Source: Dissertation Abstracts International, Volume: 23-10, page: 3733. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 25-12, page: 7037. / Thesis (Ph.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 25-12, page: 7038. / Thesis (Ph.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 25-12, page: 7045. / Thesis (Educat.D.)--The Florida State University, 1964.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3671. / Thesis (Ph.D.)--The Florida State University, 1979.

The Capabilities of four types of statistical models were examined to identify effective and ineffective schools through regression analysis. The models are referred to as incomplete since they included the following sets of predictors: unmatched longitudinal achievement and demographic (ULAD), cross-sectional scores and demographic (CSAD), demographic alone (ULDA), and longitudinal scores alone (MLA 3). The superiority of each model to other was determined by comparing results from each model with results from a complete model which included matched longitudinal achievement and demographic predictors. Regression equations with different numbers of predictors were investigated to determine the effect of the number of predictors on the ability of the incomplete models to produce results similar to those of the complete models. The analysis was based upon residuals from equations for each model computed for 277 schools. Residuals were examined by using three tools for classification of schools: confidence intervals based upon standard errors, performance index, and binomial distribution of scores from two different years. The summary of results of analysis are: (1) The two incomplete models, ULAD and CSAD, produced fewer misclassifications of schools than the other incomplete models. (2) No consistent effect of number of predictors was found. The number of different predictors in equations has a lesser effect in prediction than the type of predictors used in equations. (3) Each of the complete and incomplete equations showed a greater number of consistently overachieving schools than chance alone would allow. When such schools were identified, about 10 percent of the schools seemed able to raise their students, on average, by an amount equal to an increase from 50th to the 72nd percentile. (4) Confidence intervals of two standard errors were sufficient to avoid incorrect identification of schools; performance indices produced many classifications. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3561. / Thesis (Ph.D.)--The Florida State University, 1985.

A lack of accurate and useful information has contributed to the difficulty of developing new or enhanced computerized applications for admissions offices in private colleges and universities. Research questions were designed in six areas: (1) admissions office functions; (2) admissions planning and management; (3) system technical components; (4) system development process; (5) institutional demographic characteristics; (6) system hardware and software. / Responses to a survey of 169 private institutions were supplemented by demographic data from the annual survey of the National Center for Education Statistics, and analysed with the help of the Statistical Package for the Social Sciences, Version M. / Numeric hierarchies of typical application components were demonstrated in the first four areas of study; hierarchic scales were also established in areas one and three, indicating clustering of typical data processing components. When selected demographic data were used as independent variables, some groups of institutions tended to show a higher percentage of positive responses than the total population: (1) those with high freshmen SAT scores (over 999 combined); (2) those with higher enrollments (over 1499); (3) those which are universities; (4) those located outside the frostbelt. / It was not established that, as expected, the smaller, less selective institutions in the frostbelt were likely to manifest greater strength or sophistication in their automated admissions applications. / When sets of two independent variables were used to select subgroups of the survey population, however, and the hierarchic scales were tested for these subgroups, the results were less surprising. Results supported a hypothesis that the scales represent clusterings of components that are more likely to be found among private 2- and 4-year colleges in the frostbelt than among the overall survey population. / Findings of the study will be useful to practitioners of automated admissions applications in private colleges and universities, whether they be professionals in admissions offices or in computer centers. However, increased efforts planning, analysis, and design are greatly needed, lest such applications not develop in a more truly systematic manner. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0032. / Thesis (Ph.D.)--The Florida State University, 1985.

This study determined the degree of implementation of the State mandated and approved Leon County Administrator Assessment to assess its impact on the elementary, middle, high, vocational and district administrators in a supervisor-supervisee role in the district using it. The study utilized the Concerns-Based Adoption Model so a greater understanding of the factors that affect successful adoption of an innovation can be studied. / The purpose of the study was to determine the extent to which the performance appraisal process, the Leon County Administrator Assessment, is being used (Levels of Use) by the Leon County administrators and their specific concerns (Stages of Concern) associated with it. / One major finding of the study was that Levels of Use for the performance appraisal process, the Leon County Administrator Assessment, were higher than the Stages of Concern for administrators in the study. A second finding was that administrators with previous experience using the process of performance appraisal had higher Levels of Use in the study than other administrators. / It is concluded that most administrators either by choice or external influence, are using the performance appraisal process on a routine basis with changes based on individual or group needs. Their concerns indicate the need for more awareness or information about the process and an understanding of their personal status in relation to it. / The need for more awareness and information about the process, the experience administrators have with performance appraisal and how they view themselves as users should be utilized by the change agent(s) to prescribe specific interventions and strategies to improve implementation of the performance appraisal process in the district. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0671. / Major Professor: Richard Kraft. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to assess the Escambia County Performance Appraisal System in both design and process. The study incorporated naturalistic methods of inquiry and was reported in a narrative format. This format was selected in response to the complexity and variety of activities and operations performed by a school principal. / Four principals participating in the appraisal system were studied. Fieldwork was conducted at each school site over a year and a half period of time. Evidence in this narrative case study was derived from documents, interviews, and from direct observations made by the investigator. / The study provides a chronological narrative of the assessment process, and the role relationship between principals and the supervisor. It further provides an interpretive analysis of the documents, interviews, and observations collected during the study of the four principals. / The study supports the research findings of effective leadership and principal competencies used to develop the Escambia County Performance Appraisal System. Using the constant comparison methods, the study identifies specific characteristics of an effective appraisal system. / The study findings define the need for training, district level support, and a clarification of the role of the supervisor. The study concludes with recommendations for improving the appraisal performance of the principal. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0673. / Major Professor: Joseph C. Beckham. / Thesis (Ed.D.)--The Florida State University, 1992.

Restructuring is the latest educational reform initiative in the nation. The "first wave" of educational reform began in 1983 with the publication of A Nation at Risk, which resulted in top-down, state-initiated reforms that raised standards in order to emphasize educational excellence. The "second wave" of reform began three years later with the publication of the Carnegie report, A Nation Prepared, which proclaimed the need for a restructuring of the basic educational system itself. In 1989, Florida became the first state in the nation to have a state-level policy specifically aimed at school restructuring, the District School Site Restructuring Incentives Program. / This historical study recounts the issues and events surrounding the development, implementation, and effectual end of this bill, beginning with the 1988 Professional Educators Act and concluding with the Accountability Act of 1991. Most of the information was gathered from personal interviews with state-level policy actors, legislative committee files, and personal correspondence from the files of FEA/United, the teachers union which effectually sponsored the bill. / The District School Site Restructuring Incentives Program was an optional bill whereby districts could apply for state grant money to implement a district-level restructuring plan. The plans were reviewed by an advisory committee consisting of one representative each from the four major state educational lobbies. The committee gave districts much flexibility to design and implement their plans, believing that it couldn't mandate bottom-up reforms. However, district plans were generally "weak" and revealed that much training was needed. / The Accountability Act of 1991 was designed to speed up the process of district restructuring, but it adopted a different methodology of implementation which mandated timelines and performance standards. The bill was strongly contested by FEA/United, which believed that progress toward district restructuring would all but cease under the new Accountability act. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0687. / Major Professor: James Robarts. / Thesis (Ph.D.)--The Florida State University, 1992.