The aims of this study were to establish a framework for the comparison of school libraries, and then to use the framework to assess the current state of school libraries internationally. The relationships between selected socio-economic variables and school library variables were also examined, as well as factors that had encouraged and hindered the growth of school libraries. / The framework for comparison, which consisted of a series of indicators and variables, was established by surveying a panel of thirty experts on school librarianship in twenty-nine countries. The five highest ranked indicators were the existence and extent of school libraries, personnel, facilities, materials and equipment, and the role of the school library and the teacher-librarian. / The indicators were then used as a basis to survey the current state of school libraries internationally. Sixty-four countries responded to the survey. Among the major findings were that although centralized school libraries existed in most of the responding countries, the library was seen as either a supplementary or a non-essential service. In more than 75% of the responding countries, the typical school library had a person in charge, but he or she was often without a defined role or had a basic role of making the resources available. The typical library contained printed, audio and visual materials; computers and communication equipment were present in less than 25% of them. / Two strong relationships were observed. The presence of libraries in primary schools had a strong positive correlation with the gross national product per capita of the country, but had a strong negative correlation with the percentage of the population in a country under the age of 15. / The most frequently mentioned factors encouraging growth of school libraries were the availability of funds, the role of a central organization, and the education/training of teacher-librarians, whereas the most frequently mentioned factors hindering growth were the inadequacy or total absence of funds, the lack of trained personnel, and problems related to physical facilities. / The appendices include the two survey instruments and a list of official sources of information on school libraries in the responding countries. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2369. / Major Professor: F. William Summers. / Thesis (Ph.D.)--The Florida State University, 1993.

Educational policy analysts argue that the ability to make informed decisions is severely compromised by the lack of data collection and assessment activities surrounding the effects of reform initiatives. This ongoing issue has implications for decisions not only at the local school level, but also reaches beyond into decisions affecting district, state, and national concerns. Florida, like many states, has invested a considerable amount of time, effort, and resources in the development of legislation that is founded on the fundamental belief that the redirection of decision-making authority and control will have a positive impact on school performance and/or student achievement. The underlying assumption, however, has never been proven. / This study investigated the large assumptions that are the foundation for major state initiatives, including accountability and school improvement. Intended as an exploratory study, this inquiry presents a realistic picture of a restructuring initiative in practice, specifically, site-based decision making in one Florida school district. Although alluding to, but not directly addressing the causal linkage, if any, between the decentralization of governance and the performance of schools, this research serves as a necessary first step in better understanding how governance and school improvement are related. / The research strategy was based on the critical integration of grounded theory concepts (Glaser & Strauss, 1967), with strategies associated with naturalistic/qualitative inquiry (Lincoln & Guba, 1985), and methods of case study research (Yin, 1984). Data gathered from interviews, document analysis, and observation provided the evidence for a grounded theory discussion around three areas: (1) school improvement in the district was defined and operationalized as a change in governance; (2) school improvement through shared decision making progressed along a continuum of change; and (3) school improvement through shared decision making was reiterative in nature along the continuum of change. Suggestions for future research are also discussed. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2664. / Major Professor: Joseph C. Beckham. / Thesis (Ph.D.)--The Florida State University, 1994.

