The purpose of this study was to describe the establishment of the multicultural requirement at Florida State University using the political model (Baldridge, 1971). The research questions focused on six aspects of the policy making process: (1) the nature of the interest in the establishment of a multicultural requirement, (2) type of conflicts, (3) the affect of interest groups or individuals on the policy making process, (4) the process used to translate articulated interests into policy, (5) resolution of conflicts and pressures, and (6) status of the multicultural requirement. / Qualitative research data were collected through interviews and documents. The researcher identified faculty members and others involved in the policy making process. The units of analysis for this study were: (a) the responses of faculty members; and, (b) documents and other information obtained from the case university. The data were triangulated to ensure the trustworthiness of the study. / Based on the findings from this study, institutions that decide to establish a multicultural requirement will face a long and complex political struggle. Each institution will face different challenges depending on the institutional social structure, involvement of groups and individuals who have a vested interest in policy decision, legislative processes, and policy formation and execution. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1194. / Major Professor: Barbara Mann. / Thesis (Ed.D.)--The Florida State University, 1995.

The purpose of this study was to provide a baseline assessment of NROTC instructor corps performance as defined by the NROTC Instructor Competencies. The assessments provided by supervisors, instructor self-reviews and students were examined to determine differences and similarities in group assessment of instructor performance. And, the relationships between instructor performance as defined by the NROTC Instructor Competencies and selected instructor characteristics were reviewed. The research can provide NROTC Program management information for policy development in the areas of instructor selection, training and development. Additionally, the results of the study, the processes used, and the instruments developed and tested, can provide information for the assessment of non-NROTC undergraduate faculty members. / In 1980 the Navy contracted for research to determine the competencies specific to the responsibilities of the NROTC instructor. Prior to this research, there had been no assessment of NROTC instructor corps performance as defined by the research competencies and related behavioral indicators. / The study was supported by the Chief of Naval Education and Training and can provide information for future decisions. Two instruments were developed. These were used to document instructor demographic information and student, supervisor and instructor self-assessments of instructor performance. A pilot study was conducted. The research was completed in the spring of 1990. / Significant differences were found between the assessments of instructor performance. Supervisor and student group assessments had the most significant variances in score. Instructor assessments had less dramatic, but statistically significant variances with the other two research groups. Supervisors routinely gave the highest scores; students rated instructor performance lower than the other groups. No specific demographic variable was identified as being related to high performance. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4093. / Major Professor: William R. Snyder. / Thesis (Ed.D.)--The Florida State University, 1990.

The history, philosophy and mission of community colleges uniquely qualify them for developing partnerships with business, industry and other public and private agencies through contractual agreements for training courses and programs. To uncover the management problems encountered by contract directors at Florida public community colleges, the Delphi Survey Method and Case Interviews were utilized. / To introduce contract training, a recent educational entrepreneurial activity, the issues, problems and present and future trends are discussed. Also included is a literature review of the historical and philosophical evolution of community colleges nationally and in the state of Florida. / Round One of the Delphi Methodology included the contract directors at Florida public community colleges submitting problem issues in each of the management areas of planning, organizing, budgeting, staffing, directing and evaluating. Rounds Two and Three of the study addressed the one hundred fourteen variables submitted by the panelists. Each of these management problems was rated by the respondents on a degree of difficulty scale. A final tabulation of mean, standard deviation and consensus rating is presented on each of the management problem issues. Consensus resulted when the tabulated responses on a problem issue showed a 75 percent or higher selection for a specific rating. However, there were variations in the degree of consensus achieved. The magnitude of the sample standard deviation determined the strength of the consensus rating. / A Framework for Management Analysis and the management problem issues that achieved a high consensus rating of moderately or extremely difficult provided the structure for the Case Interviews. Three Florida community college contract directors of successful and nationally recognized training programs provided background information on their contract program and suggestions for solutions to the most problematic issues. / The study concludes with recommendations for future study which may be derived from other creative uses of the techniques involved in the Delphi Methodology and recommendations for possible solutions to the most problematic contract training management issues uncovered by the study. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2083. / Major Professor: William Deegan. / Thesis (Ph.D.)--The Florida State University, 1988.

