Source: Dissertation Abstracts International, Volume: 35-10, Section: A, page: 6547. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 37-01, Section: A, page: 0236. / Thesis (Ph.D.)--The Florida State University, 1975.

The purpose of this study was to determine the relationship between the characteristics of classroom teachers in Florida public schools and the job-related areas they perceive as most stressful. Data for the study was gathered from the population of elementary and secondary classroom teachers in Florida public schools. The population was randomly sampled using a table of random numbers and consisted of teachers from 50 public elementary and secondary schools, representing each of the five educational regions of Florida as defined by the Florida Department of Education. / Data collected from completed surveys were manually scored and recorded on a data sheet. Data were transferred from the data sheets to computer files for analysis. The perceived job-related areas of stress and differences in perceptions among the demographic subgroups were analyzed by means of the Analysis of Variance statistics. It was concluded from the study that: (1) Florida public school teachers, regardless of grade level taught, sex, age, race, number of years teaching experience and level of education, share common perceptions about events associated with teaching that produce the greatest degree of stress. (2) Teaching events perceived by Florida classroom teachers as being most stressful are those over which the teacher has least control and those in which the teacher is held accountable for student achievement and school problems. / Recommendations include: (1) A closer examination should be made into the nature of stress associated with teaching events and its relationship to "life events" of the teacher. (2) An additional study should be accomplished to determine how stress affects teachers in the performance of their professional duties. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0484. / Major Professor: John Bolden. / Thesis (Ed.D.)--The Florida State University, 1986.

The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its inception to its culmination in ministerial decisions. It establishes the educational and political matrix from which the STEAC sprang, and it analyses the evidence submitted, the transactions of the Council itself, the public and professional reaction to the Council's recommendations, the government's subsequent legislative action, and its aftennath. Through that analytical sequence, the interplay of forces and the key determinants of policy are identified and an assessment made of the strategic significance of STEAC in the development of higher education in Scotland. The STEAC process, given its transparency and the fullness of its evidential base, is taken to be an appropriate context against which to test the validity of three models of the policy-making process: the policy community, incrementalism, and the Humes "revised model". It is concluded that the established notion of a homogeneous policy community, as an elitist alliance in collusion with government, is suspect; that incrementalism should give way to an alternative model for which the term "prudentialism" is proposed; and that, while the Humes model acknowledges the full complexity of social phenomena, its very diffuseness makes it insufficient by itself as a model for interpreting the policy-making process in education.

Digitized by Kansas Correctional Industries

Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6715. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5985. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5993. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 36-08, Section: A, page: 5215. / Thesis (Educat.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 36-08, Section: A, page: 5216. / Thesis (Ph.D.)--The Florida State University, 1975.