Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 5026. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to determine to what degree curriculum articulation is practiced between school districts and community colleges at two Florida sites and what factors affect that practice. The term curriculum articulation describes a process which eliminates loss of credit, delays, and unnecessary duplication of effort in order to save time and money for both student and state. / Inhibitors and enhancers of articulation were identified from the literature and classified according to attitudinal, communication, curricular, demographic, policy, political, and resource factors. One study involved a community college which was recognized as being well-articulated (Site B) with its feeder school. A second community college, noted for its lack of articulation, was also studied (Site A). / Questionnaires were returned by 243 registrars, administrators, guidance counselors, advisory council members, and instructors. Meetings were attended, documents reviewed, and 123 interviews were conducted. The most useful source of data proved to be the interview. Least effective was the written questionnaire, because some respondents claimed to be more involved in articulation practices than they actually were. / It was concluded that more articulation was taking place at Site B than at Site A. Attitudinal and communication factors affected articulation most often at most sites. Unfriendly attitudes between/among community college and vocational-technical school faculties and administrators were centered around the feeling that academic programs were superior and that local turf must be defended at all cost. / It was recommended that if articulation is to become a reality in Florida, interagency personnel need to develop respect, confidence, and trust in a non-threatening atmosphere. Administrators need to encourage a broadened viewpoint and cooperative behavior between/among each other, faculties, and institutions. Faculty, guidance counselors, and advisory committee members should be used more effectively and be included in decision-making. Local autonomy and turf defense should be minimized by long range planning which clearly delineates training responsibilities. Under the auspices of regional coordinating councils, considerable progress in articulation has been made along these lines in Florida. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0431. / Thesis (Educat.D.)--The Florida State University, 1982.

The purpose of this study was the determination of differences in perceived competence between the sexes and between those choosing traditional occupations as opposed to non-traditional occupations. A second purpose was to determine if there were differences in self-esteem perceptions between the aforementioned groups. A third purpose was to determine the relationship between the two variables, competence perceptions and self-esteem perceptions. / The Occupational Attitudes Survey instrument was developed by the investigator to measure competence perceptions. Edwards' (1957) method of successive intervals was used to develop the instrument. Self-esteem perceptions were measured by the Tennessee Self Concept Scale. Both instruments were given to 818 senior students in Americanism versus Communism classes in a Florida county. A two-factor (sex, occupational group) ANOVA statistical design was used to test for differences between the various groups. / Results indicated no significant effect of either sex or occupational grouping on competence perceptions or self-esteem perceptions. However, there was a significant interaction effect of sex and occupational grouping for both variables. Males aspiring to non-traditional or female-intensive occupations scored significantly lower on both variables than other occupational groups: traditional females, integrated females, non-traditional females, traditional males and integrated males. Females aspiring to male-intensive occupations scored highest on both surveys, although their scores were not significantly higher. / Findings indicate that males who aspire to female-intensive occupations may perceive themselves to be lower in competence and in self-esteem than do comparable groups. However, results must be assessed with caution since variances were not homogeneous, and many response forms were discarded due to student error. / A Pearson product moment correlation was computed to determine the degree of association between competence perceptions and self-worth perceptions. A low association, 0.24, was observed. It was thus determined that, in this study, competence perceptions and self-esteem perceptions had little common variance, 6 percent. / Source: Dissertation Abstracts International, Volume: 43-04, Section: A, page: 1125. / Thesis (Ph.D.)--The Florida State University, 1982.

The military environment has always used computer technology, but in an operational fashion and not in an educational sense, until recently. Computer assisted instruction (CAI) is now used in many military schools, computer-controlled simulators are used to train Naval aviators, and computer-controlled generic training devices are replacing operational equipment suites. Numerous studies have been conducted on the effectiveness of CAI and simulators in the academic environment, however, the issues of the effectiveness of computer-driven generic trainers in comparison to actual operational equipment is not nearly as well documented. / The purpose of this study was twofold: First, it compared the training effectiveness of the computer-driven generic training device 10H1, in a postsecondary military setting, with the use of actual operational equipment in teaching apprentice-level Electronic Warfare (EW) operator skills, and then, determined the transitional value of using the 10H1 as a bridge between conceptual skills and actual equipment operation. This was determined by the evaluation of basic equipment operational skills as measured by criterion-referenced performance tests, presented as simulated operational scenarios and given at the completion of formal training. / Data analysis revealed that the training effectiveness of the 10H1 generic trainer was significantly more effective than the actual operating equipment in teaching basic operator skills. Advanced operator training, taught on the actual operational training equipment (OTE) after prerequisite skills were taught on the 10H1, did not, however, show any significant increase over prerequisite skills taught on the actual operational equipment. So, on the one hand, there were significant differences in the use of the generic training device in teaching basic skills, but no difference between it and the traditional method in teaching advanced skills. / Study findings have implications for future research in identifying the most appropriate application of the computer-controlled generic training device 10H1 in the military environment. Recommendations were made for further research. / Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0502. / Thesis (Educat.D.)--The Florida State University, 1984.

