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Title: THE APPROPRIATENESS AND IMPORTANCE OF SELECTED ROLES AND COMPETENCIES FOR TRAINING AND DEVELOPMENT SPECIALISTS IN SAUDI ARABIA.
Creator: MOZAINI, AHMED ALI., Florida State University
Abstract/Description: The purpose of this study was to determine the appropriateness and importance of selected trianing and development roles and competencies identified in the United States to the case of Saudi Arabia. The emphasis on training and development in Saudi Arabia's national plans, coupled with a shortage of and demand for national manpower provided a need for this study. The population of interest consisted of Saudi nationals working in three major Saudi universities and in the Institute of Public...
Show moreThe purpose of this study was to determine the appropriateness and importance of selected trianing and development roles and competencies identified in the United States to the case of Saudi Arabia. The emphasis on training and development in Saudi Arabia's national plans, coupled with a shortage of and demand for national manpower provided a need for this study. The population of interest consisted of Saudi nationals working in three major Saudi universities and in the Institute of Public Administration. The roles and competencies used were those identified in the literature reviewed (Aker, 1962; Civil Service Commission, 1976; Knowles, 1970; McLagan, 1983; Nadler, 1979). Data were collected using a questionnaire which was divided into three sections providing descriptive information, data relevant to the appropriateness and importance of roles, and data relevant to the appropriateness and importance of competencies, as peceived by respondents., The purpose of the study was operationalized through four research objectives. To achieve the first two objectives, responses on a Likert-type scale were analyzed to establish the degree and ranking of appropriateness and importance for each role and competency. The remaining two objectives relevant to the degree of agreement on the appropriateness and importance of roles and competencies were achieved using rho correlation coefficients., The findings indicate that these roles and competencies were appropriate and important. There was high agreement between respondents from the universities and respondents from the Institute of Public Administration concerning these findings. There was also high agreement concerning the appropriateness and importance of these roles and competencies between those respondents who obtained their most recent degree from Saudi Arabia and those who obtained theirs in the United States.
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Date Issued: 1987, 1987
Identifier: AAI8721853, 3086646, FSDT3086646, fsu:76121
Format: Document (PDF)

Title: SELECTED CHARACTERISTICS OF VOLUNTEERS ASSOCIATED WITH LEVELS OF SATISFACTION IN THE VOLUNTEER EXPERIENCE.
Creator: KRAVITZ, ANN., Florida State University
Abstract/Description: Research on the factors influencing individuals to volunteer indicates that the satisfaction they receive from volunteering is an important motivating variable in volunteer retention. Organizations need to know what can be done to make the volunteer's role a satisfying one, and thus minimize turnover., The overall purpose of this study was to determine the factors associated with the satisfaction of volunteers in selected human service organizations. The population for this study consisted of...
Show moreResearch on the factors influencing individuals to volunteer indicates that the satisfaction they receive from volunteering is an important motivating variable in volunteer retention. Organizations need to know what can be done to make the volunteer's role a satisfying one, and thus minimize turnover., The overall purpose of this study was to determine the factors associated with the satisfaction of volunteers in selected human service organizations. The population for this study consisted of 700 volunteers in three selected human service organizations. These organizations represent a continuum of dependence on volunteers that ranges from almost total dependence on the one extreme, to use of volunteers to supplement the services provided by paid staff on the other extreme. A stratified random sample of 350 active volunteers was drawn from the total active volunteer membership roster of approximately 700 adults from three selected organizations. Data were collected using a mailed survey., Nine hypotheses were formulated to operationalize the study objectives and to provide the bases for data analysis. Statistical tests of these hypotheses were conducted using chi square, Pearson's correlation coefficient r, and one-way analysis of variance., Both situational life satisfaction and personal life satisfaction were significantly associated with levels of satisfaction with the volunteer experience. No differences were found in the levels of satisfaction of volunteers in the three organizations that were studied, but differences were found in the number of years served as a volunteer. Also, differences were found between organizations in six of the seven demographic characteristics that were studied. It was concluded that (a) satisfaction with the volunteer experience is largely a consequence of individual personal and life satisfaction, and (b) retention, as measured by number of years served in an organization, is influenced by many factors other than satisfaction. These factors likely include personal predispositions and characteristics, and task and organizationally related influences.
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Date Issued: 1987, 1987
Identifier: AAI8726868, 3086682, FSDT3086682, fsu:76157
Format: Document (PDF)

Title: LINKAGE PRACTICES AND PROCEDURES USED BY A COMMUNITY-BASED EDUCATIONAL AGENCY: CASE STUDIES OF SIX PUBLIC LIBRARIES.
Creator: FLEMING, LOIS DELAVAN., Florida State University
Abstract/Description: This study, using the case study and cross-case analysis method, identified and analyzed the practices and procedures a community-based educational agency, the public library, used to link with its external environment, its community. The bond issue referendum was selected as the phenomena through which effective linkage practices could be observed. The following research objectives guided the course of the study: (1) to determine the practices and procedures public libraries used to...
Show moreThis study, using the case study and cross-case analysis method, identified and analyzed the practices and procedures a community-based educational agency, the public library, used to link with its external environment, its community. The bond issue referendum was selected as the phenomena through which effective linkage practices could be observed. The following research objectives guided the course of the study: (1) to determine the practices and procedures public libraries used to establish and maintain linkages with their external environment; (2) to compare the linkage practices used by libraries that have been successful in passing a bond referendum proposition the first time the issue is presented with linkage practices used by libraries that have been unsuccessful; and (3) to identify and analyze the environmental and organizational factors that affect the linkage practices and procedures used., Data were gathered through on-site personal interviews, community and library documents, local newspaper clippings, and personal observation. A major conclusion was that one particular environmental factor, the status of the community economy, can have an overriding influence on the success or failure of the most comprehensive referenda campaigns. Other conclusions include that there are commonalities of linkage practices used in both successful and unsuccessful referenda campaigns, differing only in extensiveness; that the kinds of linkage practices can be more important than the number of practices used; and that there appears to be a difference in the types of target populations contacted in successful referenda campaigns., Recommendations for identifying and implementing linkage development during a referendum campaign were detailed. Recommendations for further research were also suggested.
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Date Issued: 1987, 1987
Identifier: AAI8802818, 3086711, FSDT3086711, fsu:76186
Format: Document (PDF)

Title: PERCEPTIONS OF THE CONTINUING NURSING EDUCATION COORDINATOR'S ROLE IN HOSPITALS APPROVED AS PROVIDERS OF CONTINUING EDUCATION FOR NURSES IN FLORIDA.
Creator: PROCTOR, MADREA., Florida State University
Abstract/Description: The purpose of this study was to provide information which would assist in the clarification of the role of the continuing nursing education coordinator in approved continuing education provider hospitals in Florida. Role theory provided the general frame of reference from which the conceptual framework was developed. The population of interest consisted of continuing nursing education coordinators and their hospital administrators and directors of nursing who were considered principle role...
Show moreThe purpose of this study was to provide information which would assist in the clarification of the role of the continuing nursing education coordinator in approved continuing education provider hospitals in Florida. Role theory provided the general frame of reference from which the conceptual framework was developed. The population of interest consisted of continuing nursing education coordinators and their hospital administrators and directors of nursing who were considered principle role definers. Since size of the hospital was considered to have a possible effect on responses, a random sample was taken from small, medium, large, and extra large hospitals. Size was determined by the number of patient beds., The roles used were those identified in McLagan's study for the American Society for Training and Development. Data were collected using a questionnaire which was divided into two major sections providing descriptive information and data relevant to role expectations and perceptions of performance as reported by hospital administrators, directors of nursing, and continuing nursing education coordinators. An additional section was added for the collection of general information., The objectives of the study were operationalized through four research questions. To answer the first two questions, a Likert-type scale was used from which a ranking of importance of role expectations, and perceptions of frequency of performance of the 15 roles was established. The remaining two questions, relevant to the degree of agreement on role expectations and perceptions of performance, were answered using Kendall's coefficient of concordance., The findings indicated that there was significant, and very high, agreement that all of the roles were ones which continuing nursing education coordinators should perform. The roles identified as very important were program designer, manager, needs analyst, strategist and program administrator. Media specialist was least important. In contrast, only program administrator was perceived as a role frequently performed. The remaining roles were perceived as either occasionally or seldom performed.
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Date Issued: 1987, 1987
Identifier: AAI8711736, 3086559, FSDT3086559, fsu:76034
Format: Document (PDF)

Title: THE RELATIVE EFFECTIVENESS OF TWO DIFFERENT APPROACHES TO INSERVICE TRAINING OF PRIMARY TEACHERS IN VENEZUELA.
Creator: MADRIZ, LOURDES., Florida State University
Abstract/Description: Although teachers are a key factor in the quality of education, there have been few, if any, follow-up studies in Venezuela to determine the extent to which inservice training for teachers has been effective, or whether present approaches to inservice teacher training result in desired changes in teachers' knowledge, attitudes, and skills. There is reason to believe that as presently structured, inservice training has, at best, a moderate impact on teacher performance., The purpose of this...
Show moreAlthough teachers are a key factor in the quality of education, there have been few, if any, follow-up studies in Venezuela to determine the extent to which inservice training for teachers has been effective, or whether present approaches to inservice teacher training result in desired changes in teachers' knowledge, attitudes, and skills. There is reason to believe that as presently structured, inservice training has, at best, a moderate impact on teacher performance., The purpose of this study was to determine the relative effectiveness of two different approaches for inservice teacher training: a traditional approach with little active participation by the teachers in planning; and an andragogical approach with a high degree of participation by the teachers in the planning of their training activities., For the purpose of this study, a two-day workshop on "Writing Worthwhile Objectives" was delivered to 90 primary school teachers randomly selected from four schools. This sample was divided into two groups: the andragogical group (45 teachers) and the traditional group (45 teachers). The same content was introduced in both groups. An achievement test was administered at the beginning of the workshop and immediately following it. The teachers' level of satisfaction instrument was administered immediately following the instructional activity. An application level questionnaire was given to the participants two months after the completion of the workshop., T-test analysis of the pre- and posttests showed that the average achievement score was higher for teachers in the andragogical approach group than that of the teachers in the traditional group., Use of several two-way analyses of variance showed that there is no interaction between the andragogical and traditional approach and selected personal teachers' characteristics (age, years of experience, and educational level)., The t-test results showed that participants' satisfaction level toward the learning activity and application level of the newly acquired knowledge was higher for the andragogical group than for the traditional group., The researcher concluded that using an andragogical approach in inservice teacher training will increase the effectiveness of teacher training activities.
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Date Issued: 1987, 1987
Identifier: AAI8713327, 3086592, FSDT3086592, fsu:76067
Format: Document (PDF)

Title: ADULT LITERACY IN A RURAL SETTING: A FAMILY CASE STUDY OF LITERACY USE AND MEANING.
Creator: MEDINA, MURIEL PIERSON., Florida State University
Abstract/Description: A descriptive study of adult literacy was carried out in a small rural community in north Florida utilizing an ethnographic methodology. The objectives were (1) to describe literacy use by a small-scale farm family and (2) to explore the meaning of literacy in this rural context., After a description of the community context, data on the case study family are presented as typical activities over the course of a year, and the purposes and extent of literacy use are described in relation to...
Show moreA descriptive study of adult literacy was carried out in a small rural community in north Florida utilizing an ethnographic methodology. The objectives were (1) to describe literacy use by a small-scale farm family and (2) to explore the meaning of literacy in this rural context., After a description of the community context, data on the case study family are presented as typical activities over the course of a year, and the purposes and extent of literacy use are described in relation to those activities. Literacy was found to be a useful tool but also a source of frustration. The frustration was related to the written materials themselves as well as to the reading and writing requirements imposed by agencies and other people., Rather than being passive targets of information dissemination, the farm families were information seekers and actively controlled the ways in which they went about getting farming information. Several factors affected the extent to which written materials were used in getting information including (1) the opportunities for information exchange via other media, (2) their accessibility both in terms of physical access and readability, (3) the credibility of information sources, and (4) the relevance of the content., It was suggested that such context-specific descriptions of functional literacy could be used: (1) to design relevant literacy education programs, (2) to evaluate the literateness of a person in relation to the literacy skills of others in that context, (3) to design curricula utilizing written materials from that context, (4) to design information dissemination media to be congruent with literacy use and meaning in that context, and (5) as a comparative baseline for further explorations of functional literacy.
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Date Issued: 1987, 1987
Identifier: AAI8711732, 3086555, FSDT3086555, fsu:76030
Format: Document (PDF)