This study examined Florida principal perceptions of suggested rewards in the literature of public and private sector management suggested as having potential to motivate principals to accept the risks of leadership in school improvement. The literature also revealed that to study a preference for rewards requires attention to the mitigating effects of organizational climate, culture and structure that accompany the perceptions of rewards. Therefore, the study includes selected characteristics of organizations as measured factors in the examination of the perceptions of the proposed rewards. / The rationale of the study is supported by an overview of educational reforms beginning with the Nation At Risk report of 1983 with particular attention to the Florida reaction to that report calling for education reform. / Relevant topics include overviews of pertinent management theory, motivation theory, educational leadership theory and school improvement literature and legislation, the role of the principal in school improvement, characteristics of effective educational leaders (specifically principals), and management and risk. / Relevant motivation theories cited include Herzberg's Motivation-Hygiene Theory, Deci's Theory of Self Determination, and Expectancy Theory. Topics relevant to the organizational context of rewards include rewards and organizational culture, structure and climate, the role of money as an incentive, and potential rewards. / Data was gathered by questionnaire and a five point scale, and was treated by factor analysis to determine whether there is an underlying motivation structure within the proposed rewards and organizational characteristics that affect perceptions of the effectiveness of rewards. / A three factor motivation structure was identified by factor analysis. The three factors were: Factor I, the "level playing field" interpreted from factor loading of items that revealed a concern for fair treatment and evaluation of performance; Factor II, the "resources and control" factor interpreted from scale items focus on the principal's control of the resources and personnel in a school setting in which the respondent is accountable, and; Factor III, the "value added payoff" factor interpreted from the scale item emphasis on money or money related rewards and perquisites. / Analysis revealed that Factors I and II were very closely related and were highly valued by the respondents. Factor III was not related to either Factor I or Factor II and approached rejection as a necessary requisite to acceptance of the leadership role. / The study concluded that both money (and/or perquisites) and organizational characteristics function as hygiene factors as proposed by Herzberg's two factor motivation theory. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0393. / Major Professor: William R. Snyder. / Thesis (Ed.D.)--The Florida State University, 1993.

The purpose of this study was to examine and improve the reading program at Hutto Middle School in Decatur County, Georgia. Answers were sought to six research questions: (1) Are instructional practices that increase comprehension evident? (2) Are characteristics of successful programs present? (3) Are teacher-made reading assessments valid for measuring comprehension? (4) Do students have favorable attitudes toward reading? (5) Are students applying skills learned in reading class to other courses? and (6) Has reading comprehension improved since the introduction of the literature-based program? This was accomplished by critiquing the program based on current theories and research, by measuring student attitude toward reading, and by monitoring reading achievement using the Degrees of Reading Power and the reading subtest of the Iowa Test of Basic Skills. / The procedure used was the single site case study approach. Decision Oriented Educational Research (DOER) (Cooley & Bickel, 1986) was the quantitative method selected. Given that the intention of the research was to improve the reading program, the researcher directly and quite intentionally affected the program. Strategies were used to control for researcher bias and to increase credibility of findings. / Findings, conclusions and recommendations were that teachers at Hutto utilized instructional practices known to increase comprehension with additional emphasis needed on metacognitive strategy use. Characteristics of successful programs, as noted in the literature, were present. Although the majority of teacher-made tests for measuring comprehension were valid, specific weaknesses were found and use of alternative authentic measures was recommended. Data on student attitude supported a meaningful increase in favorable attitudes toward reading. Although data from the DRP was less clear, analysis indicated that reading comprehension had improved for many students. The students of Teacher A made more progress than the students of Teacher B on four of six comparisons, with the greatest gains posted by the lowest ability group and by female students. Recommendations were made for further investigation to determine why some groups were outperforming others. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4312. / Major Professor: Robert Stakenas. / Thesis (Ed.D.)--The Florida State University, 1993.

School improvement literature suggests that trust is central to the requisite organizational change from a traditional bureaucratic paradigm to an emphasis upon shared management of schools and participative leadership. This study examined the salience of trust in schools and how this trust is manifested among principals and their staffs. The study was theoretically based upon Quinn and McGrath's (1985) concept of a consensual organizational culture which would be expected to engender the teamwork, high morale, and trust endemic to productive organizations. / The selected design was a multi-site, descriptive case study utilizing qualitative methodology. Data analysis was consistent with grounded theory procedures (Glaser & Strauss, 1967). Sampling included the use of a quantitative measure, Kupersmith's Trust Scales (1986), resulting in identification of three elementary schools as research sites. / Results indicated linkage between trust and a collaborative, collegial workplace, with consistency of values among principals and their faculties, and a variety of shared management practices. Ten themes evolved from the data: trust and personal support, personal trustworthiness, trust and communication, trust and shared decision making, trust and professional support, trust and organizational change, trust and collaboration, humor and playfulness, faculty-principal authority relationships, and shared values. / Implications for further research include replication of the study in context of the differing organizational patterns of middle and secondary schools, investigation of bargaining unit support of discretionary staffing for possible enhancement of shared values and norms, and revisiting of the role of the principal in terms of both the culture of the school and transformational leadership. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3059. / Major Professor: Joseph C. Beckham. / Thesis (Ed.D.)--The Florida State University, 1992.

