The purpose of the study was to develop, field test, and validate an instructional module which could be used to increase vocational teacher competence in teaching content-area reading comprehension skills. The writer divided developmental activities into several phases: (a) identification of the area of need for training materials; (b) development of the training materials; (c) content validation and revision of training materials; (d) third-party evaluations of materials; (e) final revision of the materials; and (f) preparation of final copy. / In the initial phases, a reading topic was identified, and a draft of the instructional module was developed. The draft module was submitted to 10 reading experts for validation of the proposed content. Based on feedback from 8 of the 10 reading experts, the materials were revised. / The investigator then field tested the module with 50 vocational instructors employed at 10 Florida correctional institutions. The purpose of the field test was to determine whether instructors who had completed the module could perform the criterion tasks consistently and whether they perceived the module to be an effective inservice teaching/learning device. / The criterion performances of the instructors were evaluated by reading-certified third-party evaluators. The field test data and the third-party evaluative data provided information for revisions to the module and completion of the final version. / The following null hypotheses were tested: (1) There was no correlation between test performance and age of the instructor (at the .05 level of significance). (2) There was no correlation between test performance and years of teaching experience (at the .05 level of significance). (3) There was no difference in mean pretest and mean posttest scores (at the .05 level of significance). / Tests of correlation revealed a low positive correlation between age of participants and test scores and a very low relationship between years of teaching experience and posttest scores. Neither correlation was statistically significant. The first two null hypotheses, therefore, were not rejected. A t-test for correlated samples revealed a significant difference between pretest and posttest scores. This difference indicated that a gain had resulted from use of the module which was not attributable to chance. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3302. / Thesis (Ph.D.)--The Florida State University, 1982.

This study was designed to identify the administrative roles of the Florida Apprenticeship Council, the Florida Bureau of Apprenticeship, the Division of Vocational Education, and representatives of labor and management in the Florida apprenticeship system, as these roles were envisoned by the Florida Legislature; to determine the actual roles exhibited by these organizations; and, identify the actions and interactions among the apprenticeship organizations in fulfilling their mandated functions. / The study proposed to answer the following questions: how did the legislature intend for the apprenticeship system to function; are the apprenticeship laws being implemented; what are the perceptions of apprenticeship administrators in regards to the demise of the apprenticeship council; are there established communications among and within apprenticeship organizations; and, are there established procedures for resolving interagency conflict among apprenticeship organizations. / An interview schedule was designed to elicit responses that would answer the proposed questions. The author interviewed twenty-four persons in eight Florida cities. Twelve of those interviewed were the members of the Florida Apprenticeship Council at the time it was abolished. The other twelve persons interviewed represented a cross-section of the apprenticeship community. / The study concluded that: (1) The Florida Apprenticeship Law is weak in regards to specifications of responsibility for apprenticeship related instruction. (2) The Department of Education's role in apprenticeship matters is minimal and recent changes in apprenticeship laws have further eroded the role of education in the apprenticeship system. (3) There is a need for an effective apprenticeship council and operating procedures for the council. (4) There are no formal communications links between operating elements of the apprenticeship system. (5) The apprenticeship council did not function as the legislature had intended and it was abolished. Among the beneficial aspects of the council, it served as a forum for differing views to be expressed and possibly resolved. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3890. / Thesis (Educat.D.)--The Florida State University, 1982.

The purpose of this study was to develop an evaluation plan for on-going research and exemplary projects funded through the Division of Vocational Education in Florida's Department of Education. A decision-centered approach to evaluation was used as a basic framework, and information requirements derived from the Division's staff provided the focus for the evaluation plan development. Specifically, the researcher developed plans and procedures which would help address the following questions: (1)Is the project progressing in relation to the proposed timeline; (2)Is the project achieving the objectives established; and (3)Are there any potential problem areas in regard to conformity to project design? In addition, information would be available for the following decision situations: (1)to provide a rational and logical justification for committing additional resources in a timely manner and (2)to provide a plan for effectively scheduling and utilizing available resources. Along with developing a plan which would effectively evaluate projects, it seemed desirable to also develop a plan which would evaluate proposals. / The evaluation plans and procedures were critiqued by a jury of qualified persons in evaluation to establish validity; two of the plans were field tested to establish interrater reliability. The consensus of participants in this study is that the plans developed will be useful to the Division of Vocational Education for evaluating their preliminary proposals, proposals, projects, and final products. The evaluation plans were considered by the participants to be systematic, detailed and complete, objective, and decision-oriented. / The researcher recommended that the plans and procedures for evaluating research and exemplary proposals and projects be submitted to the Bureau of Research, Dissemination and Evaluation in Florida's Division of Vocational Education for their support and implementation. Full benefit from the results of this study can be obtained with the following activities: (1)inservice sessions to provide Bureau evaluators with the procedures necessary for the successful implementation of the total instrument; (2)modification of the instrument, as necessary, after implementation; and (3)adaptation of the instrument for evaluating curriculum, guidance and counseling, and evaluation proposals and projects supported by the Bureau. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1116. / Thesis (Ph.D.)--The Florida State University, 1981.