Title: ACADEMIC ACHIEVEMENT OF STUDENTS WHO HAVE BEEN AWARDED CREDIT FOR EXTRAINSTITUTIONAL LEARNING.
Creator: ROSE, RUFUS EDWARDS, JR., Florida State University
Abstract/Description: Most postsecondary institutions use techniques for assessing or validating extrainstitutional learning. The three major types of extrainstitutional learning are learning that is assessed by credit-by-examination programs, training for which credit is recommended by the American Council on Education, and experiential learning that is assessed individually. These techniques apply most to adult students who will make up 47% of college students by 1990. This study compared academic achievement of...
Show moreMost postsecondary institutions use techniques for assessing or validating extrainstitutional learning. The three major types of extrainstitutional learning are learning that is assessed by credit-by-examination programs, training for which credit is recommended by the American Council on Education, and experiential learning that is assessed individually. These techniques apply most to adult students who will make up 47% of college students by 1990. This study compared academic achievement of nontraditional students who had significant amounts of extrainstitutional learning with achievement of traditional students. The subjects were graduates of a university college program over an 8-year period. Achievement was measured by quality point average and other ways. Achievement of nontraditional students did not differ significantly from that of traditional students. There was negligible correlation between either age or number of extrainstitutional credits with quality point average. These findings empirically supported current national policies and institutional practices regarding recognition of extrainstitutional learning.
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Date Issued: 1986, 1986
Identifier: AAI8702246, 3088950, FSDT3088950, fsu:77749
Format: Document (PDF)

Title: ADULT EDUCATION AND COMMUNITY CONTEXT: AN ETHNOGRAPHIC CASE STUDY OF THE IMPLEMENTATION OF THE FUNCTIONAL LITERACY AND FAMILY LIFE PLANNING PROGRAM IN A SELECTED RURAL VILLAGE IN NORTHEASTERN THAILAND.
Creator: DUONGSAA, USA KANCHANAVATEE., Florida State University
Abstract/Description: This study documented the implementation of the FLFLP program as an instance of adult education in a selected rural village in northeastern Thailand. The intent was to assess the program both in relation to the context of the community in which it was implemented, and against the ideal conceptions and procedural guidelines set forth by the program designers and policy-makers of the Department of Nonformal Education., The data obtained through fieldwork and documentary analysis suggested that...
Show moreThis study documented the implementation of the FLFLP program as an instance of adult education in a selected rural village in northeastern Thailand. The intent was to assess the program both in relation to the context of the community in which it was implemented, and against the ideal conceptions and procedural guidelines set forth by the program designers and policy-makers of the Department of Nonformal Education., The data obtained through fieldwork and documentary analysis suggested that the program: (1) was not responsive to the local community context; (2) deviated greatly from the ideal conceptions and procedural guidelines; and (3) failed to produce some anticipated outcomes as stated in program objectives. Some of the disparities between the ideal conceptions and the actual implementation of the program were influenced by factors inherent in the local context, such as villagers' work schedule, poor village leadership, and adherence to traditional practices and values. Others were caused by program-related factors such as the teacher's and local personnel's inefficiency, and inadequacy of teacher preparation. Moreover, individual influences appeared to interact. That is, they would influence each other as well as the disparity in question., In addition, the researcher found two factors which contributed to the program's failure. One, the program objectives were unrealistic and the program design was not appropriate for, nor compatible with, the objective. Second, the design of the program seemed to be based on two faulty assumptions: one concerning the concept of culture, the other the concept of problem ownership., This study joins many other studies in reaffirming the thesis that an educational program will not induce community development, unless it is a grassroots effort and unless it is part of an integrated development plan which includes the availability of various supportive facilities or infrastructures.
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Date Issued: 1986, 1986
Identifier: AAI8702232, 3086458, FSDT3086458, fsu:75938
Format: Document (PDF)

Title: THE DETERMINANTS OF EDUCATIONAL OUTCOMES: A STUDY OF THE RADIO-CORRESPONDENCE PROJECT IN THE NORTHEASTERN REGION, THAILAND.
Creator: DUONGSAA, DUSIT., Florida State University
Abstract/Description: The purpose of this study was to approximate the relationships between the educational inputs and outputs of the Functional Continuing Education Level 4 by Radio-Correspondence Project (RCP). The study was conducted in the northeastern region of Thailand, and involved a sample of 124 adult students who enrolled in the subject of Math 4 in the summer of 1985., Four research instruments were used to collect the relevant data for this study: Math 4 pre-post tests, Students' Background Data...
Show moreThe purpose of this study was to approximate the relationships between the educational inputs and outputs of the Functional Continuing Education Level 4 by Radio-Correspondence Project (RCP). The study was conducted in the northeastern region of Thailand, and involved a sample of 124 adult students who enrolled in the subject of Math 4 in the summer of 1985., Four research instruments were used to collect the relevant data for this study: Math 4 pre-post tests, Students' Background Data Questionnaire, Students' Attitudes Questionnaire, and Teachers' Characteristics Questionnaire. In addition, in-depth interviews were also conducted with a small number of teachers and students., Altogether 23 variables were included in the model, categorized into five separate concepts: student background characteristics, family background characteristics, school-related student characteristics, school inputs, and teacher characteristics. A three-equation recursive model was used as the hypothesized model of relationships. Academic achievement, self-concept, and academic aspirations were the three endogenous variables in the equations, with academic achievement being the ultimate dependent variable. Ordinary least squares was employed to estimate the parameters in each of the equations., Seven variables were found to directly, positively, and significantly affect student academic achievement, i.e., prior achievement, self-concept, amount of land owned, possession of items in household, classroom social climate, teacher's experience, and teacher's attitudes. These findings were in conformity with most past educational input-output studies and/or theories of adult learning.
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Date Issued: 1986, 1986
Identifier: AAI8702231, 3086457, FSDT3086457, fsu:75937
Format: Document (PDF)

Title: FACTORS ASSOCIATED WITH SCHOOL NURSES' PARTICIPATION IN MANDATORY CONTINUING EDUCATION IN FLORIDA.
Creator: ROLDAN, MILDRED., Florida State University
Abstract/Description: The overall purpose of this study was to determine factors associated with the participation in mandatory continuing education of two groups of school nurses in Florida--those employed by local Boards of Education and those employed by Public Health Units. Three research questions guided the study: What is the association between type of school nurse and selected demographic, institutional, situational, and dispositional variables? What is the association between type of school nurse and...
Show moreThe overall purpose of this study was to determine factors associated with the participation in mandatory continuing education of two groups of school nurses in Florida--those employed by local Boards of Education and those employed by Public Health Units. Three research questions guided the study: What is the association between type of school nurse and selected demographic, institutional, situational, and dispositional variables? What is the association between type of school nurse and participation in mandatory continuing education?, and What is the association between type of school nurse and participation in mandatory continuing education when controlling for selected demographic, situational, institutional, and dispositional variables? One hundred fifty-four registered school nurses from both groups were requested to respond to a thirty-nine item mail questionnaire., The three research questions were analyzed using the Chi-Square Test of Independence. In research question one, there were significant associations between type of school nurse and income, membership in professional associations, work commitment, and attendance at more educational programs after continuing education was mandated. For research question two, no significant associations were found between type of school nurse and participation in mandatory continuing education., For research question three, it was found that age--51 years or over, basic nursing preparation--diploma, membership in professional associations, and professional experience as a school nurse--four to seven years, influenced the association between type of school nurse and participation, when measured by number of content areas. The association between type of school nurse and participation, measured by number of providers, was influenced by income--$15,000 or less, no membership in a professional association, and work commitment--one to two schools assigned per week. None of the selected demographic institutional, situational, and dispositional variables influenced the association between type of school nurse and participation, when measured as number of educational programs attended. None of the institutional variables selected were significantly associated with type of school nurse, and did not influence the association between type of school nurse and participation in continuing education.
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Date Issued: 1986, 1986
Identifier: AAI8616906, 3086332, FSDT3086332, fsu:75815
Format: Document (PDF)

Title: A COMPARISON OF THE REGRESSION EQUATIONS AND VALIDITY COEFFICIENTS OF TRADITIONAL AND NONTRADITIONAL FULL-TIME DEGREE-SEEKING STUDENTS AT FIVE FLORIDA UNIVERSITIES (RETURNING STUDENTS, ADULT RETURNING).
Creator: QUERO-MUNOZ, LILA J., Florida State University
Abstract/Description: This study was designed to compare traditional and nontraditional full-time degree-seeking students' regression equations and validity coefficients across five Florida post-secondary institutions. The single multiple regression method with dummy variables was selected to compare the two groups' regression planes across institutions (FSU, UF, UCF, USF, and FAMU), within age groups, and between age groups within institutions. The multiple partial statistic was selected to test for the...
Show moreThis study was designed to compare traditional and nontraditional full-time degree-seeking students' regression equations and validity coefficients across five Florida post-secondary institutions. The single multiple regression method with dummy variables was selected to compare the two groups' regression planes across institutions (FSU, UF, UCF, USF, and FAMU), within age groups, and between age groups within institutions. The multiple partial statistic was selected to test for the interaction effect between the two indicator variables (Age and Institutions) and the three main effects (HSGPA, SATV and SATQ). The across institutions and within age groups validity coefficients variability of the high school grade point average and the Scholastic Aptitude Test verbal and quantitative scores was investigated, using meta-analysis methodology., A sample of 883 students was retrieved from the State University System (SUS) students' files. With the exception of age, all the students were selected to be equivalent on the following characteristics: full-time enrollment, first time in college, degree-seeking, and accepted under regular admission policies. This selection procedure limited the sample size of the nontraditional group of students and, therefore, generalizations regarding the results of this study should be made cautiously., It was concluded that a common prediction system was not practical and that a separate prediction system should be developed for each of the two groups compared within the five postsecondary institutions included in this study. The findings showed possible systematic overprediction or underprediction of the nontraditional students' performance in college when using a traditional student-derived regression equation to predict nontraditional students' performance. It was also apparent that nontraditional students' high school grade point average and traditional students' Scholastic Aptitude Test quantitative validity coefficients varied from institution to institution. There was no variation across institutions or within age groups of the Scholastic Aptitude Test verbal validity coefficients. As expected, high school grade point average was a better predictor of traditional students' performance in college, as Scholastic Aptitude Test verbal was for the nontraditional students. The average validity coefficients of the nontraditional students were, in all but one instance, lower than for the traditional group. It was recommended that differential validity and regression systems for traditional and nontraditional students be routinely studied.
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Date Issued: 1986, 1986
Identifier: AAI8616902, 3086329, FSDT3086329, fsu:75812
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING READINESS AND LIFE SATISFACTION AMONG THE ELDERLY.
Creator: EAST, JOANNE M., Florida State University
Abstract/Description: The purpose of this study was to explore the relationship between readiness of people to engage in self-directed learning activities, and feelings of life satisfaction among the elderly. A questionnaire survey was conducted with a random sample of 103 persons aged 60 or over who reside in a retirement village in South Central Florida., A statistically significant relationship was found between scores on measurement of readiness for self-directed learning and life satisfaction. The indication...
Show moreThe purpose of this study was to explore the relationship between readiness of people to engage in self-directed learning activities, and feelings of life satisfaction among the elderly. A questionnaire survey was conducted with a random sample of 103 persons aged 60 or over who reside in a retirement village in South Central Florida., A statistically significant relationship was found between scores on measurement of readiness for self-directed learning and life satisfaction. The indication of this data analysis was that persons who have a high score in readiness for self-directed learning tend to have a higher score in life satisfaction than those who have low scores in readiness for self-directed learning. Multiple regression analysis showed two factors of readiness for self-directed learning mostly responsible for the effect on life satisfaction: Acceptance of responsibility for one's own learning; and Love of learning., Recommendations made for practice or further research include the suggestions that readiness for self-direction in learning be a goal of lifetime education, and that gerontologists or others who wish to promote life satisfaction in the elderly consider adult education, especially self-directed activity, as an important resource.
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Date Issued: 1986, 1986
Identifier: AAI8624627, 3086417, FSDT3086417, fsu:75897
Format: Document (PDF)