Representatives from Florida's large electronics manufacturing companies who serve on local post-secondary electronics program advisory committees were interviewed using a telephone interview technique regarding their perceptions of the technical skills of electronics teachers in programs which their committees advise. The respondents were also asked whether teacher updating had been given consideration by their committees. / The responses of community college advisory committee members were compared and contrasted with the responses of area vocational-technical center advisory committee members. Members from both types of committees reported that technical skills updating was an appropriate area of involvement for their respective committees. Respondents from area vocational-technical center advisory committees not only perceived a need for updating the technical skills of the electronics teachers which they advise but also had given the matter more consideration and were more involved in implementing such upgrading activities than were community college advisory committees. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3369. / Thesis (Ph.D.)--The Florida State University, 1983.

This study was a descriptive investigation of Individualized Manpower Training Systems in Florida. The purpose of the study was to determine if the Individualized Manpower Training System facilitated the retention of academically disadvantaged Afro-American students in area vocational-technical centers throughout Florida. / The population for the study consisted of 292 Afro-American students from five of 32 IMTS programs in Florida area vocational-technical centers. In addition to the student population, 32 IMTS learning managers from 28 IMTS programs participated. / The study was conducted in two phases. Phase one involved mailing survey instruments to learning managers of IMTS programs throughout Florida. Phase two consisted of site visitations to selected IMTS centers to survey and interview samples of Afro-American students and learning managers. / Two survey instruments were used in conducting the study. The questionnaires were developed from the objectives of the IMTS programs and strategies identified in the literature as helpful in student retention. The reliability of survey instruments was determined by the test-retest method. Coefficients were calculated as .82 for the student instrument and .78 for the learning manager instrument. / The findings support IMTS as a facilitator in the retention of Afro-American students in vocational-technical centers. The results indicate that the four IMTS components vary in their facilitation of retention. / The component of remedial instruction was found to be paramount in encouraging student retention. In addition, the findings indicate that there is a need for employability training as well as training associated with occupational exploration. Reports by students and learning managers however, did not strongly support the need for social skill training; however, this may be a result of how IMT Systems have been structured. In addition to instructional supports, findings revealed that motivational factors are also important in retaining students in vocational programs. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2557. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to identify factors which influence the placement of postsecondary students who completed machine shop programs in Florida's vocational-technical schools. / Specifically, this study was designed to seek answers to the following questions: (1) What are the positive factors which facilitate the placement of postsecondary machine shop program completers of Florida's vocational-technical schools? (2) What are the negative factors which inhibit the placement of postsecondary machine shop program completers of Florida's vocational-technical schools? / Population of the study consisted of ninety-seven of the students who have completed postsecondary machine shop programs in nineteen of the Florida institutions during the academic year 1982-83, and forty-four instructors and placement officers of these postsecondary machine shop programs. / The study was conducted in two phases. The first phase consisted of the administration of two questionnaires. The second phase consisted of personal interviews and observations. The data collected during the two phases of the study were analyzed using frequency distribution, percentages, and chi-square techniques. / Based on the analysis of the data the following factors emerged as factors which facilitated the placement of 1982-83 machine shop graduates: adequacy of training; commitment of school personnel to placement of graduates; involvement with a cooperative program; relationship between school personnel and employers; relationship between graduates and employers; help from friends and relatives; self motivation; good attitude; employability skills; existence of an advisory or craft committee; good local economic conditions; and cooperation between instructor and placement officer. / The result of the study also pointed toward several factors which inhibited the placement of the graduates. These factors were: lack of adequate work experience; lack of specific training; limited number of jobs available in area; lack of employability skill; age; lack of funds to search for a job; poor local economy; lack of language competency; poor attitude; lack of motivation; and lack of updated and computerized equipment in the training program. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0161. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 31-11, Section: A, page: 5957. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6306. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6306. / Thesis (Ph.D.)--The Florida State University, 1971.