Thesis (Ed. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 16, 2004. Dissertation Committee: Elwood Egelston (chair), Ron Laymon, Franzie Loepp, Francis Brown, Peter Couch. Includes bibliographical references (leaves 142-146) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1995. / "December 1994." Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1995. / "December 1994". Includes bibliographical references. Also available in print.

<p> Studies exist on the effectiveness of learning in a flipped classroom learning setting; however, there is limited research available regarding the success or failure rates of flipped classroom learning in technical culinary arts programs. This study, using an action-based research approach, was designed to gather evidence from a technical education program to determine if students perform better in the flipped classroom or traditional classroom. Multiple instruments were designed to gather information about the culinary flipped classroom format. Instructor and student perceptions about the learning in each type of classroom were explored, levels of student engagement were recorded, and final course grades for the culinary classroom were gathered. Perceptions of the students and instructor indicated engagement in the flipped classroom were higher in the flipped classroom than the traditional classroom. The analysis of final course grades did not indicate a significant difference between the two teaching formats. While the focus of the study was on one culinary arts technical education program and cannot be generalized to other technical education programs, future research suggestions included conducting studies where the data are disaggregated to provide more specific answers. In addition, the suggestion was made to conduct further studies using more traditional research methods such as quantitative, qualitative, and mixed methods.</p>

The purpose of the study was to examine the relationship of aptitude and vocational interest to academic achievement of soldiers in entry-level job training programs at the US Army Quartermaster School. The study was designed to distinguish between soldiers who passed all course examinations and those who did not. The soldiers were expected to differ on selected measures of aptitude and vocational interest.;The courses were selected for study because approximately 50% of the soldiers enrolled failed one or more examinations on the first attempt and thus required some form of retraining. The Quartermaster School is committed to reducing retraining costs (remedial instruction, study hall, and academic counseling by instructors). It was anticipated in the study that optimum job assignments lead to better performances in training for jobs, more often, when assignments are consistent with the ability and vocational preferences of soldiers.;It was hypothesized that the pass group would exceed the nonpass group on aptitude and vocational interest in both courses. It was concluded that aptitude and vocational interest made only a small contribution to the achievement of soldiers. The pass group exceeded the nonpass group on different measures of aptitude and interest for each course.;Further study should examine a broader set of predictors for selection and classification. In addition, the factors which account for the large unexplained portion of the variance between the pass and nonpass groups should be determined.

This study described Human Resource Education and Development Faculty; their research productivity, satisfaction with instructional duties and other related job factors, and opinion of emphasis on research/teaching at their employing institutions; analyzed differences between faculty members actual time spent and preferred time spent through the use of t-tests; and determined if selected factors drive research productivity measured as a career research productivity score, a recent research productivity score, and time spent in research through the use of mediated hierarchical regression. The study utilized two NCES data sets derived from the 1992-93 and 1998-99 National Study of Postsecondary Faculty surveys. HRED faculty members possessed instructional duties and were engaged in research, with presentations/exhibitions reported as the most common type of research produced. More respondents held the rank of instructor than any other, and of those tenured, the average number of years tenured ranged from 8 to 10 years. The two predominant types of highest degrees held were doctorate and masters. The findings of this study suggest research support was present in the form of teaching assistants, funding, and resources specifically provided for research. Also, HRED faculty preferred to spend less time in teaching than they were spending and more time in research than they were spending. Faculty were somewhat satisfied with instructional duties and with other factors related to their job. Faculty disagreed somewhat with items stating research was the primary promotional criteria at their institution and that research was rewarded more than teaching at their institution. The proposed model evaluated in this study was based on cognitive motivation theory and was supported by the analyses. A fully mediated model resulted for the dependent variables career and recent research productivity scores, and a partially mediated model resulted for the dependent variable time spent in research. The findings demonstrated the importance of an individuals perception of their personal interests/abilities in research when predicting research productivity.

LSU AgCenter Communications sends news stories and materials to all three major mass media for news - newspaper, radio and television - in the state of Louisiana. These news releases are designed to educate and inform the general public about LSU AgCenter programs and research through the Louisiana Cooperative Extension Service and the Louisiana Agricultural Experiment Station. LSU AgCenter Communications wanted to know the effectiveness of its news effort in terms of usage by the media, and what was the medias perception of the LSU AgCenter and the topics covered by communications. Three researcher-designed surveys were developed, one for each medium (newspaper, radio, television). Each questionnaire was designed to determine how effective LSU AgCenter news materials are being used and how often they are used by each medium. Each survey contained a list of the topics used by LSU AgCenter Communications in their news materials. Communications wanted to determine the level of awareness of LSU AgCenter topics among the newsroom leaders of each medium: newspaper editors, radio news directors or general managers, and television news directors. Also, LSU AgCenter Communications wanted to know the level of importance that each newsroom leader placed on these topics. According to the results the LSU AgCenter Communications effort has been effective in terms of usage of the news materials delivered to newspapers, radio and television stations. The newspaper and television efforts were found to be more effective than the radio service. It was also discovered that newspaper editors were more aware of LSU AgCenter programs and research topics than both radio and television news directors. The level of importance among each medium differed. Agriculture and emergency preparedness were the most consistently high scoring topics among all three media. Personal finance received the lowest marks overall. A follow-up study of the awareness and importance of LSU AgCenter topics could be helpful to determine each medium's content trends.