Title: AN INVESTIGATION OF NURSES' RESPONSE TO MANDATORY CONTINUING EDUCATION.
Creator: HUTTON, CAROL ANNE., Florida State University
Abstract/Description: The purpose of this ex-post facto study was to investigate the nature and extent of nurses' affective response subsequent to six years of participation in mandatory continuing education. Specifically, the study (1) identified the nature and extent of nurses' shift in attitude toward mandatory continuing education since its inception, and (2) identified factors associated with the direction and degree of attitude change., A self-administered questionnaire was mailed to a random sample of 1,000...
Show moreThe purpose of this ex-post facto study was to investigate the nature and extent of nurses' affective response subsequent to six years of participation in mandatory continuing education. Specifically, the study (1) identified the nature and extent of nurses' shift in attitude toward mandatory continuing education since its inception, and (2) identified factors associated with the direction and degree of attitude change., A self-administered questionnaire was mailed to a random sample of 1,000 registered nurses residing in Dade County, Florida. One section of the questionnaire measured attitude at the onset of participation in 1979, and six years later (1985). Another section of the questionnaire consisted of forced-choice and open-ended questions to elicit data on personal, professional, educational, and institutional factors associated with attitude change. The attitude scale was pre-tested for face and construct validity, and for internal and test-retest reliability. An overall response rate of 51% was achieved., A one-tailed paired t-test was used to test the hypothesis; frequency distributions, one-way ANOVA and Chi square tests of significance were used to analyze four research questions. The hypothesis was supported; the majority of nurses (77.7%) retained their positive attitude or displayed a positive attitude shift in favor of mandatory continuing education, 22.3% demonstrated a negative shift in attitude., The study concludes that nurses who maintained or developed positive attitudes perceived more benefits than problems with mandatory continuing education, identified an increase in both the quality and availability of continuing education programs, indicated that mandatory continuing education affected their performance in practice, and that mandatory continuing education should be retained. Cost and lack of relevant programs were problems identified by those nurses whose attitudes were negatively influenced by mandatory continuing education. The majority of respondents with a negative change in attitude felt that mandatory continuing education did not affect their performance in practice and should be abolished.
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Date Issued: 1986, 1986
Identifier: AAI8626797, 3086429, FSDT3086429, fsu:75909
Format: Document (PDF)

Title: INFLUENCES GUIDING THE EDUCATIONAL REENTRY OF THREE ADULT WOMEN: A LIFE STORY APPROACH (FLORIDA).
Creator: METZGER, ELAINE IRENE., Florida State University
Abstract/Description: The decision to return to a formal educational setting as an adult arises from a complex interaction of past experiences and present circumstances. This study sought an answer to the question: What happenings throughout the lives of three mid-life women guided their decisions to return to school? The researcher explored the life courses of these women, particularly focusing on their perceptions of their own educational experiences. The participants were full-time, degree-seeking,...
Show moreThe decision to return to a formal educational setting as an adult arises from a complex interaction of past experiences and present circumstances. This study sought an answer to the question: What happenings throughout the lives of three mid-life women guided their decisions to return to school? The researcher explored the life courses of these women, particularly focusing on their perceptions of their own educational experiences. The participants were full-time, degree-seeking, undergraduate students at The Florida State University. Four common influences were identified which prompted each woman's educational reentry decision: support for education from others; importance of educational experiences; disposition toward education; and image of self as a student. In addition, certain enabling factors in each woman's present life appeared to have facilitated her return to school: a sense of control over her life; a feeling she would be successful; financial resources; and older children. The researcher traced those common influences through the life of each woman, weaving them together to show the development of individual patterns of reentry. The participants indicated that the desire for a career change precipitated their decision to return to school. At the same time, each one identified personal fulfillment as an important consequence of reentry., The study was intended as a process of exploration and discovery. As such, open-ended interviews conducted on a weekly basis over a period of five months were used to gather each participant's life story. A series of seventeen working propositions was presented in the last chapter to stimulate further exploration in this area of adult reentry women.
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Date Issued: 1986, 1986
Identifier: AAI8708185, 3086502, FSDT3086502, fsu:75982
Format: Document (PDF)

Title: MULTI-MEDIA DISTANCE EDUCATION: A STUDY OF FACTORS AFFECTING THE EDUCATIONAL ACHIEVEMENT OF ADULT PARTICIPANTS IN THE RADIO CORRESPONDENCE PROJECT IN THAILAND.
Creator: CHINNANON, SANONG., Florida State University
Abstract/Description: This study examined the effect of selected sociodemographic, psychological and instructional factors on the educational achievement of the participants in the Radio Correspondence Project, a multi-media distance education in northern Thailand. Two different core courses (Thai language and Life Experience) in the Functional Continuing Adult Education Curriculum were included in the study. A questionnaire survey was conducted with random samples of 350 participants in the Thai language course...
Show moreThis study examined the effect of selected sociodemographic, psychological and instructional factors on the educational achievement of the participants in the Radio Correspondence Project, a multi-media distance education in northern Thailand. Two different core courses (Thai language and Life Experience) in the Functional Continuing Adult Education Curriculum were included in the study. A questionnaire survey was conducted with random samples of 350 participants in the Thai language course and 650 participants in the Life Experience course., The results of multiple regression analysis showed that, in the Thai language course, previous test score and quality of radio reception had a significant effect on educational achievement. No significant effect on educational achievement was shown by the other selected sociodemographic, psychological and instructional factors including age, sex, marital status, occupation, income, number of years out of school, interest in the program, self-confidence in achievement, purposes of participation, amount of time for study each lesson, number of printed materials read, number of radio programs listened to, number of group meetings attended, access to radio, reception of prints, previous education program, preference of instructional media, and preference of learning contexts., The findings in the Life Experience course showed that, among all selected socio-demographic, psychological and instructional factors, number of years out of school, amount of time for studying each lesson, number of radio programs listened to, quality of radio reception, and previous test score had a significant effect on educational achievement. No significant effect on educational achievement was found in the other selected factors in the study., Concerning the effect of each specified block of variables, the findings showed that the instructional block had a significant effect in explaining the variability of educational achievement in both Thai language and Life Experience courses. The socio-demographic block had a significant effect on educational achievement only in the Life Experience course, while the psychological block had no significant effect on educational achievement in either course.
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Date Issued: 1985, 1985
Identifier: AAI8513363, 3086048, FSDT3086048, fsu:75534
Format: Document (PDF)

Title: THE IDENTIFICATION AND ANALYSIS OF PHILOSOPHICAL ORIENTATIONS OF CONTINUING EDUCATORS.
Creator: CARSON, GLORIA WINTA., Florida State University
Abstract/Description: The purpose of this study was to identify the philosophical orientations of continuing educators in higher education and to determine the extent of similarities and/or differences between them and the relationships that may exist between selected factors and orientations held. The population and sample for this study were the 300 randomly selected individuals belonging to the 1,100 membership of the Association of Continuing Higher Education. Each of the 300 members of the sample received...
Show moreThe purpose of this study was to identify the philosophical orientations of continuing educators in higher education and to determine the extent of similarities and/or differences between them and the relationships that may exist between selected factors and orientations held. The population and sample for this study were the 300 randomly selected individuals belonging to the 1,100 membership of the Association of Continuing Higher Education. Each of the 300 members of the sample received through the mail a Philosophy of Adult Education Inventory designed by Lorraine Zinn (1983). The inventory was used to obtain data addressing the following four research questions: (1) What proportion of continuing educators has an identifiable philosophy of adult and continuing education? (2) Are there differences among continuing educators in their philosophical orientations? (3) Is there a dominant philosophical orientation of adult and continuing education held by continuing educators? (4) What associations exist, if any, between philosophical orientations held by continuing educators and the following variables: (a) Demographic characteristics (age and sex); (b) Educational background (highest degree held; major field of study in highest degree obtained; graduate study in adult and continuing education); (c) Size of employing institution; and (d) Years of experience as an adult or continuing educator? Null hypotheses were established to provide information relevant to each research question., For purposes of data analysis, frequencies and percentages were used to compare the responses of the sample population. Chi-square was used to test for significant associations. The .05 alpha level was used as the criterion for the retention of the hypotheses. Contingency coefficients were used to measure the strength of associations between variables. Analysis of data revealed that 88.0% of the continuing educators had an identifiable philosophy. The findings also showed that there were differences among continuing educators in their philosophical orientations and that progressivism was the dominant philosophy. In addition, systematic associations were found to exist between the variables of sex, highest degree obtained, and having undertaken graduate study in adult and continuing education. Recommendations are made for improving practice and for further research through the use of the PAC Inventory.
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Date Issued: 1985, 1985
Identifier: AAI8524599, 3086152, FSDT3086152, fsu:75635
Format: Document (PDF)

Title: PERCEPTIONS OF FLORIDA'S ALTERNATIVE SCHOOLS.
Creator: WELCH, DOROTHY ADAMS., Florida State University
Abstract/Description: This study was an investigation of the characteristics of the alternative high schools of Florida as perceived by the students who are the clients of the schools, and the teachers, administrators, and aides in the alternative schools. The purpose of the study was two fold: To determine if the perceptions of the characteristics of the schools as experienced by the students, teachers, administrators and aides, who are the clients and operators of the schools are: (1) consistent with the intent...
Show moreThis study was an investigation of the characteristics of the alternative high schools of Florida as perceived by the students who are the clients of the schools, and the teachers, administrators, and aides in the alternative schools. The purpose of the study was two fold: To determine if the perceptions of the characteristics of the schools as experienced by the students, teachers, administrators and aides, who are the clients and operators of the schools are: (1) consistent with the intent of the Florida Legislature as expressed in the Alternative School Act of 1978, and (2) to determine if the different components of the survey population (students, teachers, administrators, aides) are in agreement or differ significantly., Data for the study were gathered from the entire population of students, teachers, administrators, and aides in the 52 alternatives high schools in Florida., It was concluded from the study that: (1) The alternative high school in Florida projects a nonpunitive learning environment that improves behavior of students. (2) Administration of the alternative high school is cooperative with other agencies and with the students. (3) The process of placement and maintenance of students is thorough. (4) Curriculum is facilitative rather than directive. (5) Those surveyed perceived the alternative high schools as being consistent with the Florida Legislative mandate to establish alternative schools., Recommendations included: (1) An experimental program should be developed that studies the early diagnosis of student maladjustive behavior and provides a program of prevention for high-risk students. (2) Longitudinal studies should be established in school districts in order to monitor the long-range effects of alternative schools.
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Date Issued: 1985, 1985
Identifier: AAI8522757, 3086135, FSDT3086135, fsu:75618
Format: Document (PDF)

