be integrated into the main educational system to deliver mass primary education. Its success resulted from financial and technical assistance from its proponents; however, its main features were in conflict with the country's national agenda for elementary education development, as the Ministry of Education perceived it to be designed for non-formal education. At the school/community level, IMPACT generated conflicts and contradictions with the culture of teaching in Sapang Palay; with prevailing beliefs and understanding of teaching, and the roles of teachers in educating children in Sapang Palay; and the prevailing economic and socio-cultural realities and orientations of the families in the community. Overall, the conflicting meanings held by the participants, the proponents, and the host education system provided a greater understanding of why IMPACT succeeded in the pilot phase, yet failed to be integrated as an alternative system to deliver mass primary education in the Philippines. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4364. / Thesis (Ph.D.)--The Florida State University, 1986.

Computerized annotation has gained great popularity and is a main tool among the various explorations of computerized second language reading. The present dissertation study investigated whether and how annotation sharing and guidance on annotation strategies could promote second language reading comprehension. In this study, I proposed six annotation strategies which fulfilled the need to deepen second language learners’ understanding about the basic components and developing their skills to use the components to express their thoughts. The results revealed that annotation sharing was more effective than private annotation, and guidance on annotation strategies was more effective than personal strategies (though this difference was not significant) in promoting L2 reading comprehension. Implications of the findings relating how to better use the guided annotation strategies and how to integrate them into second language learning and teaching are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 2, 2018. / Annotation Strategies, Chinese, Computerized Annotation, Second Language Reading / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Feng Lan, University Representative; Vanessa Dennen, Committee Member; Fengfeng Ke, Committee Member.

This dissertation analyzed and compared the content of three prime time marital television programs for supportive marital interaction. Based on the evidence that television content can influence viewers toward the observed behaviors, the intent of this study was to determine the desirability of marital role models on television. The three programs, chosen according to highest Neilson ratings were Hart to Hart, Too Close for Comfort, and The Jeffersons. The standard used for analyzing the programs was the operationalization of supportive and non-supportive marital interaction by Sprenkle and Olsen (1978). / Two episodes of each program (or enough to present a minimum of 25 interactions) were videotaped for analysis. Nine raters were trained to recognize and code for supportive and non-supportive marital interaction on television. The episodes of the different programs were then analyzed and coded by three coders each, scoring independently. The data was analyzed in three ways: (1) a frequency count of supportive and non-supportive behaviors; (2) a ratio of supportive interactions to total interactions; and (3) Chi square tests of significance to determine whether the differences of frequencies of support and non-support among programs could be attributed to chance. / The findings reflected that the three programs portray distinctly different role models in terms of supportive marital interaction. Hart to Hart portrays very supportive marital interaction and ranked highest in scores of the three programs. Too Close for Comfort portrays moderately supportive interaction and ranked second in supportive scores. The Jeffersons portrayed primarily non-supportive marital interaction and ranked third in supportive scores. These findings can provide educators with reliable information for use in promoting programming that has value to adult viewers. The data from this study can also be employed in future studies on effects of TV viewing on adults. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1801. / Thesis (Ph.D.)--The Florida State University, 1982.

The area explored in this study was the application of microcomputers to educational management training. Software was developed around a prototype module, which integrated quality circles techniques and animation techniques. The feasibility assessment--technological, political and economic--focused on the effectiveness of the module (1) to provide users with a programmed, individualized methodology through which they can learn how to use a specific managerial technique, i.e., quality circles; (2) to provide users with the knowledge of and competence in quality circles; and (3) to serve as a means for assessing the feasibility of using computers for educational management purposes. "Systems analysis" procedures were used throughout the conceptualization, design, development and evaluation of the module. Structured computer programming, simulation, and break-even analysis were among the main techniques applied. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3330. / Thesis (Ph.D.)--The Florida State University, 1984.

This study sought to find the proportion of main ideas and subordinate ideas learned by older adults from a television documentary, by measuring their performance on a domain-referenced test based upon the program narration. Also examined were relationships between what was learned and the participant's age, education, and attitude towards television programming. / Participants were 87 adults between 53 and 86 years of age; 30 (35%) were male, and 56 (55%) female. Levels of education and pre-retirement annual household income were above average. / A propositional analysis scheme was used to decompose the narration of a 29-minute documentary into 11 levels of ideas. Recall performance was measured by asking participants to write one, two or three word responses to questions and incomplete statements. Multiple-choice questions measured recognition performance. / Administration took place in Port Charlotte and Tallahassee in Florida. Participants were not informed that they would be given a posttest, nor were they provided with learning directions. Learning was assumed, therefore, to be incidental. / Results from cued-recall test items revealed that participants recalled 56% of the ideas presented. Recognition, as indicated by multiple-choice items, was 53%. A higher percentage of main ideas (60%) was recalled than subordinate ideas (51%); in contrast recognition of subordinate ideas was 56%, and main ideas 51%. / Regression analysis showed that 15% of test-score variance was accounted for by education (10%), age (4%), and attitude (1%). A positive correlation between education and amount learned was observed (p < .05). / The finding that these adults remembered 56% of the program content, when measured by cued-recall, was higher than expected when compared with previous informal observations. The method of content analysis employed in this study, and the domain-referenced testing approach based upon it, are considered to be contributions of value to future research. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4258. / Thesis (Ph.D.)--The Florida State University, 1980.