The intent of this study was to investigate a number of variables, including Holland's concept of person-environment congruence, that might account for job satisfaction differences among mental health workers. One hundred and twenty-one subjects, from three mental health centers, completed a job satisfaction instrument, while eighty-two of those subjects completed Holland's Self-Directed Search. No pattern of optimally satisfied personality types emerged from each of five mental health occupations. Holland's theory of person-environment congruence was not supported. Statistically significant results demonstrated that: (1) Whites were more satisfied than non-whites with their pay and total job satisfaction, (2) middle-aged employees were better satisfied than younger employees with their opportunities for promotion, (3) workers employed between six months and a year were more satisfied than workers employed for one year or longer with their opportunities for promotion, (4) employees receiving between two and four hours of weekly supervision were more satisfied than those persons receiving one hour or less regarding their supervision and total satisfaction, (5) indirect service workers were better satisfied than direct service workers regarding their pay, opportunities for promotion and total job satisfaction, and (6) administrators were better satisfied than outpatient workers with regard to their pay and opportunity for promotion. No significant differences were found among the variables of sex, educational level, or number of hours worked per week. The affect of agency size on job satisfaction differences could not be determined due to an inadequate number of participants. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4377. / Thesis (Ph.D.)--The Florida State University, 1980.

A survey was conducted of 439 vocational educators to determine their reason(s) for membership of nonmembership in the Virginia Vocational Association. An analysis of variance was used to compare responses in relationship to their position, division and level of organization. Educators were asked to respond to present services offered and possible future services which may be offered by the Virginia Vocational Association. Responses between members and nonmembers were compared by the use of t-tests. The results indicate that vocational educators are generally uniformed about the Virginia Vocational Association and as a result there are significant differences in opinions between members and nonmembers concerning present and possible new services desired as well as various differences in their reason(s) for membership or nonmembership in regard to positive, division and level of organization. / Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 0187. / Thesis (Ph.D.)--The Florida State University, 1981.