Title: ANALYSIS OF INCIDENTAL LEARNING VIA TELEVISION AND THE RELATIONSHIP BETWEEN RETENTION AND INDIVIDUAL CHARACTERISTICS OF AGING ADULTS.
Creator: STOKES, LAURA CHRISTINA., Florida State University
Abstract/Description: The purpose of this study was to find what proportion of main and subordinate ideas aging adults remembered after casually viewing a television documentary. This study investigated the proportion of main ideas and subordinate ideas recalled immediately and one week later and the change between immediate and delayed retention. This study also examined the relationships between the aging adult's individual characteristics and the immediate and delayed retention of main and subordinate ideas.,...
Show moreThe purpose of this study was to find what proportion of main and subordinate ideas aging adults remembered after casually viewing a television documentary. This study investigated the proportion of main ideas and subordinate ideas recalled immediately and one week later and the change between immediate and delayed retention. This study also examined the relationships between the aging adult's individual characteristics and the immediate and delayed retention of main and subordinate ideas., Fifty-five aging adults between fifty-two and eighty-nine years of age were participants. Eighty percent were females, and twenty percent were males; their previous educational attainment level was above average., Participants viewed a commercially-prepared television documentary in a casual setting. A propositional analysis scheme of the program's narration was used to designate main and subordinate ideas. Cued-recall tests were developed and contained 5 items measuring main ideas and 5 items measuring subordinate ideas. Immediately after the program was viewed, participants were given the first cued-recall test. A week later, participants took a different cued-recall test., Results indicate that there is a statistically significant difference between the immediate recall of main ideas and the immediate recall of subordinate ideas. There is also a statistical difference between the delayed recall of main ideas and the delayed recall of subordinate ideas. Although more main ideas and subordinate ideas are recalled immediately than one week later, the results of this research show no statistical difference between immediate and delayed retention., When Stepwise Regression was used to analyze the importance of the independent variables age, socioeconomic status, meaningfulness of content and material, attitude towards television and previous education, only education was statistically significant. This variable explained 28% of the immediate main idea retention and 19% of the immediate subordinate idea retention. Previous education explained 20% of the main ideas and 18% of the subordinate ideas recalled one week after viewing the documentary.
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Date Issued: 1984, 1984
Identifier: AAI8428710, 3085927, FSDT3085927, fsu:75413
Format: Document (PDF)

Title: AN EXAMINATION OF FAMILY BEHAVIORAL PATTERNS AND THE ACADEMIC ACHIEVEMENT OF ADULT COLLEGE STUDENTS.
Creator: REEVES, RODNEY DAVID., Florida State University
Abstract/Description: This study examined the degree to which the adult student's perception of family behavior, defined as adaptability and cohesion, was associated with academic achievement. The two nominal independent variables, adaptability and cohesion, described family behavior in terms of perceived flexibility and emotional bonding. Perceived flexibility and emotional bonding were measured using Olson's (et al, 1982) Family Adaptability and Cohesion Scale (FACES II), and was presented in one of four levels....
Show moreThis study examined the degree to which the adult student's perception of family behavior, defined as adaptability and cohesion, was associated with academic achievement. The two nominal independent variables, adaptability and cohesion, described family behavior in terms of perceived flexibility and emotional bonding. Perceived flexibility and emotional bonding were measured using Olson's (et al, 1982) Family Adaptability and Cohesion Scale (FACES II), and was presented in one of four levels. The nominal dependent variable, academic achievement, was defined as cumulative grade point average and was presented in one of two levels, one above and one below the median. Of the 519 students surveyed in 29 credit-earning community college classes, the target population consisted of 291 students 24 years of age and older., The Chi Square Test of Independence was used to determine associations between each level of adaptability and cohesion and high and low academic achievement. There were no significant associations between family adaptability and cohesion and academic achievement. However, when age was factored in, adults 35 years old and older perceiving their family as either structured or rigid achieved higher grade point averages than similar students who perceived their family as either flexible or chaotic. When marital status was factored in, there was a tendency for unmarried students perceiving their family as either rigid or chaotic to achieve higher grade point averages than unmarried students perceiving their family as either structured or flexible. When marital status was factored in, there was also a tendency for married students perceiving their family as either separated or connected to achieve higher grade point averages than married students perceiving their family as either connected or enmeshed., Though family adaptability and cohesion did not directly influence academic achievement, associations were observed when other personal and situational characteristics were considered. Perceived family behavior was therefore believed to be a factor in the academic achievement of adult community college students, particularly when age and marital status were considered.
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Date Issued: 1984, 1984
Identifier: AAI8416724, 3085818, FSDT3085818, fsu:75305
Format: Document (PDF)

Title: LEARNING OUTCOMES INDIVIDUALS PERCEIVE AS IMPORTANT AND THE CHARACTERISTICS OF THE EXPERIENCES THROUGH WHICH THEY ARE ACQUIRED (EXPERIENTIAL, ADULT).
Creator: NELSON, ROY MCGILL., Florida State University
Abstract/Description: Purpose. The purpose of this study was to seek an answer to the question: How does a person learn those things he or she considers important? The data for the study were the life histories of six individuals. From these histories, the particular experiences tha led to the acquisition of important learning outcomes were identified. The means of gathering the data was a series of in-depth openended interviews with each of the six informants., Findings. An important learning outcome (ILO) is a...
Show morePurpose. The purpose of this study was to seek an answer to the question: How does a person learn those things he or she considers important? The data for the study were the life histories of six individuals. From these histories, the particular experiences tha led to the acquisition of important learning outcomes were identified. The means of gathering the data was a series of in-depth openended interviews with each of the six informants., Findings. An important learning outcome (ILO) is a skill, knowledge, or attitude, or some combination of these, that gives meaning to life. It contains affective, psychomotor, and cognitive components, often simultaneously. An individual's ILOs are often interconnected in one of several ways. An ILO is often inextricably intertwined with an individual's life theme. An ILO can determine the direction an individual's life takes and give meaning to that direction. It is this characteristic of being interconnected, of giving direction to life, and of providing a fundamental interpretation of reality and ways of dealing with that reality that define a learning outcome as important to the life of a person., Nine factors were found to have influenced the acquisition of the ILOs identified in this study. These factors include: other individuals, characteristic modes of behavior, negative life events, disassociation from cultural and social expectations, reinforcement, formal organizations, non-deliberate discoveries and events, deliberate action, and a teachable moment. These factors were grouped into four types. (1) Direct factors: those factors that resulted in the acquisition of the particular content of an ILO. (2) Intrinsic factors: those factors that were originated by the informant and provided both direct and indirect influence over an ILO's acquisition. (3) Extrinsic factors: those factors that originated outside the individual and provided both direct and indirect influence. (4) Multiple interaction factors: those factors that resulted in either the acqusition of the particular content of the ILO (direct); or, contributed to a setting in which an ILO could be acquired without having any necessary relationship to the ILO's content (indirect). The source of Type IV factors was both intrinsic and extrinsic.
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Date Issued: 1984, 1984
Identifier: AAI8424610, 3085873, FSDT3085873, fsu:75360
Format: Document (PDF)

Title: MOTIVATIONAL ORIENTATIONS FOR PARTICIPATION IN MANDATORY PROFESSIONAL CONTINUING EDUCATION (NURSING EDUCATION, ADULT EDUCATION).
Creator: URBANO, MARY THERESA., Florida State University
Abstract/Description: The purpose of this study was to investigate: (1) the association between motivational orientations and participation in mandatory professional continuing education and (2) the relationship among motivational orientations, participation in mandatory professional continuing education and selected demographic, personal/family, professional and educational opportunity structure variables. Five hundred registered nurses were asked to respond to a two part mailed questionnaire. The Education...
Show moreThe purpose of this study was to investigate: (1) the association between motivational orientations and participation in mandatory professional continuing education and (2) the relationship among motivational orientations, participation in mandatory professional continuing education and selected demographic, personal/family, professional and educational opportunity structure variables. Five hundred registered nurses were asked to respond to a two part mailed questionnaire. The Education Participation Scale (Boshier, 1971) was used to determine the respondents' motivational orientations for participation. A researcher developed questionnaire elicited data regarding participation in mandatory professional continuing education, demographic characteristics, and perceived positive and negative influences of selected personal/family, professional and educational opportunity structure variables. The first objective was analyzed by multiple correlations and canonical correlations. Statistically significant multiple correlations were found between motivational orientations and participation when defined as total hours (R = .22), total hours applicable towards a college degree (R = .21) and number of content areas studied (R = .22). A non-significant multiple correlation was found between motivational orientations and number of providers. No significant canonical correlations were found between motivational orientations and type of provider or type of content. The findings were congruent with earlier empirical studies of motivational orientations of adult learners and registered nurses in voluntary educational activities. Factor analysis of data related to the second objective revealed five independent factors (motivational orientations, external influences, professional experience, scientific preparation, and employer) which undergirded reported participation in, mandatory professional continuing education. These findings indicate that participation is the result of the dynamic interaction of a variety of intrinsic and extrinsic variables.
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Date Issued: 1984, 1984
Identifier: AAI8416731, 3085823, FSDT3085823, fsu:75310
Format: Document (PDF)

Title: PERCEPTIONS OF RADIOLOGIC TECHNOLOGISTS TOWARD MANDATORY CONTINUING EDUCATION: AN ASSESSMENT OF THE RELATIONSHIP BETWEEN SELECTED DEMOGRAPHIC AND SOCIOPSYCHOLOGIC VARIABLES AND ACCEPTANCE OF MANDATORY CONTINUING EDUCATION.
Creator: HARRIMAN, ROBERT JAMES., Florida State University
Abstract/Description: The purposes of this study were: (1) to examine the relationship between two sociopsychologic variables, locus of control and role perception, and the acceptance of mandatory continuing education (MCE) by radiologic technologists; (2) to contrast radiologic technologists' acceptance of MCE in states which differ in their statutes of legislation with regard to this issue, and; (3) to ascertain the combination of personal, educational, and/or professional characteristics which most strongly...
Show moreThe purposes of this study were: (1) to examine the relationship between two sociopsychologic variables, locus of control and role perception, and the acceptance of mandatory continuing education (MCE) by radiologic technologists; (2) to contrast radiologic technologists' acceptance of MCE in states which differ in their statutes of legislation with regard to this issue, and; (3) to ascertain the combination of personal, educational, and/or professional characteristics which most strongly influences acceptance of MCE by radiologic technologists., Participants in this study consisted of 882 randomly selected radiologic technologists from Florida and Ohio. Radiologic technologists, overall, were found to be more accepting to MCE than those opposed to it. Further, radiologic technologists who reside in a state with MCE requirements were more accepting to MCE than were radiologic technologists who reside in a state with voluntary continuing education., Six informational variables were found to be significantly correlated with acceptance of MCE. These were: (1) maximum distance radiologic technologists were willing to travel to attend continuing education programs; (2) extent to which radiologic technologists were willing to pay for continuing education expenses; (3) highest level of education completed; (4) quality of continuing education programs available outside the place of employment; (5) number of states in which a radiologic technologist has practiced, and; (6) number of hours of inservice education attended in the last six months., Locus of control was significantly related to acceptance of MCE. Radiologic technologists with an internal or mixed locus of control were significantly more accepting of MCE than radiologic technologists who were classified as external., Role perception presented a significant positive correlation with acceptance of MCE. Radiologic technologists who rated high in either Institutional or Personal role orientation were more accepting of MCE requirements than radiologic technologists who were mixed or low on either or both scales.
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Date Issued: 1984, 1984
Identifier: AAI8427304, 3085894, FSDT3085894, fsu:75381
Format: Document (PDF)