This study compared the effectiveness of the structural and pictorial elements of a diagram with each other, with no diagram, and with their combined impact upon the immediate and delayed (one week) learning of intellectual skills (concepts, rules and problem-solving) from an audio presentation of learning materials. / The experimental design employed was the post hoc control group only. Seventy vocational students from Pensacola Junior College were randomly assigned to four treatment groups. All received aural instruction; in addition, one group received five pictorial diagrams, another received five structural diagrams and a third received all ten diagrams. / The aural instruction was a unit on using Maslow's Need Hierarchy to solve problems. It taught five concepts, three rules and problem-solving through selection and application of the appropriate rule. Two forms of a thirty-item criterion measure testing the mastery of these concepts rules and problem-solving skills were also developed. The instruction, including the diagrams, and the test were put through a formative evaluation stage before use in the experiment. / The treatments were administered through listening stations. The accompanying diagrams were in booklet form. Immediately after the instruction one form of the test was distributed. One week later subjects completed the second form of the test. / The tests were scored and the resulting data were analyzed using a 1x4 analysis of variance for each separate criterion measure (immediate concepts, delayed concepts, immediate rules, delayed rules, immediate problems, delayed problems). In addition the total immediate and delayed criterial measures were also tested. With (alpha) set at the .05 level, all of the differences among groups were significant on all tests (including total criterial measures) except the immediate problem-solving test. / For learning concepts both treatment groups receiving pictorial diagrams performed significantly better than the others on the immediate test but on the delayed tests all three visualized treatment groups did better than the group receiving aural instruction. / The treatment group receiving both diagrams obtained significantly higher scores than any of the others on both rules tests. / On the immediate problem-solving test no significant differences were found among the groups. This finding may be imputed to a problem with the test since it is inconsistent with the findings on the rules test and not parallel with the results on the delayed test on which the group receiving both diagrams performed significantly better than any of the others. / On the immediate total criterion measure the groups receiving both diagrams and the pictorial diagrams only scored significantly higher than any of the others. On the delayed total criterion measure only the group receiving both diagrams obtained significantly higher scores than any of the others. / On all but one of the criterion measures at least one of the visual treatments was superior to the audio treatment alone. Which treatment(s) were superior depended on the desired learning outcome. Based on these results, it may be concluded that choice of type of diagram for facilitating learning of an intellectual skill depends upon which intellectual skill is being taught. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0071. / Thesis (Educat.D.)--The Florida State University, 1979.

This study was developed to determine if Florida's four year and upper-division colleges and universities developed seven media competencies in their elementary teacher education methods courses. The curriculum areas studied were social studies, language arts and reading, mathematics, science and special education. The seven media competencies used were: (1) to determine appropriate media to achieve objectives; (2) to produce both print and non-print media; (3) to utilize media in appropriate learning activities; (4) to evaluate the effectiveness of media; (5) to operate current media equipment in each curriculum area; (6) to list sources (producers and publishers) of media curriculum materials; and (7) to develop individualized learning packages. The study had as secondary goals to determine the learning experiences used to develop the seven media competencies, the types of media facilities available to support teacher education programs, and an overall scope of media education. / This study drew upon on Gary Lare's 1974 dissertation Media Education in Elementary Teacher Programs at Selected Teacher-Education Institutions. In his dissertation he developed and validated seven media competencies that should be included in elementary teacher education programs. The instrument used in gathering the data for this study was Lare's questionnaire with minor modifications. / The population surveyed in this study was elementary education methods professors teaching in 26 public and private four year and upper-division colleges and universities in Florida. The institutions surveyed were categorized into small and large institutions. All the small institutions were private colleges and universities and the large institutions were all public supported, with exception of one. / The data were gathered by writing the Chairpersons of the Education Departments in all 26 institutions in Florida for names of methods professors in each curriculum area to be studied. A questionnaire was sent to each professor named by the chairperson. Sixty-six percent of the methods professors returned the questionnaire. / The conclusions for this study were: (1) The elementary teacher education methods professors surveyed were not developing all of the seven media competencies to the same degree. The majority of the methods professors developed the first three competencies {(1) 68%, (2) 80%, (3) 78%} while the last four {(4) 47%, (5) 44%, (6) 44%, and (7) 51%} were developed less often. (2) Methods courses were the major learning experience used by methods professors in both large and small institutions to develop the media competencies. It was also found that the majority of professors in large institutions developed the media competencies through field experiences, student developed lessons during a methods class and during student teaching. In small institutions the competencies were developed through student developed lessons during a methods class and student teaching. (3) Large institutions (96%) provided better instructional material center facilities with a wide variety of instructional materials for their elementary teacher education majors than small institutions (61%). (4) More large institutions (94%) provided a material production facility for their elementary education majors to produce media materials than small institutions (48%). (5) Very few large or small institutions' elementary teacher education programs required their majors to take as part of their program, a general media course (25%), a course that contained part general media subject matter (32%) or some other arrangement other than a course to develop these skills (24%). / Source: Dissertation Abstracts International, Volume: 41-05, Section: A, page: 1902. / Thesis (Educat.D.)--The Florida State University, 1980.