Source: Dissertation Abstracts International, Volume: 33-07, Section: A, page: 3491. / Thesis (Ph.D.)--The Florida State University, 1972.

Public policy concerning employment and training has increasingly focused on assuring that programs are responsive to the needs of participants in the labor force. This study explored some of the many reasons individuals in Florida enrolled in and selected particular vocational programs for training. / The benefits of such a vocational education participation study were: (1) Data are generated for local use based on information provided on a local basis. (2) Analysis of data provides insight into career ladders, geographical and occupational mobility, and entrants and re-entrants in the labor force. (3) Program planning is enhanced by the availability of current, timely, and geographically relevant occupational data. (4) Program evaluation is enhanced by the ability to study former vocational participants and determine the relevance of their training to labor force participation. / This study provides vocational educators with needed facts and information about significant elements of planning within their respective regions. The research offers local vocational educators another means by which to justify education training using current labor market employee surveys. / The purpose of the study was to analyze various factors related to differences in vocational education participation in Florida prior to and after employment for individuals in selected occupations. The data collected were used for: (a) statistical analyses of the differences in vocational education participation, (b) description analyses of age, sex, and race in relation to the selected occupations, and (c) career decision-making analyses of personal reasons given for participation in various vocational programs in Florida. / The population involved in the study were those individuals in Florida currently employed in the specified occupations. The sample came from a random selection of individuals employed as: farm equipment mechanics, veterinarian assistants, correction officers and drafters. / Data were collected by means of interviews. Chi-square and binomial proportion statistics were used to analyze the extent of participation in vocational education programs. The demographic responses were displayed in relation to employment in the selected occupations. The reasons for participation responses were grouped into the major determinants of the O'Neil career decision-making model. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4371. / Thesis (Ph.D.)--The Florida State University, 1986.

The purposes of this study were to investigate the effects of the Ragsdale Career Development Project on career maturity, locus of control and career development responsibility on secondary school students. / The efficacy of the project was measured by scores obtained from (a) the Career Maturity Inventory/Attitude Scale, (CMI/AS), (b) Career Development Responsibility Scale (CDRS), (c) the Internal-External Control Scale (I-E), and (d) subjective observations recorded by the researcher in daily sessions with students in the experimental group. / The 22 students (8 males, 14 females) selected for this study were chosen at random from a population of students assigned to a Comprehensive Employment and Training Act (CETA) project. Students were assigned at random to either a treatment group (13 students), or a control group (9 students). The Pretest-Posttest Control Group Design was utilized in the study. / The pre- and posttest scores on the CMI/AS, I-E Scale and CDR Scale were analyzed using ANCOVA and Pearson Product-Moment Correlation procedures. An analysis of the scores indicated no significant differences ((alpha) = .10) between treatment and control groups. A significant correlation (p= .05) was found between scores on the CDR scale and the I-E scale. / This finding tends to support other studies indicating that CDR scale measures locus of control in the career development domain. An examination of the case studies, however, revealed that some changes did take place in that students in the experimental group reported greater feelings of independence and decisiveness from having participated in the project. The general tone of the case study findings was that students in the experimental group had acquired greater self-knowledge and had become more mature in specific career attitudes (independence and decisiveness). / The current study primarily reinforces current findings in the literature indicating that short-term career development projects are not effective in facilitating such long-term attitudes as career maturity and locus of control as measured by the instruments utilized in this study. However, certain case study findings reported in this study lend credence to the theory that the case study approach is effective in helping teachers, counselors and others in the helping professions document attitudinal changes which might not show up using standardized testing instruments only. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 46-05, Section: A, page: 1260. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6304. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6302. / Thesis (Ph.D.)--The Florida State University, 1971.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1991. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--Oregon State University, 1977. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

This study described Human Resource Education and Development Faculty; their research productivity, satisfaction with instructional duties and other related job factors, and opinion of emphasis on research/teaching at their employing institutions; analyzed differences between faculty members actual time spent and preferred time spent through the use of t-tests; and determined if selected factors drive research productivity measured as a career research productivity score, a recent research productivity score, and time spent in research through the use of mediated hierarchical regression. The study utilized two NCES data sets derived from the 1992-93 and 1998-99 National Study of Postsecondary Faculty surveys. HRED faculty members possessed instructional duties and were engaged in research, with presentations/exhibitions reported as the most common type of research produced. More respondents held the rank of instructor than any other, and of those tenured, the average number of years tenured ranged from 8 to 10 years. The two predominant types of highest degrees held were doctorate and masters. The findings of this study suggest research support was present in the form of teaching assistants, funding, and resources specifically provided for research. Also, HRED faculty preferred to spend less time in teaching than they were spending and more time in research than they were spending. Faculty were somewhat satisfied with instructional duties and with other factors related to their job. Faculty disagreed somewhat with items stating research was the primary promotional criteria at their institution and that research was rewarded more than teaching at their institution. The proposed model evaluated in this study was based on cognitive motivation theory and was supported by the analyses. A fully mediated model resulted for the dependent variables career and recent research productivity scores, and a partially mediated model resulted for the dependent variable time spent in research. The findings demonstrated the importance of an individuals perception of their personal interests/abilities in research when predicting research productivity.

LSU AgCenter Communications sends news stories and materials to all three major mass media for news - newspaper, radio and television - in the state of Louisiana. These news releases are designed to educate and inform the general public about LSU AgCenter programs and research through the Louisiana Cooperative Extension Service and the Louisiana Agricultural Experiment Station. LSU AgCenter Communications wanted to know the effectiveness of its news effort in terms of usage by the media, and what was the medias perception of the LSU AgCenter and the topics covered by communications. Three researcher-designed surveys were developed, one for each medium (newspaper, radio, television). Each questionnaire was designed to determine how effective LSU AgCenter news materials are being used and how often they are used by each medium. Each survey contained a list of the topics used by LSU AgCenter Communications in their news materials. Communications wanted to determine the level of awareness of LSU AgCenter topics among the newsroom leaders of each medium: newspaper editors, radio news directors or general managers, and television news directors. Also, LSU AgCenter Communications wanted to know the level of importance that each newsroom leader placed on these topics. According to the results the LSU AgCenter Communications effort has been effective in terms of usage of the news materials delivered to newspapers, radio and television stations. The newspaper and television efforts were found to be more effective than the radio service. It was also discovered that newspaper editors were more aware of LSU AgCenter programs and research topics than both radio and television news directors. The level of importance among each medium differed. Agriculture and emergency preparedness were the most consistently high scoring topics among all three media. Personal finance received the lowest marks overall. A follow-up study of the awareness and importance of LSU AgCenter topics could be helpful to determine each medium's content trends.

This study focuses on current faculty attitudes and perceptions of distance education. A thorough review of literature indicates that faculty members are critical elements of distance education delivery and that certain factors (tenure, departmental incentives, gender, age) influence faculty participation. The main hypothesis being investigated is whether or not the analytical nature of the course is in fact the prime indicator in faculty participation. Faculty members from three randomly chosen SREB member institutions were surveyed. The purpose for choosing SREB member institutions for the population was for generalizing the findings to higher education institutions throughout the Southeastern United States. The findings suggest that lack of fit with university missions and goals, lack of incentives, and concerns about course quality were the primary obstacles for faculty participation in distance education. The analytical nature of the course proved to be statistically significant for Course Related factors but not for Institutional Related factors, in decision whether or not to participate in distance education .