The primary purpose of this investigation was to examine the case of Zaire in its orientation to the development of midrange educational technology which incorporates local systems of great importance in the launching of nonformal rural adult education. A second purpose was to develop and field test a simulation-gaming model as an instructional device for rural adult illiterates in Zaire. The model was illustrative of the ways in which midrange technology incorporating Zairean cultural resources can be used effectively as an instructional aid. / The research procedure consisted of: (1) Identification and analysis of Zaire's cultural patterns which may serve as educational aids in the process of communicating new ideas and information to the rural adult illiterates. (2) Review of professional literature. (3) Simulation design and field testing. (4) Implementation, data collection and data analysis. / The major findings were: (1) Zaire may be considered as having a rich infrastructure for the use of midrange educational technologies. It was envisaged that these technologies can be organized and programmed for the effectiveness of instruction, for experimentation and research that attempts to incorporate the cultural base and technological resources into systems of instruction. (2) The multistage literature review clearly revealed a strong emphasis on the instructional value of midrange technologies and advocated their use as an essential step in the process of enhancing learning. (3) The simulation-gaming model brought about positive changes in subjects' internal processes: (a) improved knowledge of cooperative principles, (b) improved attitude toward cooperation, (c) improved attitude toward writing and reading, and (d) improved "readiness" to learn how to write and read. / Viewing the several dimensions of this investigation together strengthens the conviction of the investigator that: (1) Midrange educational technologies incorporating local resources may constitute a natural basis on which to build a useful nonformal rural adult education in Zaire. (2) Attention should be drawn more systematically on these cultural systems for educational purposes. (3) Educational leadership in Zaire should exercise the midrange technology option in rural adult education and set the task of making it work. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0895. / Thesis (Ph.D.)--The Florida State University, 1980.

This study examined the effect of selected sociodemographic, psychological and instructional factors on the educational achievement of the participants in the Radio Correspondence Project, a multi-media distance education in northern Thailand. Two different core courses (Thai language and Life Experience) in the Functional Continuing Adult Education Curriculum were included in the study. A questionnaire survey was conducted with random samples of 350 participants in the Thai language course and 650 participants in the Life Experience course. / The results of multiple regression analysis showed that, in the Thai language course, previous test score and quality of radio reception had a significant effect on educational achievement. No significant effect on educational achievement was shown by the other selected sociodemographic, psychological and instructional factors including age, sex, marital status, occupation, income, number of years out of school, interest in the program, self-confidence in achievement, purposes of participation, amount of time for study each lesson, number of printed materials read, number of radio programs listened to, number of group meetings attended, access to radio, reception of prints, previous education program, preference of instructional media, and preference of learning contexts. / The findings in the Life Experience course showed that, among all selected socio-demographic, psychological and instructional factors, number of years out of school, amount of time for studying each lesson, number of radio programs listened to, quality of radio reception, and previous test score had a significant effect on educational achievement. No significant effect on educational achievement was found in the other selected factors in the study. / Concerning the effect of each specified block of variables, the findings showed that the instructional block had a significant effect in explaining the variability of educational achievement in both Thai language and Life Experience courses. The socio-demographic block had a significant effect on educational achievement only in the Life Experience course, while the psychological block had no significant effect on educational achievement in either course. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0870. / Thesis (Ph.D.)--The Florida State University, 1985.

The major purposes of this study were (1) to determine the extent to which educational managers, who have completed a behavior modeling training program, such as Interaction Management, are judged by their subordinates and by themselves to demonstrate desired skills in interactions with subordinates; (2) to assess to what extent coaching/reinforcement of principals by their superiors was provided following implementation of the behavior modeling training program, and (3) to determine the extent to which positive change in the management behavior of principals is related to the amount and quality of reinforcement/coaching they received from superiors for the use of the newly acquired skills. / The study employed a one group pre-post design. Principals employed in Florida school districts served as the subjects of the study. The principals completed the behavior modeling training program Interaction Management. Superiors of the principals were oriented with respect to the objectives of the training program, and were encouraged to coach and reinforce the principals who used the skills targeted by the training program. The management behaviors of the principals were assessed by the principals themselves, and by their assistant principals, both before and after completion of the behavioral modeling training program. / The major findings were that: (1) both the principals themselves, and the assistant principals, viewed the principals as more effective in the five types of employee-supervisor interactions after they completed Interaction Management training, (2) the principals perceived that they had received a higher level of coaching in, and reinforcement for, the use of the skills taught in Interaction Management after implementation of the Interaction Management program than before, and (3) pre-training post-training gains in effectiveness as reported both by the principals themselves and by the assistant principals, were found to be positively related to the extent to which the principals reported that their superiors coached them in, and reinforced them for, the use of the skills taught in Interaction Management. / Source: Dissertation Abstracts International, Volume: 49-10, Section: A, page: 2896. / Major Professor: George Aker. / Thesis (Ed.D.)--The Florida State University, 1988.

