The overall goal of this study was to identify what employers perceive as being the most desirable preparation for newspaper photographers. Specific objectives of this study were: (1)To determine the relative value that employers place upon various educational and work experiences. (2)To determine the relative value that employers place upon knowledge of various subjects. (3)To determine where employers feel that knowledge of important subjects could best be gained. (4)To develop a curriculum for newspaper photographers which will best prepare individuals for job entry. / A survey instrument was designed to measure the perceived importance of specific experiences and knowledge about specific topics (subjects) relative to newspaper photography. The survey instrument was sent to the employer of photographers in each of the 112 daily newspapers in the states of Alabama, Florida, and Georgia; the employer was usually the managing editor of the newspaper. / Replies were analyzed and, based on the perceived importance of specific experiences and knowledge about specific subjects, recommendations for career preparation were made. A two-year course of study was developed that would give aspiring newspaper photographers the formal education and training perceived by the employers as being the most desirable. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1118. / Thesis (Educat.D.)--The Florida State University, 1981.

The purpose of this study was to determine if there were issues, problems, phenomenon, or other factors which tend to deter implementation of competency-based vocational teacher education (CBTE) and, if there were, catalog the deterrents by relative level of deterrence for reference by prime C / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0221. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 5022. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 5028. / Thesis (Ph.D.)--The Florida State University, 1979.

The major purpose of this study was to attempt to determine if a difference exists in selected characteristics between women in vocational education administration and women vocational educators not holding administrative posts. The identification of differences in specific traits can provide some insight into the problem of the lack of female administrators. / Based upon the review of the literature, the characteristics chosen to be examined were the level of self-concept, the degree of traditional sex-role stereotyping, the presence and type of influential role models, and general demographic data. Survey instruments were utilized to collect the data in this descriptive research study. / The information was gathered using the following three components: the Tennessee Self-Concept Scale which is a standardized instrument yielding an overall self-concept score; the Attitudes Towards Women Scale which measures attitudes toward the role of women in society; and a questionnaire for self-report data concerning role models and various demographical variables. The three instruments were completed by the participants in the study. / The population for the study included all of the female vocational education administrators (N = 15) in the state of Georgia. This group was matched to nonadministrative counterparts on age, undergraduate grade point average, level of education, marital status, and number of children. These variables were controlled to eliminate their confounding the results. The data were collected on all participants. / The analysis of the data confirms the existence of a higher level of overall self-concept as measured by the Tennessee Self-Concept Scale for the female administrators. The women in vocational education administration perceive women more nontraditionally and less stereotypically according to their scores on the Attitudes Towards Women Scale. Although the female administrators did not report a high number of nontraditional role models, they did not cite their parents as major influences as frequently as their nonadministrative counterparts. The administrators indicated internal factors like self-motivation, a desire to succeed, and being a hard worker as determinants of their career choice of administration. / The study further reports the demographic characteristics of both age groups including age, marital status, number of children, educational and background factors. Finally, there is a listing of obstacles and encouragements to administrative roles as perceived by the two groups. / The study did determine differences in the level of self-concept and the degree of sex-role stereotyping between women in vocational education administration in the state of Georgia and women vocational educators not holding administrative posts. Further studies are necessary to indicate the existence of these differences in larger populations. Then a comprehensive effort can be begun to support, encourage, and prepare women to qualify for positions as vocational education administrators. / Source: Dissertation Abstracts International, Volume: 41-11, Section: A, page: 4691. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to explore the extent of implementation of P.L. 94-142 as perceived by special education and vocational education teachers in comprehensive high schools in Florida, and to investigate adoptive behavior and peer opinion leadership as related to this implementation. A stratified random sampling of 200 vocational teachers representing the content areas of industrial arts, agribusiness and natural resources, home economics, and health occupations was selected. The special education teacher's sample was from the fifty-two comprehensive high schools participating in the study. There was a total of 103 vocational education teachers and 39 special education teachers participating in the study. / Two parallel questionnaires were developed; one for vocational education teachers and one for special education teachers. These instruments were reviewed by a panel of experts and pilot tested. Item-response frequency distribution and percentages were given for vocational content areas and special education teachers; total group response was reported where appropriate. The chi-square was used to examine the relationship between extent of implementation, level of education and years of experience. The Pearson Product Moment correlation was used to examine the relationship between extent of implementation, adoptive behavior, and peer opinion leadership. / Findings indicated a moderately high extent of implementation of the least restrictive environment had been attained. There was no statistically significant relationship between extent of implementation and any of the variables for the special education teachers. There was a statistically significant relationship between extent of implementation and adoptive behavior and peer opinion leadership for vocational teachers. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2643. / Thesis (Ph.D.)--The Florida State University, 1981.

Trade and industrial program area vocational technical teachers in the State of Florida are not prepared for their roles as agents of curriculum change by formal training in curriculum development, yet they are required to develop curricula as part of their normal functioning as a teacher. / To analyze the concerns of teachers about competency based vocational education, the University of Texas Stages of Concern Questionnaire (SoC) was administered to a sample of teachers in North West Florida, using the Campbell and Stanley quasi experimental non equivalent control group design and four levels of a treatment devised around the concept of the teacher as an agent of curriculum change. Demographic data, data about learning projects, and on the level of implementation of CBVE in the classroom were also gathered. / A chi square test was conducted on eight demographic variables and significance was not reached at the p < .05 level. It was concluded that these five groups were drawn from the population of trade and industrial area vocational technical teachers in Florida. Results of the Stages of Concern Questionnaire were examined and twelve hypotheses were tested. Exposure to the concept of the teacher as an agent of curriculum change is not related to concerns about CBVE. The results indicate that while no significant differences between treatments were obtained, some interesting trends, both towards and against the hypothesized directions were noted. It was also concluded that job related learning projects conducted by teachers and level of implementation of CBVE in the classroom are not related to exposure to the concept of the role of the teacher as an agent of curriculum change. / Further research is recommended by a replication of this study for other program groups and other states and also into the implications of the uniqueness of trade and industrial vocational technical teachers for innovation adoption and teacher training. / Source: Dissertation Abstracts International, Volume: 42-11, Section: A, page: 4810. / Thesis (Ph.D.)--The Florida State University, 1982.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3260. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 35-07, Section: A, page: 4326. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-07, Section: A, page: 4325. / Thesis (Ph.D.)--The Florida State University, 1974.