Title: A COUNTY WIDE STUDY OF VARIABLES WHICH HINDER OR FACILITATE SCHOOL-AGENCY COOPERATION IN RELATION TO COMMUNITY EDUCATION CONCEPTS IN FLORIDA (BARRIERS, COORDINATION).
Creator: REZEK, THOMAS W., Florida State University
Abstract/Description: The purpose of this study was to identify variables which effect school-agency cooperation and to determine the extent of agency(s) commitment to Community Education concepts which seek to enhance this cooperation. Objectives were identified that either promote a driving force or reduce a restraining force. Two key factors which effect these objectives were examined. These factors are: (1) The agency(s) level of acceptance of the objectives. (2) The agency(s) willingness to engage in...
Show moreThe purpose of this study was to identify variables which effect school-agency cooperation and to determine the extent of agency(s) commitment to Community Education concepts which seek to enhance this cooperation. Objectives were identified that either promote a driving force or reduce a restraining force. Two key factors which effect these objectives were examined. These factors are: (1) The agency(s) level of acceptance of the objectives. (2) The agency(s) willingness to engage in activities that promote the objectives., Escambia County, Florida was selected as the site for the study. The agencies within this county were divided into two groups; Group A represented agencies not currently participating in Community Education (school-agency) relationships, while Group B represented those that currently are involved. Fifteen agencies were randomly selected from each group. Both a written survey and a personal interview were administered. Analysis of the data provided the following conclusions: (1) The agencies in the study were inclined to accept Community Education objectives. (2) That while the agencies demonstrated a willingness to cooperate they felt the school system should assume a leadership role. (3) There was no significant difference in the degree of the acceptance level between the groups. (4) There was significant difference between the groups in terms of willingness with Group B showing greater degrees of willingness to cooperate. (5) When the two variables--acceptance and willingness--are not treated independently of each other, there is no significant difference between the groups. (6) There is greater inclination to accept the idea of cooperation than there is a willingness to engage in it., Additionally, the data implied that further study was needed in the following areas: (1) The role of the Community School in developing information and exchange systems. (2) The function of the Community School Coordinator in school-agency relationships. (3) The extent and manner that agencies are currently cooperating with the school and with each other. (4) Role of the school as a service delivery center.
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Date Issued: 1984, 1984
Identifier: AAI8427323, 3085910, FSDT3085910, fsu:75396
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN SELECTED CHARACTERISTICS OF ADULT LEARNERS AND THEIR ACADEMIC ACHIEVEMENT.
Creator: WEAVER, JAMES J., Florida State University
Abstract/Description: The purpose of this study was to identify associations that exist between six selected demographic factors and the academic achievement of adult learners, and the existance of differences among learners in regard to 15 reasons for participation and level of achievement obtained., The study was descriptive in design and data were collected from college records, a demographical survey, and Likert type rating scales. Content and construct validity of the rating scales was established by...
Show moreThe purpose of this study was to identify associations that exist between six selected demographic factors and the academic achievement of adult learners, and the existance of differences among learners in regard to 15 reasons for participation and level of achievement obtained., The study was descriptive in design and data were collected from college records, a demographical survey, and Likert type rating scales. Content and construct validity of the rating scales was established by examining relevant literature and with the assistance of a jury of experts. Reliability of the survey instrument was established by the test-retest method., Two null hypotheses were tested at the .05 alpha level to answer the research questions upon which the study was based. The hypotheses were tested by means of Chi-square and t-tests to identify significant associations and differences between independent variables and academic achievement., The findings supported some of the findings of related research as reported in the literature, and tended to refute others. Only one of six demographic variables was found to be significantly associated with achievement and only one of fifteen reasons for participation was significantly related to achievement., On the basis of the findings, conclusions and interpretations were generated by the study, recommendations were made for the improvement of educational practice and further study.
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Date Issued: 1984, 1984
Identifier: AAI8427331, 3085914, FSDT3085914, fsu:75400
Format: Document (PDF)

Title: COMPETENCIES AND INSERVICE TRAINING NEEDED BY TEACHERS OF ADULTS IN THAILAND.
Creator: TANGCHUANG, RAHAN., Florida State University
Abstract/Description: The purpose of this study was to identify knowledge and skills important for effective job performance by Functional Literacy and Family Life Planning (FLFLP) teachers, and the extent to which training is needed to develop such knowledge and skills. Two populations were surveyed. A randomly selected sample of 114 FLFLP teachers and their supervisors from Uttaradit, Phrae, and Nan provinces in Thailand responded to a questionnaire designed to collect data for the study. The questionnaire items...
Show moreThe purpose of this study was to identify knowledge and skills important for effective job performance by Functional Literacy and Family Life Planning (FLFLP) teachers, and the extent to which training is needed to develop such knowledge and skills. Two populations were surveyed. A randomly selected sample of 114 FLFLP teachers and their supervisors from Uttaradit, Phrae, and Nan provinces in Thailand responded to a questionnaire designed to collect data for the study. The questionnaire items covered 57 competencies in six broad areas drawn from the related literature. Means and rank orders of responses were used to determine the importance of and training needed for the competencies. The t-test was used to determine whether or not there were perceptional differences between the two groups of respondents. Chi-square was used to determine associations between teachers' perceptions of the importance of competencies and selected personal characteristics. The level of significance was .05., Major findings were as follows: (a) There were no significant differences between FLFLP teachers and supervisors in their perceptions of the importance of selected professional competencies (p > .05). (b) There were no significant differences between FLFLP teachers and supervisors in their perceptions of the professional competencies which should be developed through inservice training (p > .05). (c) There were no significant associations between FLFLP teachers and their perceptions of the importance of professional competencies, or their perceptions of the professional competencies which should be developed through inservice training and any of the five independent variables: age, sex, level of education, areas of specialization indicated by college degree, years of experience in FLFLP programs. (d) Inservice training covering the 10 most important competencies should be provided as soon as possible, as teachers do not now have adequate knowledge and skills to perform effectively. (e) The content of teacher training programs should encompass all 57 competencies, with greatest emphasis placed on the first 10 competencies.
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Date Issued: 1984, 1984
Identifier: AAI8427328, 3085913, FSDT3085913, fsu:75399
Format: Document (PDF)

Title: METHODS AND TECHNIQUES IN THE INSTRUCTION OF ADULTS: AN APPLICATION OF SELECTED THEORIES AND MODELS IN THE DESIGN OF A COURSE ON INSTRUCTION FOR EDUCATORS.
Creator: ODHARO, JOHNSON., Florida State University
Abstract/Description: The purpose of this study was to develop an advanced course on methods and techniques in the instruction of adults. The course was designed to complement the adult education graduate program at the Florida State University. Content of the course was derived from the literature, discussions with faculty and students, and content analysis of the syllabi on methods and techniques from adult education departments of 12 universities in North America. The course content included three areas: (a)...
Show moreThe purpose of this study was to develop an advanced course on methods and techniques in the instruction of adults. The course was designed to complement the adult education graduate program at the Florida State University. Content of the course was derived from the literature, discussions with faculty and students, and content analysis of the syllabi on methods and techniques from adult education departments of 12 universities in North America. The course content included three areas: (a) learning theories, models, and philosophies pertaining to adult education; (b) preinstructional design activities; (c) models of teaching (concept attainment, inductive thinking, awareness training, nondirective teaching, social inquiry, jurisprudential, social simulation, and direct training) having implications for the instruction of adults., Development of the course was based on an instructional design strategy. Seven learning techniques were employed: seminar, discussion, lecture, laboratory, briefing and tutorial., Formative, summative and goal-free evaluation strategies were used to determine the effectiveness of instructional procedures, and the importance and applicability of the materials. Content validation was performed by professors of adult education from 13 universities in North America., Analysis of the data provided by the participants and the professors revealed the followings: (a) Content of the theoretical frame of reference was essential for facilitating the instruction of adults, but actual use in practice was low. Learning theories, teaching models and preinstructional activities were rated high as being useful in facilitating instruction of adults: philosophies pertaining to adult education were rated low. (b) Although the models of teaching have theoretical importance for the instruction of adults, their actual use in practice was low. (c) While strategies of the direct training, nondirective teaching, concept attainment, and inductive thinking were used in practice, others were rarely used., The preparation, implementation and evaluation processes of the course were considered to be valuable contributions in the design of learning materials.
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Date Issued: 1983, 1983
Identifier: AAI8314195, 3085543, FSDT3085543, fsu:75035
Format: Document (PDF)

Title: A COMPARATIVE ANALYSIS OF THE COGNITIVE STYLES AND SELF-CONCEPTS OF DEVELOPMENTAL AND NON-DEVELOPMENTAL STUDENTS IN SELECTED FLORIDA COMMUNITY COLLEGES.
Creator: MORABLE, LINDA RAE., Florida State University
Abstract/Description: The purpose of this study was to compare the field dependent/field independent cognitive style dimension and the mean self-concept scores of college developmental (remedial) students with those of college non-developmental (regular) students. This was done in order to determine if there were significant differences in the cognitive styles and self-concepts of the two groups. Supplemental demographic data were also analyzed in order to determine if cognitive styles and self-concepts of the two...
Show moreThe purpose of this study was to compare the field dependent/field independent cognitive style dimension and the mean self-concept scores of college developmental (remedial) students with those of college non-developmental (regular) students. This was done in order to determine if there were significant differences in the cognitive styles and self-concepts of the two groups. Supplemental demographic data were also analyzed in order to determine if cognitive styles and self-concepts of the two sample groups were significantly different based on the demographic variables of age, sex, race, and geographic location. The Group Embedded Figures Test was used to test the cognitive styles of 365 students from selected community colleges in North, Central, and South Florida. The Tennessee Self Concept Scale was used to determine their self-concept scores. Results of the testing indicated that the cognitive style of field dependent occurred significantly more frequently in the developmental students than in nondevelopmental students. In addition, non-developmental students had a significantly higher mean self-concept score than did developmental students; however, both groups scored below the 50th percentile on the Tennessee Self-Concept Scale. Significant differences also occurred in the cognitive styles of students based on sex, race, and geographic location and in the self-concepts of students based on age. Conclusions were drawn and recommendations were made to community college administrators, instructors, and counselors for improving practices in community college programs. Also recommendations were made for future research.
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Date Issued: 1983, 1983
Identifier: AAI8314411, 3085558, FSDT3085558, fsu:75050
Format: Document (PDF)

Title: CONTINUING EDUCATION PERCEIVED NEEDS OF ELECTRICAL AND ELECTRONICS ENGINEERS IN MEXICO.
Creator: NAVA-JAIMES, ARTURO A., Florida State University
Abstract/Description: The overall purpose of this study was to identify the continuing education perceived needs of electrical and electronics engineers in Mexico. The data base and findings of this study will be used in the National Polytechnical Institute as the primary basis for designing and implementing programs of continuing education for the engineers in the petroleum and electrical generation industries in Mexico during the period 1983-1986., This study, a descriptive needs assessment was conducted in two...
Show moreThe overall purpose of this study was to identify the continuing education perceived needs of electrical and electronics engineers in Mexico. The data base and findings of this study will be used in the National Polytechnical Institute as the primary basis for designing and implementing programs of continuing education for the engineers in the petroleum and electrical generation industries in Mexico during the period 1983-1986., This study, a descriptive needs assessment was conducted in two phases. The first phase was devoted to the development of the instrument for the needs assessment using a Delphi technique. The second phase consisted of a survey of a stratified random sample of engineers. The specific research questions for this study were: (a) What knowledge, skills, and/or attitudes are required for proficient professional performance? (the desired state of affairs); (b) To what extent do electrical and electronics engineers possess the knowledge, skills, and/or attitudes identified in (a) above? (the present state of affairs); (c) To what extent are there discrepancies between the knowledge, skills, and/or attitudes required for proficient professional performance and those actually possessed by practicing electrical and electronics engineers? (educational need), The findings of the study provided priorities for use in planning for the continuing education of electrical and electronics engineers in Mexico. Priorities for specific needs were identified in four general areas: (1) technical skills and theoretical knowledge, (2) ability to continue one's education, (3) supervising and managerial skills, and (4) professional and societal issues and values. Recommendations were developed for use by curriculum planners and others who have responsibilities for designing continuing engineering education programs.
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Date Issued: 1983, 1983
Identifier: AAI8309282, 3085515, FSDT3085515, fsu:75007
Format: Document (PDF)