This study focuses on current faculty attitudes and perceptions of distance education. A thorough review of literature indicates that faculty members are critical elements of distance education delivery and that certain factors (tenure, departmental incentives, gender, age) influence faculty participation. The main hypothesis being investigated is whether or not the analytical nature of the course is in fact the prime indicator in faculty participation. Faculty members from three randomly chosen SREB member institutions were surveyed. The purpose for choosing SREB member institutions for the population was for generalizing the findings to higher education institutions throughout the Southeastern United States. The findings suggest that lack of fit with university missions and goals, lack of incentives, and concerns about course quality were the primary obstacles for faculty participation in distance education. The analytical nature of the course proved to be statistically significant for Course Related factors but not for Institutional Related factors, in decision whether or not to participate in distance education .

The dairy industry in Southeast Louisiana is one of the largest agricultural industries, with a gross farm value of over 74 million dollars. Much of the economy of Southeast Louisiana parishes depends on the dairy industry. Therefore, improvements in production efficiency and/or effectiveness would have an enormous impact on the parish economy. This study identifies the use of recommended practices by dairy producers, thus allowing educational programs to be focused on specific areas of greatest need. The purpose of the study was to describe the management practices of Southeast Louisiana dairy producers and to determine if a relationship existed between the use of recommended practices and annual milk production per cow. The target population for this study was the dairy producers in Southeast Louisiana. The accessible population for this study was family-owned dairy producers in Southeast Louisiana who were in business during 2000 and still producing milk in September 2001. A simple random sample of 60 dairy producers was drawn from the population list of 319 dairy producers. The instrument used in the study consisted of three sections designed to measure: personal characteristics of the dairy producer, management programs used, and extension contacts. The data for this study were collected by personal interview. Some of the major findings of the study are as follows: The Louisiana Cooperative Extension Service had a positive influence in producer adoption of recommended dairy management practices. As the Extension contacts with dairy producers increased, the overall practice scores increased. The mean overall practice score was 16.6 out of 30. Producers with a higher use of recommended practices tended to have a higher annual milk production per cow. Annual milk production per cow ranged from 6,480 to 20,000 pounds with a mean of 13,524. The four management programs that had a positive relationship with annual milk production per cow were record keeping, feeding management, cow comfort, and reproduction. The researcher recommends that an Extension publication be printed that includes as comprehensive listing of recommended dairy practices and the effect on milk production.

Many organizations are committing to education and training that deepens skills, perspectives, and competencies of their leaders. This research located 103 studies from 1982-2001 with a full range of managerial leadership development interventions including feedback, developmental relationships, on-the-job experiences, and formal training. It integrated results of 83 of these studies with formal training interventions via meta-analytic techniques to determine the effectiveness of interventions, in their enhancement of performance, knowledge, and expertise at the individual, team or group, or organizational level. The studies were viewed through a "macro-lens," that used a full range of managerial leadership development interventions (McCauley, Moxley, & Van Velsor, 1998), a high-performance leadership competency model (Holton & Naquin, 2000), and the Results Assessment System (Swanson & Holton, 1999). The studies were separated into four separate data sets by the research design used in individual studies (posttest only with control group, pretest-posttest with control group, single group pretest-posttest, and correlation) with the unit of analysis being the outcome measure of the study. Effect sizes, derived by using Carlson and Schmidt's (1999) formulas, were adjusted for artifacts sampling error and error of measurement. in this meta-analysis study Hunter and Schmidt's (1990) method of partitioning observed effect size variability into portions attributable to subject-level sampling error and between-study differences was used to determine the presence of seven possible moderating variables. This research found formal training programs with knowledge outcomes highly effective. The average effect size for knowledge outcomes ranged from .96 (control group, knowledge-objective) to 1.37 (pretest-posttest, knowledge-objective). The average effect size for expertise outcomes ranged from .30 (control group, expertise-subjective) to 1.01 (pretest-posttest, expertise-objective). System outcomes had an average effect size of .39 (control group). Two primary methodological issues were raised regarding Burke and Day's (1986) meta-analysis on the effectiveness of managerial training: 1) independence of outcomes measured (effect sizes), and 2) over weighting of studies with multiple effect sizes. Implications were provided for future research opportunities and for practical use of the findings. This meta-analysis synthesized existing studies from a broad range of settings, researchers and circumstances and integrated conflicting findings to establish a general knowledge base about managerial leadership development.