The purpose of this study was to determine role performance and role importance of selected training and development roles in municipal law enforcement organizations in North Carolina. The importance attributed to the training of law enforcement personnel for personal and organizational growth and development, is considered crucial in today's society. The population of interest consisted of municipal law enforcement training directors in three hundred and fifty one departments in North Carolina. The roles and competencies used were those identified in the literature reviewed (Auten, 1983; McGehee, 1961; McLagan, 1983; Lippitt & Nadler, 1979; Pinto & Walker, 1978). Data were collected using a questionnaire which was divided into three sections providing information on frequency of role performance, importance of roles, and demographic information. / The objectives of the study were operationalized through six research questions. To answer the first four questions, a Likert-type scale was used from which a ranking of frequency of performance of roles, and perceptions of importance of roles was established. The remaining two questions, relating to differences by selected organizational characteristics and personal characteristics in the frequency of performance and in the importance of roles, were answered using the Students t-test. / The findings indicated that four roles were performed often/always by 60.0% or more of the respondents. The roles identified were administers agency training, contributes to department problem solving, manages training resources, and conducts training needs assessment. The roles identified as very important were administers agency training, contributes to department problem solving, manages training resources, and evaluates training. / Overall, it can be observed that organizational characteristics do have some influence on role performance by training directors and on the importance attributed to roles of training directors. The data indicate that organizational characteristics have more influence on frequency of performance than they do on the importance attributed to roles. The data indicate that personal characteristics have more influence on importance attributed to roles than on frequency of role performance. / Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0713. / Major Professor: Irwin R. Jahns. / Thesis (Ph.D.)--The Florida State University, 1990.

Source: Dissertation Abstracts International, Volume: 29-05, Section: A, page: 1414. / Thesis (Ph.D.)--The Florida State University, 1968.

The purpose of this study was to investigate the differences in perceptions held by the Board of Directors and the membership (Registered Record Administrators and Accredited Record Technicians) of the American Medical Record Association. / A stratified random sample of 373 medical record practitioners responded to a questionnaire designed by the researcher for this study. Two objectives guided the study. / Objective one was measured through the testing of hypotheses using the 2-tailed t-test of significance. Objective two was measured through the testing of one hypothesis using the one-way analysis of variance. Significance was set at the.05 level. / The findings indicated that: (1) RRAs and ARTs tend to have similar perceptions regarding the benefits gained from continuing education activities and the opportunities to participate in continuing education activities. However, their perceptions vary on the focus of continuing education activities and the allocation of resources for continuing education. (2) RRAs and the members of the Board of Directors hold similar perceptions regarding the focus of continuing education activities and the opportunities to participate in continuing education activities. However, their perceptions differ on the benefits gained from continuing education activities and the allocation of resources for continuing education. (3) ARTs and the members of the Board of Directors hold similar perceptions on the focus of continuing education activities and the opportunities to participate in continuing education activities, but their perceptions differ on benefits gained from continuing education activities and the allocation of resources for continuing education. (4) Rank and file membership and the members of the Board of Directors tend to have similar perceptions regarding the focus of continuing education activities and the opportunities to participate in continuing education activities, but have different perceptions regarding the benefits gained from continuing education activities and the allocation of resources for continuing education. / Generalized conclusions reached by this study are: (1) there is little difference in perceptions regarding the role of the professional association in the continuing education of its membership among the groups under study, however, some differences were found; and (2) membership characteristics are more influential in affecting perceptions than employment characteristics and educational background. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3993. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1990.

This study proposes and examines the theory that ownership of knowledge is central to overcoming alienation. This theory says that we are not alienated from ourselves, the products of our work, our social relations or non-human objects, per se, we are alienated from our knowledge of ourselves, from our knowledge of the products of our work, from our knowledge of our social relations and/or from our knowledge of non-human objects. Acquiring personal ownership of knowledge requires a reflective critique of present knowledge combined with actions consistent with that criticized self-reflected knowledge. / The dissertation, however, does not begin with this assertion. It begins with an analysis of the theories of Karl Marx, Jurgen Habermas, Paulo Freire and other alienation theorists. That analysis leads to the hypothesis that the environment in which to gain ownership of knowledge and thus to overcome alienation is Habermas's "ideal speech situation". / Accordingly, the components of this ideal are delineated and measures of them are devised. The components of the ideal environment for discourse are the following: freedom from external and internal constraints, self-reflective critique of knowledge, utilization of that criticized knowledge, consistency of the environment with both communicative rationality and consensus-building. Three participatory environments depicted in the literature are assessed to determine the degree to which they incorporate these components. / Each of the environments appears to approximate that ideal. In other words, they seem to be effective in helping participants overcome alienation. As with all theory building efforts, further research to verify these constructs is in order. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0797. / Major Professor: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1995.