Title: THE SOCIALIZATION OF WOMEN INTO POLITICS: A CASE STUDY OF THE LEAGUE OF WOMEN VOTERS (FLORIDA).
Creator: DAVIS, EVELYN JEAN., Florida State University
Abstract/Description: A case study of one voluntary association was conducted to identify and link into a conceptual schema concepts that would describe the educative environment of that organization. A grounded theory methodology was used in analyzing several sources of data. Documents promulgated by the organization, interviews with the organization's members and others knowledgeable about the organization, newspaper articles, and observation of organizational meetings were used., Although not an organization...
Show moreA case study of one voluntary association was conducted to identify and link into a conceptual schema concepts that would describe the educative environment of that organization. A grounded theory methodology was used in analyzing several sources of data. Documents promulgated by the organization, interviews with the organization's members and others knowledgeable about the organization, newspaper articles, and observation of organizational meetings were used., Although not an organization with education as its primary goal, the Hillsborough County (Florida) League of Women Voters nonetheless created an educative environment which simulated mainstream politics and served as a socializing agent for its members, seven of whom entered mainstream politics and served as a socializing agent for its members, seven of whom entered mainstream politics by running for public office between 1972 and 1974. This educative environment was created through the interaction of three aspects of the League, the concepts identified in this study: the issues studied by the League, the activities conducted by the League, and the social context of the League. Organizational practices and procedures associated with each concept are set forth, as well as the significance of each concept to the socialization of League members into politics., Participation in the League's educative environment enabled members to achieve certain learning outcomes which may be summarized as learning about and mastering political processes. Seven such potential learning outcomes are identified. In gaining these skills, knowledge, and other attributes, League members could have changed from amateur to professional politicians. Finally, six propositions which extend the findings of this study to other voluntary associations are stated.
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Date Issued: 1983, 1983
Identifier: AAI8404730, 3085714, FSDT3085714, fsu:75204
Format: Document (PDF)

Title: AN INVESTIGATION OF THE ASSOCIATION BETWEEN DIFFERENTIAL PERCEPTION OF INNOVATION ATTRIBUTES AND THE ADOPTION OF EDUCATIONAL INNOVATIONS.
Creator: ROSS, ALBERT PARKER, II., Florida State University
Abstract/Description: This study investigated the association between differential perception of innovation attributes and the adoption of an educational innovation. It was hypothesized that an inverse relationship existed between the disparity in perception between agent and client and the adoption of innovations. Respondents were asked to rank order the five attributes of an innovation (relative advantage, compatibility, complexity, trialability and observability) in terms of their influence on the adoption...
Show moreThis study investigated the association between differential perception of innovation attributes and the adoption of an educational innovation. It was hypothesized that an inverse relationship existed between the disparity in perception between agent and client and the adoption of innovations. Respondents were asked to rank order the five attributes of an innovation (relative advantage, compatibility, complexity, trialability and observability) in terms of their influence on the adoption decision. Determinations of similarities in perception were made among three different institutional types (community colleges, area vocational technical schools, and correctional institutions), between adopters and nonadopters, between levels of clients and levels of agents, and between agents, adopters and nonadopters. The findings indicated that (1) institutional types were similar in their perceptions, (2) adopters and nonadopters differed in their perceptions, (3) client levels were more similar in their rank orderings than were agent levels, (4) agents and nonadopters exhibited more similarities in perception than did agents and adopters. The hypothesis that an inverse relationship existed between disparity in perception and innovation adoption was not supported.
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Date Issued: 1983, 1983
Identifier: AAI8404756, 3085732, FSDT3085732, fsu:75222
Format: Document (PDF)

Title: SELF-DIRECTED LEARNING PROJECTS AMONG BLACK ADULTS IN HAVANA, FLORIDA.
Creator: SHACKELFORD, RAY ANTHONY., Florida State University
Abstract/Description: One hundred and four black adults, randomly selected from the rosters of the black churches in Havana, Florida, were interviewed to determine the extent to which they engaged in self-directed learning. Data revealed that home/family life subject matter accounted for most of the self-directed learning projects engaged in by the respondents followed by vocation, hobbies/recreation, current events/public affairs/citizenship, religion/morals/ethics, and general education. The duration of projects...
Show moreOne hundred and four black adults, randomly selected from the rosters of the black churches in Havana, Florida, were interviewed to determine the extent to which they engaged in self-directed learning. Data revealed that home/family life subject matter accounted for most of the self-directed learning projects engaged in by the respondents followed by vocation, hobbies/recreation, current events/public affairs/citizenship, religion/morals/ethics, and general education. The duration of projects engaged in by the respondents ranged from 1 to 11 months with a median of four months. The respondents used acquaintances more than any other single type of helpers. Librarians were used only by two percent of the respondents., A descriptive analysis of the 12 tasks performed by the respondents indicated that the task, deciding where to learn, was performed the least, and the task, obtaining resources, was performed the most. The respondents devoted a considerable number of hours performing the 12 tasks., Sex, age, marital status, education, employment status, and occupation were significantly associated with the dependent variable, areas of subject matter. Education and family income were significantly associated with the types of helpers the respondents used with their self-directed learning projects., It was recommended that an informational center be established in Havana, Florida for self-directed learners, and a replication of this study, utilizing a larger sample population of blacks, be undertaken.
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Date Issued: 1983, 1983
Identifier: AAI8317384, 3085595, FSDT3085595, fsu:75087
Format: Document (PDF)

Title: AN INVESTIGATION OF THE RELATIONSHIP BETWEEN ATTITUDE OF NURSES TOWARD PROFESSIONALIZATION AND PARTICIPATION IN CONTINUING EDUCATION ACTIVITIES.
Creator: CROLL, KARON JANET., Florida State University
Abstract/Description: This study tested four hypotheses to determine the relationship between attitude of nurses toward professionalization (Houle, 1981) and participation in continuing education activities. Certain constraints, behavioral situations, and sociodemographic characteristics were hypothesized to modify the relationship between the independent and dependent variables (Brannon, 1976). A stratified random sample of 388 nurses responded by mail to the Survey on Nursing and Continuing Education, an...
Show moreThis study tested four hypotheses to determine the relationship between attitude of nurses toward professionalization (Houle, 1981) and participation in continuing education activities. Certain constraints, behavioral situations, and sociodemographic characteristics were hypothesized to modify the relationship between the independent and dependent variables (Brannon, 1976). A stratified random sample of 388 nurses responded by mail to the Survey on Nursing and Continuing Education, an instrument designed for this study. There was no significant relationship between attitude toward professionalization and participation. Of the 19 moderator variables measured, family responsibilities was found to have a significant negative relationship with participation (p < .01), and cost and habit strength were positively and negatively related, respectively (p < .05). Participation in continuing education activities may be maximized by the provision of support systems which address family responsibilities as a deterrent to participation.
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Date Issued: 1983, 1983
Identifier: AAI8324917, 3085632, FSDT3085632, fsu:75124
Format: Document (PDF)

Title: DEVELOPMENT OF A VALID AND RELIABLE INSTRUMENT TO IDENTIFY A PERSONAL PHILOSOPHY OF ADULT EDUCATION.
Creator: ZINN, LORRAINE MARIE., Florida State University
Abstract/Description: This study resulted in a valid and reliable instrument that identifies an individual's personal philosophy of adult education. The Philosophy of Adult Education Inventory yields scores which categorize an individual's personal philosophy of adult education with respect to five prevailing adult education philosophies: Liberal, Behaviorist, Progressive, Humanistic, and Radical. Support for the need for adult educators to identify their personal education philosophy was offered from literature...
Show moreThis study resulted in a valid and reliable instrument that identifies an individual's personal philosophy of adult education. The Philosophy of Adult Education Inventory yields scores which categorize an individual's personal philosophy of adult education with respect to five prevailing adult education philosophies: Liberal, Behaviorist, Progressive, Humanistic, and Radical. Support for the need for adult educators to identify their personal education philosophy was offered from literature which included adult education, educational philosophy, values clarification, organizational development, and human resource development and training., The Inventory was field-tested by 78 individuals over a period of ten months. After revision, it was tested for content and construct validity, internal consistency, and stability. Content validity was establiched by a jury of six individuals; construct validity was established through factor analysis. Data for factor analysis and reliability testing were obtained from 86 individuals from six states and the District of Columbia. Internal consistency and test retest stability were determined based on Pearson product moment correlations for individual response options, items, and overall scales. The instrument was judged to have a fairly high degree of validity, based on jury mean scores of > .50 (on a 7-point scale) on 93% of the response options and communality coefficients of > .50 on 87% of the response options. Reliability coefficients of > .40 on 87% of the response options and alpha coefficients ranging from .75 to .86 on the five scales were considered measures of moderate to high reliability. Test-retest data were judged unreliable due to the small size of the sample (n = 8); however, retest data did show a tendency toward moderate to high reliability (r of .48 to .83) for the five scales., The Philosophy of Adult Education Inventory was designed to assist the adult educator to begin a process of philosophical inquiry which will potentially result in greater effectiveness in selecting instructional content; establishing teaching and learning objectives; selecting and/or developing instructional materials; interacting with learners; and evaluating educational outcomes.
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Date Issued: 1983, 1983
Identifier: AAI8323851, 3085619, FSDT3085619, fsu:75111
Format: Document (PDF)

Title: ANALYSIS OF THE DEVELOPMENT OF THE STAFF TRAINING FUNCTION IN HUMAN SERVICE ORGANIZATIONS.
Creator: TAYLOR, ADDIS CORDELL., Florida State University
Abstract/Description: The purpose of this study was to analyze the development of the staff training activities in human service organizations to determine whether the level of development of the training functions is related to the organization's meeting specific external accreditation standards. The population for this study was the 21 largest jail systems in the United States, each with an inmate population of approximately 1000 or more inmates., The data collection instrument was a mailed questionnaire which...
Show moreThe purpose of this study was to analyze the development of the staff training activities in human service organizations to determine whether the level of development of the training functions is related to the organization's meeting specific external accreditation standards. The population for this study was the 21 largest jail systems in the United States, each with an inmate population of approximately 1000 or more inmates., The data collection instrument was a mailed questionnaire which elicited data giving two types of information. These types of information included: (1) the level of development of each of the jails' training functions and (2) information concerning the level of the jails' compliance with selected standards of the Commission on Accreditation for Corrections for adult local detention facilities. The data were analyzed using the Spearman Rank Correlation Coefficient (r(,s)) to determine the association between level of development of the training function and compliance with accreditation standards. The Median and Fisher Exact Probability Test and the Spearman Rank Correlation Coefficient (r(,s)) tests were used to determine the association between the existence of external training mandates and level of development of training functions of each jail., The major findings were as follows: (1) there is a significant association between the level of development of the training function and the meeting of accreditation standards; (2) some external training mandates are associated with the level of development while others are not. It was found that state minimum standards and state policies for training are associated with the level of development of training. County minimum standards and training policies as well as court decisions mandating training are not associated with the level of development of the training function.
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Date Issued: 1983, 1983
Identifier: AAI8323848, 3085616, FSDT3085616, fsu:75108
Format: Document (PDF)