For twenty-five years, development in Thailand has been guided by five-year National Economic and Social Development plans, each of which has contained an educational component. During these years, educational policy, including policy vocational education, has been changed. The purpose of this study was to examine why and how vocational education policy shifted over time. / A comprehensive review was made of vocational education as part of the larger education and social enterprise. The review of literature examined education, especially vocational education in the broad context. Four areas were explored: (a) the meaning of vocational education; (b) global education expansion and reform trends over the past 25 years; (c) persistent educational problems, such as illiteracy, the "diploma disease," continuing inequality, and class reproduction; and (d) enduring controversies related to vocational education, such as the relationship between vocational and academic education and the implications for vocational education in the changing world of work. / Historical and qualitative methods were used in the investigation. Interviews were held with key people involved in the developement of Thai vocational education policy. Documents and research literature related to Thai vocational education policy were also examined. The policy analysis literature that deals with the forces shaping policy development and the review of global trends in educational expansion and reform served as a contextual framework within which to analyze and interpret Thai vocational education policy over the past 25 years. / The study found that Thai vocational education policy has shifted in order to guide related government agencies in meeting the needs of national economic development. Policy shifts and Ministry of Education programs were shaped by domestic, economic, social, and political pressures. There was also some influence from external forces. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1633. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1987.

This exploratory study investigated two dimensions of organizational stress, role conflict and role ambiguity, in local arts agencies. The purpose was to examine the nature of the executive director's position to determine if role-related stress factors were present and, if so, whether the presence of role-related stress was associated with the level of perceived managerial effectiveness of the director's position by the director and by others. / The conceptual framework is given for organizational stress, role theory, and managerial effectiveness. A contextual overview of the development of nonprofit organizations and local arts agencies is also provided. / Two mail surveys were conducted. The 24 respondents to the Administrative Questionnaire comprised the first sample of state-recognized local arts agencies in Florida. Subsequently, four agencies were selected on the basis of geographic location, budget, salary, gender of arts administrator, and indications of turnover. Agency directors supplied a list of ten individuals identified as members of the role-set for the director. Those 40 individuals comprised the second sample and received the Role-Set Questionnaire. / Descriptive statistics were calculated to provide an overview of organizational and administrator characteristics. Stepwise Multiple Regression was employed to investigate the relationship between individual and organizational characteristics and role-related conflict conflict and ambiguity, between individual and organizational characteristics and perceived managerial effectiveness, and between managerial effectiveness and role-related conflict and ambiguity. / Measurement on the role ambiguity and role conflict instruments revealed a low level of conflict and ambiguity. Two independent variables, Number of Volunteers Used and Number of Arts Groups Served by the Agency, proved to be statistically related to role ambiguity and explained 39% of the variance. One independent variable, Size of the Community Served, was related to role conflict and explained 14% of the variance. No statistically significant findings were reported between managerial behavior and effectiveness and role stress. / This study established the presence of role-related conflict and ambiguity in this sample and identified conditions which might contribute to it. The research suggests that the problem of role stress may increase over time for this complex management role. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3830. / Major Professors: Jessie Lovano-Kerr; Betty Jo Troeger. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this research was to examine: the differences in the organizational structure between those NCAA Division I-A booster organizations which raised over $3.4 million and less than \$1.1 million during the 1993-94 fiscal year, and the extent of institutional control displayed by these booster organizations. / Subjects for the study were Division I-A booster organization executive directors. The survey instrument contained three sections which addressed the areas complexity, formality, and institutional control present in the booster organizations. / The four components of complexity measured were size/horizontal differentiation, education of employees, vertical differentiation, and spatial dispersion. The three components of formality measured were job descriptions/contracts, written rules/procedures, and supervision/monitoring of employees. The six components of institutional control measured were rules education, compliance standards, personnel commitment, monitoring mechanisms, investigation procedures, and administrative oversight. / A combination of telephone and mail survey methods was used. The telephone survey resulted in a response rate of 96% (100 out of 104). The mailout survey provided a 87.5% (91 out of 104) return rate. / Two types of analysis were conducted. A t-test for differences between independent sample means was conducted on the mean scores of complexity and formality. Individual questions concerning complexity, formality, and institutional control were inspected using frequency, mean, median, mode, and standard deviation. / There was a significant difference found in the degree of organizational complexity present between the boosters which raised over $3.4 million and under \$1.1 million. There was no significant difference found in the degree of organizational formality present between the boosters which raised over $3.4 million and under \$1.1 million. There was relatively moderate to low degree of complexity and low degree of formality present in the booster organizations. The organizations also displayed a considerable amount of compliance with suggested NCAA practices/policies concerning institutional control. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1285. / Major Professor: Dewayne Johnson. / Thesis (Ph.D.)--The Florida State University, 1995.