The study attempted to determine the status of vocational education in Florida's major male correctional institutions. The research addressed components comprising a vocational training program, such as: (a)philosophy, objectives, and perceived goals of vocational education, (b)entry procedures utilized, (c)instructional staff qualifications, (d)program expenditures, (e)post program status of inmates, (f)facilities, (g)appropriateness of tools, equipment, and supplies, (h)support services, and, (i)advisory committee utilization. / A stratified random sample of half of the correctional institutions offering vocational training was selected for the study. The strata were based on the levels of institution population. Representing each of the selected institutions, state level Department of Corrections officials, educational supervisors, and vocational instructors had both surveys sent to them and at a later date were interviewed. Such a data collection method resulted in a nearly 100 percent response. / The findings revealed many vocational education program strengths in Florida's penal system. However, areas needing improvement appear to be as follows: (a)staff development and recruitment, (b)educational personnel reward system, (c)support services, (d)facilities, (e)tools, equipment, and supplies repair and replacement policy, (f)advisory committees, (g)inmate follow-up studies, (h)communication channels, (i)curriculum development and instructional procedures, (j)evaluation, (k)administrative and financial support, (l)community relations, and (m)cooperative work experiences for inmates. The study recommends three possible options that could be implemented to improve the vocational education system in Florida's prisons. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1120. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to examine two selected groups of Florida educators and conclude what changes, if any, Federally mandated public law 94-142 had on their perceptions of education for the handicapped. / The two groups were composed of exploratory industrial arts and vocational educators, numbering 80 in each group. One group of educators had all participated in a special summer workshop which prepared them to work with handicapped students. The second group was randomly chosen from a 1978 listing of Florida Industrial Arts Teachers. / Basic to this investigation and its findings was the identification and examination of factors and processes that influence change in attitudes. / This researcher developed a survey questionnaire consisting of 45 Likert-type items designed to investigate vocational educator's perceptions of the changes mandated by P. L. 94-142. / Data analysis procedures employed measured the central tendency of educator's perception and the relative frequencies of responses to each of the 45 items of the survey questionnaire. / A t-test was used to determine if there were significant differences in the item responses between the two groups of educators. Also, descriptive data was collected on such demographic information as: type of school; total years of teacher experience; highest degree obtained; special training to teach handicapped students; sex of respondents. / As a measure of aggregate effect, a chi square analysis was employed to determine the relationship of the obtained frequencies to expected frequencies. / Data collection sampled one hundred and sixty respondents, equally divided between two groups. According to the data, the summer workshop participants showed a more positive attitude toward the law than did those in Group II (non-workshop participants). However, there were no significant patterns formed by either group to P. L. 94-142. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1115. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to determine the perceptions of directors of nurses regarding the performance of the LPN, ADN, Dip and BD program graduates in entry level employment, the importance of general nursing functions in entry level practice, the current status of the nursing program graduates and the need for a change in nursing educational categories in the state of Florida. A professional profile of the respondents and items pertaining to the characteristics of the hospital were included. / Analysis of the data indicated that (1) there was a significant difference among the mean performance ratings of the nursing graduates and the educational background of the respondents; (2) there was no significant difference among the mean importance ratings of the general nursing functions for entry into nursing practice and the educational background of the respondents; (3) there was a significant difference among the mean importance ratings of the general nursing functions for entry into nursing practice and the size of hospital where the respondents were employed; (4) there was a significant difference in the mean current status ratings of the respondents with varying educational backgrounds and size of hospital where the respondents were employed; (5) there was a significant difference in the mean need for a change in educational program ratings of the respondents with varying educational backgrounds and size of hospital where the nurses were employed; and (6) there was no significant difference among the mean need for change ratings of the respondents located in various regions of the state. The results revealed that the respondents perceived the need for (1) identified competencies in each nursing educational category; (2) all four educational levels (LPN, ADN, Dip, BD); (3) a career ladder for the nursing programs; and (4) an articulation process to enable each program graduate to receive credit without repetition of course work if further education is desired to earn a degree. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 4012. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study is to design a workable model on energy education and development, particularly for vocational institutions in the Philippines, that would help the country attain its national development objective on energy self-reliance and independence. Specifically, the study attempted to design an energy education and development management plan which would help address the following questions: (1) in light of a goal of energy self-reliance and independence and present energy needs and projected requirements for Philippine development, how should energy education be incorporated in the educational system especially in vocational-technical schools; (2) what and how should conservation standards, technical innovations and guidelines be implemented to improve efficiency in supply/delivery, in end/use and alter demand for energy in educational institutions and other sectors of society; and (3) how should energy education curriculum materials be developed and incorporated in the various levels and programs of vocational-technical education? / The review of related literature as well as interviews with energy experts, policy-planners, government officials and some members of the academic community confirmed the assumption of the researcher that the design of a model on energy education for a developing country would be a feasible solution to present and future energy crises. The model was revised after consultation with the writer's supervisory committee. A random sample consisting of 11 energy experts, 9 systems analysts/planners, and 6 vocational educators was selected to review the model. To compare the responses of the evaluators to the 20-items in the evaluation instrument, the investigator solved for the means, standard deviations on the obtained data. Results of the analysis have shown that the experts agree the "Energy Education and Development Management Model" (EEDMM) is an acceptable comprehensive plan that could meet short- and long-term energy development needs of the Philippine economy. / The researcher recommended that the EEDM Model be presented to the Philippine authorities for their support and for its full-scale implementation. This idea can become a reality through various activities such as: (a) establishment of an "Energy and Education Action Center" in the Ministry of Education and Culture, "Energy Management Assistance Program" in selected technical colleges and universities, and "Energy Manpower Center" in the Ministry of Energy; (b) retrofitting or modification of facilities that are observed to be energy intensive; (c) inclusion of energy conservation in appropriate curriculum materials; (d) development of energy-oriented courses for continuing education programs; and (e) development of energy training materials and devices for adaptation to existing curricular offerings. / Source: Dissertation Abstracts International, Volume: 41-12, Section: A, page: 5072. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to examine the process of implementing individualized instruction in vocational education, as exemplified by Audio-Visual-Tutorial (AVT) typing materials. / Eight community colleges in Florida had adopted and were currently utilizing AVT typing in their secretarial/business degree program. / Four instruments were developed to obtain data about the process and status of implementation. On-site visitations were conducted, and data were obtained through interviews, from observation of the learning center, and from student response forms. / The findings indicate that six general problem areas were encountered by implementers of the individualized instructional programs. Four problem areas were management related: insufficient time and inadequate planning; incompatible organizational structure; authoritarian and/or individual decision making; and noninvolvement or inadequate staffing. Two problem areas were related to instruction: assessment of prior learning; and pacing/procrastination. / The study makes recommendations to current users of AVT instructional programs, to staff of the Division of Community Colleges and Division of Vocational Education, and to potential implementers of individualized programs. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1120. / Thesis (Ph.D.)--The Florida State University, 1981.