Title: THE MOVEMENT TOWARD CHANGE: AN ETHNOGRAPHIC STUDY OF URBAN COMMUNITY DEVELOPMENT IN A SMALL BLACK COMMUNITY IN NORTH FLORIDA.
Creator: CREW, EDITH DASHIELL., Florida State University
Abstract/Description: Naturalistic inquiry was used in this study to explore a case of autochthonous community development in an urban, black community in North Florida. The focus of the study was an exploration and analysis of the actions and events which comprised the process whereby community members moved from the identification of unsatisfactory community conditions to the formulation and implementation of plans to change them. For a period of ten months, field research was conducted using ethnographic...
Show moreNaturalistic inquiry was used in this study to explore a case of autochthonous community development in an urban, black community in North Florida. The focus of the study was an exploration and analysis of the actions and events which comprised the process whereby community members moved from the identification of unsatisfactory community conditions to the formulation and implementation of plans to change them. For a period of ten months, field research was conducted using ethnographic methods of participant-observation, informant interviewing, document analysis and collection of life histories for the purpose of discovering concepts and hypotheses about the process. Hypotheses and ethnographic conclusions were explored for their implications for community development practice and research. The distinguishing features of the research are that concepts and hypotheses were generated without a priori assumptions and the phenomenon was investigated within its natural context. A seven-stage model which summarizes the change movement is presented, and from it are drawn and analyzed the concepts of community participation, community leadership, and community power.
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Date Issued: 1983, 1983
Identifier: AAI8323830, 3085608, FSDT3085608, fsu:75100
Format: Document (PDF)

Title: FACTORS RELATED TO MEMBERSHIP SATISFACTION IN EXTENSION HOME ECONOMICS ADVISORY COMMITTEES.
Creator: BERNTSON, CATHRYN RHODA., Florida State University
Abstract/Description: The purpose of the study was to determine relationships between membership satisfaction and selected factors potentially associated with membership satisfaction in Extension Home Economics advisory committees (Home Councils). Three main questions were: (1) Are there relationships between Home Council member characteristics and membership satisfaction? (2) Are there relationships between Home Council meeting structure and membership satisfaction? (3) Is there a relationship between degree of...
Show moreThe purpose of the study was to determine relationships between membership satisfaction and selected factors potentially associated with membership satisfaction in Extension Home Economics advisory committees (Home Councils). Three main questions were: (1) Are there relationships between Home Council member characteristics and membership satisfaction? (2) Are there relationships between Home Council meeting structure and membership satisfaction? (3) Is there a relationship between degree of similarity of official role task rank order and member's perception of relative importance of role tasks and membership satisfaction?, A conceptual model, describing membership satisfaction in advisory committees, was developed which included nine attributes reflecting the meeting situation (members, meeting function, and procedures) and member orientations (social, educational, and advisory). An instrument was developed to measure member's perceptions of an ideal meeting (importance scores) and of the real meeting (observation scores)., Composite membership satisfaction scores were calculated by subtracting nine observation and importance scores. A paired comparison technique was used to obtain the members' perceptions of the relative importance of the Home Council members' role tasks. Role task rank order congruity scores were calculated from the role task paired comparison congruity scores., Data were gathered on 270 Extension Home Council members in Minnesota. Statistical procedures used to analyze the quantitative data included: correlation analysis of variance and multiple comparison, simple and multiple regression analysis, and a rank order correlation coefficient. A .05 statistical criteria was used in all analyses., The findings indicated that interaction existed among the nine observation and importance scores enabling the analysis of the satisfaction scores at the meeting object attribute level., Several of the member and meeting structural characteristics were found to be related to membership satisfaction. No relationship was found between role task rank order congruity and membership satisfaction., It was concluded that the conceptual model did allow for specific examination of the phenomenon of membership satisfaction and that Home Council meetings were not advisory in nature but that members did expect the meetings to be advisory. Both member characteristic and meeting structure variables did explain membership satisfaction.
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Date Issued: 1983, 1983
Identifier: AAI8317361, 3085577, FSDT3085577, fsu:75069
Format: Document (PDF)

Title: A COURSE OF ACTION TO INCREASE PARTICIPATION IN ADULT BASIC EDUCATION.
Creator: GAUDET, CLAUDE., Florida State University
Abstract/Description: Illiteracy among adults is a chronic condition in the United States and elsewhere. Considerable resources have been expended to improve this condition. In the United States, the public schools through their adult education divisions have attempted to make a contribution to this effort. Impeding this effort has been their inability to create and use methods that result in attracting illiterate adults in sufficient numbers to attend their programs., This dissertation describes a project...
Show moreIlliteracy among adults is a chronic condition in the United States and elsewhere. Considerable resources have been expended to improve this condition. In the United States, the public schools through their adult education divisions have attempted to make a contribution to this effort. Impeding this effort has been their inability to create and use methods that result in attracting illiterate adults in sufficient numbers to attend their programs., This dissertation describes a project designed to increase the number of illiterate adults enrolled in the adult basic education (ABE) program in a community school in Tallahassee, Florida. The project made use of a method for designing effective plans of action (POA) developed by Ingham and Hanks (1978), for changing existing states of affairs into preferred states., Through Ingham and Hanks' (1978) Method of Designing Action Systems (MODAS), a plan of action (POA(,1)) was developed to increase the number of enrollments in ABE, at Godby High School, Tallahassee, Florida., POA(,1) incorporated a series of actions which operationalized three variables or means concepts: (1) personalized recruitment, (2) significant others' influence, and (3) parenthood., As a result of partial implementation of POA(,1) and some complementary activity by the practitioner, enrollments of Eligible adults in ABE rose from an average of 3.4 per quarter for the five previous quarters, to 30 for the Winter quarter of 1980, (i.e., a 882% increase)., Process evaluation procedures included interviews with the personnel and the Eligible adults. Time series analysis and the nonequivalent comparison group procedure served as a basis for designing product evaluation., A revised plan of action (POA(,2)) was introduced to incorporate new data generated by process and product evaluation. A fourth means concept, structural requirements, was added to the explanatory system., Finally, a critique of MODAS based on the experience gained from its implementation resulted in a revised design method.
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Date Issued: 1982, 1982
Identifier: AAI8215243, 3085260, FSDT3085260, fsu:74755
Format: Document (PDF)

Title: THE DEVELOPMENT OF A PRACTICAL NEEDS ASSESSMENT TECHNIQUE FOR THE IDENTIFICATION OF NUTRITION EDUCATION NEEDS OF OLDER ADULTS IN A CONGREGATE MEALS PROGRAM.
Creator: WILLIAMS, DELPHIA SHAW., Florida State University
Abstract/Description: The need for improvement within the nutrition education component of many congregate meals programs for the older adult has been widely discussed. Personal experience, observations and conversations with other professionals experiencing the problem suggest the need for more personalized nutrition education activities and the need for ways to arouse the participants' interest in nutrition as possible solutions to the problem., An intensive search of the literature revealed that problems did,...
Show moreThe need for improvement within the nutrition education component of many congregate meals programs for the older adult has been widely discussed. Personal experience, observations and conversations with other professionals experiencing the problem suggest the need for more personalized nutrition education activities and the need for ways to arouse the participants' interest in nutrition as possible solutions to the problem., An intensive search of the literature revealed that problems did, in fact, exist with the nutrition education component of a large number of congregate meals programs. Throughout the literature, the need to stimulate older adults to want to know more about nutrition and the need to plan the learning experiences around the needs and concerns of the older adult as they perceive them was documented. Even so, the literature as it is, does not instruct the practitioner as to how to go about determining the specific needs of the older adults nor does it provide concrete information on how to stimulate their interest in nutrition., This study was designed to address this problem as it occurred in a specific congregate meals program. The investigator used the case study approach and diet history questionnaire to collect data on thirty volunteer participants in a congregate meals program in Tallahassee, Florida. A systematic record was kept on program participants for the purpose of deriving generalizations upon which the investigator developed a practical needs assessment technique. The practical needs assessment technique was used to determine the nutrition education needs and concerns of the older adults participating in this congregate meals program and to stimulate their interest in nutrition., The administration of the practical needs assessment technique produced the outcome desired by the investigator. This investigation is valuable in that it provides for the practitioner involved in providing nutrition education to older adults with attributes similar to those in this study a technique that can be used to determine the needs of his/her group. Also, the pamphlet developed in conjunction with this study is useful to the individual with little background knowledge about older adults.
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Date Issued: 1982, 1982
Identifier: AAI8214943, 3085253, FSDT3085253, fsu:74748
Format: Document (PDF)

Title: THE IMPACT OF SELECTED SOCIO-ECONOMIC VARIABLES ON PARTICIPATION, DROPOUT, AND NON-PARTICIPATION IN ADULT BASIC EDUCATION PROGRAMS IN POLK COUNTY, FLORIDA.
Creator: KHATIBI, MANOUCHEHER., Florida State University
Abstract/Description: This study compared socio-economic variables of participants, drop-outs and non-participants, of the Polk County, Florida, Adult Basic Education (ABE) program. Ten variables were compared and relationships noted. The variables were sex, age, race, marital status, educational level, occupation, income, family size, urban/rural status and legal status. The investigator formulated a null hypothesis for each variable. The methodology included a personal interview using a descriptive survey...
Show moreThis study compared socio-economic variables of participants, drop-outs and non-participants, of the Polk County, Florida, Adult Basic Education (ABE) program. Ten variables were compared and relationships noted. The variables were sex, age, race, marital status, educational level, occupation, income, family size, urban/rural status and legal status. The investigator formulated a null hypothesis for each variable. The methodology included a personal interview using a descriptive survey instrument. Following data collection, the information was analyzed using Chi-square and a .05 alpha level of significance was set for rejection of the null hypothesis. Eight were rejected and two failed to reject., Data analysis showed that there was no relationship between sex or family size and participation, dropout, and non-participation. Significant relationships were established between participation, dropout, and non-participation and all other variables examined. The findings duplicated the participation profile of the typical adult basic education student as found in the review of the literature of this study., Recommendations included the addition of an adult day school to alleviate the dropout rate, as well as adding child care and transportation services to adult education programming. Intensive person-to-person recruiting to attract students defined as "most-in-need" and minorities was urged. The relevancy of what is being taught should be reviewed in light of some dropout claims that needs were not being met.
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Date Issued: 1982, 1982
Identifier: AAI8225291, 3085345, FSDT3085345, fsu:74840
Format: Document (PDF)

Title: PERCEPTIONS OF INTERNATIONAL GRADUATE STUDENTS IN ADULT EDUCATION REGARDNG THE ADEQUACY AND APPROPRIATENESS OF THEIR PROFESSIONAL PREPARATION.
Creator: ANIFOWOSHE, KEHINDE OLASOJI., Florida State University
Abstract/Description: The purpose of the study was to identify the perceptions of the international participants in the graduate programs of adult education regarding the appropriateness and adequacy of their graduate programs as these related to their needs. The specific purposes were: (1) To identify perceptions of international students in graduate programs of adult education regarding the adequacy and appropriateness of their programs. (2) To analyze comparatively the perceptions of international graduate...
Show moreThe purpose of the study was to identify the perceptions of the international participants in the graduate programs of adult education regarding the appropriateness and adequacy of their graduate programs as these related to their needs. The specific purposes were: (1) To identify perceptions of international students in graduate programs of adult education regarding the adequacy and appropriateness of their programs. (2) To analyze comparatively the perceptions of international graduate students with prior work experience in adult education in their native countries, and students without experience, to detect significant differences in perceptions of the two groups., Data were sought from 120 international students in adult education graduate programs in selected U.S. institutions; 82 responded (68 percent). Respondents rated a set of competencies according to the extent they felt they had developed their skills and knowledge concerning each competency through their adult education programs. They also rated each according to their perceptions of the effectiveness of their graduate studies in developing their skills in and knowledge of that competency., Analysis of the data indicated the following: (1) Prior adult education work experience exerted little or no influence on the perceptions of international students about the adequacy and appropriateness of their graduate programs. (2) Lack of prior work experience in adult education exerted no detectable influence on the perceptions of international students in adult education regarding the adequacy and appropriateness of their graduate programs., In general, the two groups rated their knowledge and skill in the competencies very similarly. According to the results of the rating, development of knowledge and skills in 86.6 percent of the competencies was perceived as appropriate, and in 93.3 percent was perceived as adequate. Furthermore, no significant differences were found between the two groups--that is, those with work experience in adult education and those lacking such work experience--in their perceptions regarding the adequacy and appropriateness of their adult education graduate programs.
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Date Issued: 1982, 1982
Identifier: AAI8209925, 3085201, FSDT3085201, fsu:74696
Format: Document (PDF)