The literature was reviewed to determine variables which had been found to be related to students leaving high school early. From the literature review, a model was hypothesized which related student, school and teacher variables to school district dropout rates. This model was tested using Florida school district data. All data was collected at the school district level. / The resulting model was not able to explain a great deal of variance of the dropout rate, although it did lend support to the effect of number of disciplinary actions upon dropout rate, and the indirect effect of guidance counselors upon dropout rate through number of disciplinary actions. / The model implies that teacher experience may be detrimental to achievement in that teachers may experience burnout. Teacher turnover was also found to negatively affect achievement, with turnover being affected by teacher salary. / The resulting model indicated that income negatively affects disciplinary actions, suggesting the need for schools to become more sensitive to students from families with lower income levels. / The model showed that achievement affected number of expulsions differently, with prior achievement having a positive effect and current achievement having a negative effect. The former may be due to the fact that schools generally expel the lower achieving students, resulting in higher achievement. The model also indicates that teacher turnover may increase the occurrence of expulsions. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3967. / Major Professor: F. J. King. / Thesis (Ph.D.)--The Florida State University, 1990.

This study was undertaken to examine the staff development provisions for part-time instructors in the public community college system in Florida, including: funding; commitment to staff development activities; desired and actual content of programs; important delivery systems for implementing desired provisions; problems that have occurred in the past, are currently being faced, and are projected for the future. / A questionnaire designed to answer the research questions was conducted with 17 Florida public community colleges included in the survey. All staff and program development administrators and the college officials in charge of staff development activities for part-time instructors were respondents. The findings showed that about half of the community colleges in this survey offered formal staff development programs with most of these occurring once per term. Almost 60% of the institutions reported that Staff and Program Development funds were utilized in staff development activities. / While the most desired content, delivery systems, and past, current and future problems, were essentially the same for the credit and non-credit instructor, both the college administration and full-time faculty showed a greater commitment to staff development for part-time credit faculty than did part-time faculty themselves. / Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1092. / Major Professor: Marion Neil. / Thesis (Ed.D.)--The Florida State University, 1990.

Prompted by the growing importance of teams in educational settings and by the need for a theoretical framework for team-related studies, this study proposed dimensions of a team functioning framework, based on descriptive studies, group theory, socio-technical models of organizations, and systems theory. The proposed team functioning framework informed the instrument design and proposed data analysis. Twenty-five nominated high functioning interdisciplinary teams were compared with nineteen nominated typical interdisciplinary teams to assess possible similarities and differences in team functioning between the two groups of middle school teams. Data from survey responses of 169 team teachers and 38 principals to a team functioning questionnaire for team teachers and a team assessment scale for principals were analyzed using descriptive statistics and Pearson Product-Moment Correlations. No differences were found between the two groups which perceived themselves as overall high functioning. Correlations were positive and significant among the dimensions of team functioning. / Findings may reflect the true nature of the sample in that they were indeed high functioning or as functioning at a satisfactory level and that the scores indicated implementation of all behaviors of team functioning, as theorized. Findings may be attributable to a selection process which involved heavily on perceptions of the nominating experts, the judgements of the principals, and the self-reporting nature of the instrument. / Implications point to the need for effective research methodologies related to teams and for the future development of a theoretical base which may build upon the team functioning framework proposed in this study. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4239. / Major Professor: Judith Irvin. / Thesis (Ed.D.)--The Florida State University, 1995.

