Thesis (Ed.D.) -- Central Connecticut State University, 2006. / Thesis advisor: Carol Carter-Lowery. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 69-75). Also available via the World Wide Web.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 12, 2006. Dissertation Committee: Paul J. Baker, Barbara S. Heyl (co-chairs), John R. McCarthy, William C. Rau. Includes bibliographical references (leaves 120-125) and abstract. Also available in print.

Dissertation (Ed.D.) -- University of Southern California. / A dissertation presented to the faculty of the School of Education University of Southern California in partial fulfillment of the requirements for the degree Doctor of Education. - - From Title page. Carbon copy text. Includes 1941 note from former professor Frederick J. Weersing. Bibliography: p. [220] - 233.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 85-99). Also available on the Internet.

M. S.

Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans? / Master of Arts

Critical thinking is a chief focal point in all areas of education today. Teachers can create an environment that is conducive to critical thinking through behaviors practiced in the classroom. Knowledge and use of these teacher behaviors by teachers are basic for development and enhancement of critical thinking in students. The purpose of this research was to determine the enabling behaviors used by a selected group of Virginia postsecondary vocational educators that stimulate critical thinking in students. The primary subjects for this study were postsecondary vocational technical educators randomly selected from five community colleges in Virginia. A total of 30 instructors were identified. In addition, 328 community college students participated in the study. Selected conclusions drawn from the findings were: 1. The postsecondary vocational technical instructors of the five community colleges selected for this study are not using the enabling behavior of questioning that"best" stimulates critical thinking or modeling the behaviors found in the literature that will enhance a student's ability to think critically. 2. The amount of pedagogical training (course work) taken by the postsecondary vocational technical instructors, of the five community colleges selected for this study, does not seem to influence the instructor's use of enabling behaviors related to critical thinking. 3. The community college students in this study perceived their instructors to be exhibiting behaviors and possessing characteristics that will stimulate critical thinking. Selected recommendations drawn from the findings and conclusions are: 1. Additional research is needed to determine if the findings of this study are typical of vocational technical community college instructors statewide. 2. Research similar to this study needs to be conducted on faculty other than vocational technical instructors of the community colleges to assess their use of enabling behaviors. 3. Community college instructors need to be exposed to instructors in formal course work or in informal workshops that embody and exhibit enabling behaviors, especially questioning and modeling. / Ed. D.

The primary objective of this study was to examine the basis of the assumption that vocational student organizations (VSOs) are teaching devices for affective work competencies (AWC). It addressed as the major question: What is the relationship between participation in Home Economics Related Occupations (HERO) activities and HERO members' perceived AWC? The study also sought to determine if other selected variables (adviser effectiveness, age, work, work experience, occupational area, and sex) existed in explaining AWC. Equally important was the determination of variable combinations that best predicted AWC. Purposive, structural sampling provided 410 HERO members in 18 chapters selected from the five home economics supervisory areas of Virginia: Eleven chapter advisers were identified as more effective and seven were identified as less effective. Data were collected via two self-report instruments: The HERO Participation Inventory (developed by the researcher) and the Work Attitudes Inventory (Brauchle & Petty, 1983). The stepwise model of multiple linear regression analysis (MRA) and analysis of variance (ANOVA) were statistical procedures used to analyze the data. Major conclusions were the following: (1) A positive and significant relationship existed between HERO participation and AWC variable factors of Ambition, Self-Control, Enthusiasm, and Conscientiousness. (2) HERO participation was the best predictor of Ambition, Self-Control, and Enthusiasm, and the fourth best predictor of Conscientiousness. (3) Adviser effectiveness correlated positively and significantly with Ambition, Enthusiasm, and Conscientiousness, and was the second best predictor of Ambition and Enthusiasm. / Ed. D.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Rodney P. Riegle, Barbara S. Heyl (co-chairs), Mary Anne Moffitt, Amee Adkins, Will Ashton. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.

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