This study developed from discussions with educators concerning the constant entering and exiting of students in their schools. Its purpose was to determine if a relationship existed between high mobility and students' academic achievement; if there were differences in promotion and retention percentages and exceptional program inclusion between highly mobile students and the general district population; and if there were specific demographic characteristics that were indicative of highly mobile students. / Students in this study tended to achieve scores on standardized achievement tests that were lower than their school and grade peers, however on a basic skills measure they did about as well. The percentage of highly mobile students enrolled in exceptional student classes was more than double that of the district's general population. / Highly-mobile high-achieving students were more distinguishable from their highly-mobile low-achieving peers by good to excellent citizenship and work and study habits with some attendance problems or frequent tardiness. Highly-mobile low-achieving students tended to be more often female, low SES, non-white, frequently absent, often tardy, had poor work habits, came from one-parent homes, and had probably been retained at least once in the elementary grades. / From the data that were gathered from student records and comments from teachers, it seemed that highly-mobile high-achieving students had good study habits, good attitudes about school, were good citizens, some were overly talkative, two exhibited some anti-social behaviors, and several occasionally disobeyed school rules. Whereas, highly-mobile low-achieving students didn't carry out responsibilities, didn't put forth effort, were resistant to teacher help, had trouble making friends, had poor attendance, had trouble adjusting to new situations, didn't turn in work, lost interest in trying to improve, needed to develop better study habits, worked slowly, and didn't participate in classroom activities or discussions. / Further research with high mobility students is recommended in the following areas: socialization, parent background, low SES and low achievement, and teacher attitudes. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4018. / Major Professor: John H. Hansen. / Thesis (Ph.D.)--The Florida State University, 1990.

This study set out to determine the feasibility of policy evaluation in arts administration with the proposed outcome being comprehensive evaluation guidelines appropriate for arts organizations. A theoretical investigation of the nature of the arts and arts organizations established that both can be viewed as open systems with consequent correspondent interrelationships. Based on this premise, it was concluded that evaluation is not only appropriate, but also essential for arts organizations because it becomes a vehicle for feedback into the system. This contributes to creative growth through encouraging flexibility and change. / Policy, as the common ground relating all aspects of the organization, was recommended as the initial focus of evaluation for arts organizations. Not only can this promote better functioning within the organization, it also enables the organization to address and assess recurrent issues in public policy. An open system model for policy was taken as appropriate because it corresponds with the open systems operating in the arts and art organizations. Specific applications such as program, audience or exhibit evaluation, it was suggested, should follow policy evaluations in order to be most effective. / In a review of the evaluation literature, certain evaluation methodologies were found appropriate for the open systems in the arts and arts organizations. Based on the open system theory and qualitative approaches, general guidelines were proposed which would be beneficial in producing effective evaluation in arts organizations. / The serendipitous result of the study was the emergent realization that appropriate evaluation can actually contribute to the creativity of the arts by establishing a milieu of positive energy for the organization within which the art resides. By not only differentiating between the art and the arts organization, but also providing an optimal climate for the art, evaluation becomes a positive force. Further, because the evaluation, itself, takes the open system approach it becomes a creative endeavor compatible with the open system operating in the art and the art organization. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2063. / Major Professor: Marylou Kuhn. / Thesis (Ph.D.)--The Florida State University, 1988.