This study determined the specific inservice faculty development needs of part-time instructors as perceived by the part-time instructors and their supervisors at three selected community colleges in Florida. It also provided insights and basic information to be used by the administrations of community colleges, as well as other institutions of higher education, to plan and effectively implement formalized, collegewide programs of faculty development for part-time instructors. / The study confirmed previous studies and showed that the responding part-time faculty represented nearly every facet of educational experiences. They were nearly equally male and female and had every level of education from the high school diploma to the doctorate. Their teaching experiences ranged from 1 to 80 terms, being at their present institutions from 1 to 22 years. The part-timers showed an interest in participating in many development activities, although they were nearly equally split on their willingness to attend with or without pay. / The study also showed part-timers and department heads being significantly similar in their perception of part-timers' needs. Both the part-time faculty and their supervisors perceived the top inservice needs to be in the areas of instruction, learning, student motivation, and understanding community college philosophy. / However, the evidence indicated a statistical significance in four of six categories of need. In each of the four categories, the supervisors indicated a significantly higher level of need for the activities than the level indicated by part-timers. The amount of education of part-time faculty was the only variable which produced a significant difference in the perception of the part-time faculty of their instructional development needs. Neither sex nor terms of teaching experience nor any combination produced a significant difference. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1657. / Major Professor: Allan Tucker. / Thesis (Ed.D.)--The Florida State University, 1988.

The purpose of this study was to evaluate the individual and organizational impact of the Florida State University/University of West Florida Cooperative Doctoral Program. All graduates of the program and their employers were included in the study. Interviews were conducted with 82 of 101 graduates and 11 employers to gather perceptions of program aspects, the graduates' professional growth and movement, the fiscal impacts of salary increases and program costs incurred by graduates, job performances, also the topics of research studies as organizational problems with suggested solutions. / The results of the evaluation revealed a favorable impact of the doctoral program in the following areas: (1) Positive impacts for graduates came mainly from coursework, the dissertation process, and the professional rewards of completing the degree. (2) Although the EdD was conferred, graduates would have preferred to earn the PhD. (3) Convenience of the off campus program was cited as its greatest advantage. Disadvantages included limited access to professors and unavailable library resources. (4) The program positively impacted graduates' careers in the areas of promotion, salary supplement, and improved ability to perform job responsibilities. (5) The research studies proved beneficial for the employing organizations. (6) Employers perceived that the program positively impacted the graduates' job performances. / From the findings of the study, the following conclusions were determined. (1) Graduates regretted that the PhD was not available through the off campus program. (2) Graduates perceived definite advantages of the off campus program. Disadvantages had to be ameliorated to successfully complete the program. (3) The lock step curriculum was a positive impact on the students' camaraderie. However, it prevented graduates from exempting courses based on their expertise. (4) The motivation of graduates to begin the doctorate was related to their perceptions of the eventual impact of the degree program. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0749. / Major Professor: L. V. Rasmussen. / Thesis (Ph.D.)--The Florida State University, 1991.

Source: Dissertation Abstracts International, Volume: 32-12, Section: A, page: 6720. / Thesis (Educat.D.)--The Florida State University, 1971.

The Rehabilitation Act of 1973 initiated civil rights protection for citizens with disabilities. Section 504 prohibits exclusion from participation, denial of benefits or discrimination by any program or activity receiving Federal financial assistance of otherwise qualified individuals with disabilities. (29 U.S.C. 794, 1976). The landmark decision providing judicial interpretation of Section 504 in a postsecondary education setting, Southeastern v. Davis (42 U.S. 397, 1979), established that a person with disability must meet academic and technical qualifications "in spite of" a handicap. The decision provided little guidance for postsecondary institutions, and administrators seek standards to assist their institution's implementation of the statute. / The two-fold purpose of this study was: to study existing case law, administrative regulations and related literature in order to synthesize standards for postsecondary institutional implementation of Section 504; and to assess the practicality of their implementation in the context of the postsecondary environment. Two legal concepts, reasoning by analogy and the doctrine of precedent, provided the research tools for case law analysis and review of its administrative regulations. This analysis and review led to the synthesis of seventeen standards related to academic policies and procedures for implementing the statute. The standards were categorized in the areas of admissions, academic adjustments and internal institutional procedures. / Assessment of the standards was conducted a university and a community college, with research tools associated with naturalistic inquiry. The assessment revealed current attempts to implement Section 504 to be consistent with some of the standards. It further revealed that no significant barriers exist in these institutions for implementation of the total set of standards. / The conclusions of this research represent a convergence of case law, administrative regulations and institutional practice. The standards provide guidance for institutions seeking to implement Section 504. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0820. / Chair: Joseph C. Beckham. / Thesis (Ph.D.)--The Florida State University, 1991.