The purpose of this study was to develop an understanding of the contextual nature of literacy usage by a group of older adults living in rural North Florida. An attempt was made to determine what low-literate elderly persons perceive as their literacy needs and interests as well as the impact of the presence or absence of literacy skills on their lives. / Ten retired persons who were at least sixty years old and had less than an elementary school education were recruited for this study. Six of the informants were currently participating in a literacy program; four were nonparticipants. The principal research method used was the application of Spradley's (1979) ethnographic interview procedures and related theoretical perspectives to the cultural setting of this small group of elderly persons in one-to-one interviews. Ten case studies are provided since such descriptive data have not been available previously in the research literature. Rural elderly informants were chosen for this study since they represent an undereducated, underserved segment of the population. / Grounded theory (Glaser & Strauss, 1967) was used to explain the value literacy has to this group of older adults. Theory was discussed as it emerged from the analysis of these interviews along with recommendations for further research and implications for program development. Differences in how literacy is viewed according to gender, age cohort and program participation status are discussed. / Based on the data collected and the analysis completed, five assertions are made: (1) Participants in literacy programs change their views of literacy away from a schooling concept and begin to describe their roles as learners; (2) New reading habits and abilities can be developed during late adulthood; (3) Older adults are motivated to change by a balanced desire to satisfy coping and expressive needs; (4) Illiterate older adults have learned to compensate for the lack of literacy skills in ways that are not effective in late adulthood; (5) Possessing or acquiring literacy skills can have a positive impact on the lives of older adults. These assertions challenge existing theories of motivation and the competence of illiterate older adults. The descriptive data also document the existence of a negative impact of illiteracy on the lives of older adults as well as the positive impact of acquiring literacy skills. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 2957. / Major Professor: Emanuel Shargel. / Thesis (Ph.D.)--The Florida State University, 1990.

To boost the literacy rate, and improve the education of the population, the Nigerien government launched an adult literacy program in 1964. Shortly after the onset of the program, follow-up activities became necessary to facilitate application and retention of the knowledge that former literates had acquired. / More than thirty years after their initiation, these "post-literacy programs" have not proved viable. To find out the underlying causes of this problem, naturalistic methods of inquiry appeared preferable in order to give the main constituencies of the literacy program (policy-makers, implementing staff, and intended beneficiaries) an opportunity to asses the results. / The objectives of the research were: (1) to determine the role of the program design process in producing the observed results; (2) to gauge the importance of contextual factors in accounting for the situation; and, (3) to investigate the influence that stakeholders' views and other contextual factors have had on the application of learning. / The literature reviewed included program development, sociology of adult education, policy analysis, transfer of learning, diffusion of innovations, and social change theories. With a systems perspective of analysis as base ground, a conceptual framework combining Jones and Zumeta's model of policy analysis (1980, pp. 192-202), and Stufflebeam's CIPP model (1971) was used to analyze the data. / Though the data collection method was qualitative, the design departed from that of traditional naturalistic studies as four levels of inquiry including a sample of thirty centers were retained. Data were collected in: Niamey, the capital city of Niger (documentation review and interviews with policy-makers); thirteen regional literacy offices (survey of implementing staff); a number of local communities (group and individual interviews); and internationally in Dakar and Ouagadougou. / The data suggest that program designers overlooked contextual factors that determine literacy demand and readiness of communities for change, and that implementation was deficient. The greater success of activities sponsored by NGOs and development projects underscores, however, the viability of the basic post-literacy model if adequate resources are made available. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1443. / Major Professor: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1996.

The study asked the question of whether or not meaningful outcomes were being derived from participation by older adults enrolled in tuition waiver opportunities. The purpose was to describe the meaningfulness of the learning outcomes through a quantitative survey employing the Course Valuing Inventory, and a qualitative analysis of 15 survey respondents' reported individual experiences and how those experiences contributed to the reported learning outcomes. The results of the survey revealed a moderately strong degree of meaningfulness attached to the experiences and outcomes. The specific individual experiences of the interviewees were organized into four contextual categories, which were: (1) Program Entry and Involvement, (2) Instructor, (3) Students, and (4) Content, and were summarized into the three experiential themes of acceptance, stimulation, and tolerance. The learning outcomes of the interviewees were reported along with a summary of the relationship between the individual's experiences and the learning outcomes which resulted in the emergence of five value themes: (1) Tolerance, (2) Belonging, (3) Sharing, (4) Knowledge and Skill Development, and (5) Personal Growth. The conclusions were that older adult students do derive meaningful learning outcomes from tuition waiver opportunities and that those outcomes are enhanced by the five value themes. Recommendations are suggested in the areas of policy, institutional procedures, and further research. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3447. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1989.