Title: A STUDY OF THE ADOPTION PROCESS OF AN EDUCATIONAL INNOVATION BY TEACHERS IN A VENEZUELAN PRIMARY SCHOOL.
Creator: HOROWITZ, ARNOLD., Florida State University
Abstract/Description: The purpose of this study was to analyze the process by which an educational innovation was introduced into a Venezuelan school. The "Concern-Based Adoption Model" (CBAM), developed by the University of Texas, served as the theoretical basis for the study and its validity explored in a Latin American setting. The CBAM Model focuses on the teachers who were affected by the innovation in order to prescribe interventions--help and support--designed to facilitate the change process., The specific...
Show moreThe purpose of this study was to analyze the process by which an educational innovation was introduced into a Venezuelan school. The "Concern-Based Adoption Model" (CBAM), developed by the University of Texas, served as the theoretical basis for the study and its validity explored in a Latin American setting. The CBAM Model focuses on the teachers who were affected by the innovation in order to prescribe interventions--help and support--designed to facilitate the change process., The specific purpose of this study was to acquire knowledge as to how an educational innovation in Venezuela--school library services--was being implemented by teachers in a primary public school. This was done by examining teachers' "stages of concern" (SoC) toward the innovation, the affective component, and their "level of use" (LoU) of the innovation, the behavioral dimension of the CBAM model., The study was conducted with a sample of 41 classroom teachers, representative of 250 teachers from a Municipal School Library Project. To collect the data, the researcher constructed a Spanish version of the instrument, which was revised and approved by the developers from the University of Texas. Since the data collected with the Spanish SoC questionnaire were consistent with the information obtained through the LoU interviews, it provides confidence to continue using the instrument to monitor the initiation and implementation stages of the adoption process of educational innovations in Spanish speaking settings., The findings indicated the use of the innovation, as planned by the change agency, had not been achieved since very few teachers were in fact using it. Although teachers had intense personal concerns toward the innovation and its consequence for them, they were not negative toward the innovation. Recommendations were developed for interventions to facilitate use of the innovation.
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Date Issued: 1982, 1982
Identifier: AAI8304070, 3085429, FSDT3085429, fsu:74924
Format: Document (PDF)

Title: AN INVESTIGATION OF DOGMATISM AND THE TEACHING OF ADULTS: PERCEPTIONS OF PUBLIC SCHOOL EDUCATORS IN THREE FLORIDA COUNTIES.
Creator: BAHRAYNI, ZAHRA., Florida State University
Abstract/Description: To explore the subject of the relationship between levels of dogmatism or open-mindedness and teaching style among adult education teachers, a series of specific hypotheses were formulated based on findings reported in the research literature of social psychology and adult education and on the opinion of a series of adult educators contacted for the purposes of the study. To test these hypotheses, a specially-designed survey was administered to a random sample of adult education teachers...
Show moreTo explore the subject of the relationship between levels of dogmatism or open-mindedness and teaching style among adult education teachers, a series of specific hypotheses were formulated based on findings reported in the research literature of social psychology and adult education and on the opinion of a series of adult educators contacted for the purposes of the study. To test these hypotheses, a specially-designed survey was administered to a random sample of adult education teachers currently employed in three districts of Florida., The instrument administered to the adult education teachers in the sample included a questionnaire and the Rokeach Dogmatism Scale, Form E. The questionnaire had two parts: part one on background characteristics was designed to collect information on the demographic characteristics, previous experience and personal attributes of the teachers; part two on teaching style was designed to determine, insofar as possible, the teaching style of the respondents by the use of a Likert-type preference scale., The results of the study of the relationship between level of dogmatism and certain aspects of teaching style showed a negative relationship between level of dogmatism and flexibility in adaptation to classroom situations (r = .50, p = .001), and between level of dogmatism and empathy and warmth (r = .41, p = .01). More open-minded teachers were both more flexible and more empathetic in their teaching style. No relationship between the level of dogmatism and a democratic classroom style was found, however., As concerns relationship between level of dogmatism and personal characteristics, the sex of the teachers was the only variable found to be significantly related to level of dogmatism. Women proved to be less dogmatic. None of the other background variables examined--age, level of education, number of years teaching adults, amount of professional training in adult education, or variety of former experience-showed a significant relationship with level of dogmatism in the sample., The primary importance of the study was to open up a new field of investigation in adult education and bring into focus one socio-psychological variable that may have an impact on the teaching style of adult education teachers. Findings must be regarded as tentative.
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Date Issued: 1981, 1981
Identifier: AAI8205705, 3085137, FSDT3085137, fsu:74632
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF ADULT EDUCATION IN INDONESIA, THE REPUBLIC OF KOREA AND JAPAN.
Creator: KIM, SOOIL., Florida State University
Abstract/Description: This study was a comparative analysis of adult education activities in three Asian countries--Indonesia, the Republic of Korea, and Japan. The three countries were selected on the basis of their progress through the three stages of demographic transition., In order to describe the background against which the adult education activities occurred, national conditions in each country were described by selected elements adapted from Background Notes of the U.S. Department of State and the...
Show moreThis study was a comparative analysis of adult education activities in three Asian countries--Indonesia, the Republic of Korea, and Japan. The three countries were selected on the basis of their progress through the three stages of demographic transition., In order to describe the background against which the adult education activities occurred, national conditions in each country were described by selected elements adapted from Background Notes of the U.S. Department of State and the Factbook of the U.S. Government Printing Office; the development of each country was analyzed with indicators developed by Harbison and his associates., Existing and typical adult education programs in each country were described and compared in terms of the appropriate demographic transition stage of each country--traditional, transitional and advanced., This comparison covered such areas as subjects, opportunities, methods and techniques, institutions, and organizations of adult education., Based on the results of the comparison, recommendations were made for shaping adult education activities to aid in assisting the national development of each society.
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Date Issued: 1981, 1981
Identifier: AAI8113265, 3084874, FSDT3084874, fsu:74375
Format: Document (PDF)

Title: PRINCIPLES OF PARTICIPATORY RESEARCH APPLIED IN THE BRITISH VIRGIN ISLANDS.
Creator: KAYE, FREDDY S., Florida State University
Abstract/Description: Participatory research is the subject of much discussion, and many reported applications from over the globe reveal the need for more percision in defining functions and attributes. This case study, on balance with the literature, determined the construction of the paradigm at the end of this dissertation., After an intensive search of the literature the investigator concluded that a need existed for a functional, more precise paradigm. Definition, descriptive accounts and ideologically based...
Show moreParticipatory research is the subject of much discussion, and many reported applications from over the globe reveal the need for more percision in defining functions and attributes. This case study, on balance with the literature, determined the construction of the paradigm at the end of this dissertation., After an intensive search of the literature the investigator concluded that a need existed for a functional, more precise paradigm. Definition, descriptive accounts and ideologically based claims are interesting to both academics and practitioners, yet the literature, as it is, does not help one perform operations essential to participatory research. Even the question, "What difference exists between community development and participatory research?" is not answered clearly by advocates of this approach., When John Lowe was Director, Adult Education Section, Literacy, Adult Education and Rural Development Division, UNESCO, he said, "Adult education should realize that much valuable research may be confined to fact-finding and assessing the merits of minor programs. Thus any attempt to test new theories or to classify knowledge and experience deserves to be acknowledged as a contribution to research.", This is a small study of a small project on a small island., The method of the study was to construct an analog model of participatory research from the descriptions, explanations and claims revealed in the literature. The model was employed to plan, implement and observe activities of a community development nature on the island of Virgin Gorda, British West Indies. A systematic record of the observations made over a period of ten weeks allowed the investigator to construct an alternative, yet similar model. When the two models were compared, a modified system paradigm resulted.
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Date Issued: 1981, 1981
Identifier: AAI8113264, 3084873, FSDT3084873, fsu:74374
Format: Document (PDF)

Title: SELF-CONCEPTS AMONG PARTICIPANTS IN SELECTED ADULT EDUCATION PROGRAMS.
Creator: CLARK, AUGUSTA ARLENE., Florida State University
Abstract/Description: The purposes of this investigation were to determine if there is: (1) a difference between the self-concepts of students in adult basic education (ABE) programs and the self-concepts of students in general educational development (GED) programs, (2) a relationship between the self-concepts and the levels of career aspiration of ABE students, (3) a relationship between the self-concepts and levels of career aspiration of GED students, (4) a difference between the self-concepts of ABE-GED...
Show moreThe purposes of this investigation were to determine if there is: (1) a difference between the self-concepts of students in adult basic education (ABE) programs and the self-concepts of students in general educational development (GED) programs, (2) a relationship between the self-concepts and the levels of career aspiration of ABE students, (3) a relationship between the self-concepts and levels of career aspiration of GED students, (4) a difference between the self-concepts of ABE-GED students and the length of time spent in the programs, and (5) a difference between the self-concepts of males and females., The two samples used consisted of 212 subjects (106 ABE; 106 GED) enrolled in adult education programs operated by a community college. The instruments used included the Basic Information Sheet, the Tennessee Self-Concept Scale, and the Occupational Aspiration Scale. Twenty teachers of ABE and GED students volunteered to participate in the study. Data were obtained from the volunteer students of these teachers through their instrument responses., Five hypotheses were tested using the .05 alpha level of significance. The t-test was used to test the hypotheses which stated there were no differences between the self-concepts of ABE and GED students, males and females, and the length of time in the programs. The Pearson Product Moment Correlation was used for the hypotheses which stated there was no relationship between the self-concepts and ABE and GED students' levels of career aspiration. The hypothesis which stated there was no difference between the self-concepts of the two groups was rejected. The others failed to be rejected., The findings indicated: (1) a difference in the self-concepts of ABE and GED students with the GED group reporting lower scores, (2) no relationship between self-concepts and levels of career aspiration, (3) no difference between the self-concepts of males and females, and (4) no difference between the self-concepts and time in programs. Both groups had low self-concepts and appeared to be in need of career education.
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Date Issued: 1981, 1981
Identifier: AAI8205689, 3085122, FSDT3085122, fsu:74620
Format: Document (PDF)

Title: A STUDY OF SELECTED ADULT EDUCATION KNOWLEDGE AND SKILL COMPETENCIES OF SOUTHERN BAPTIST MINISTERS OF EDUCATION.
Creator: ALFORD, JOHN WALTON., Florida State University
Abstract/Description: The major purpose of this study was to explore perceptions of Southern Baptist ministers of education concerning the competencies needed for work in adult religious education. The three objectives were: to determine perceptions of ministers of education about knowledge and skill competencies useful in their professional educational activities with adults; to determine perceptions of ministers of education about the adequacy of their preparation to perform competencies needed in professional...
Show moreThe major purpose of this study was to explore perceptions of Southern Baptist ministers of education concerning the competencies needed for work in adult religious education. The three objectives were: to determine perceptions of ministers of education about knowledge and skill competencies useful in their professional educational activities with adults; to determine perceptions of ministers of education about the adequacy of their preparation to perform competencies needed in professional educational activities for adults; and to determine if ministers of education who have had prior preparation in adult education differ in their perceptions from those who had no prior preparation., Data were sought from a twenty percent sample of Southern Baptist ministers of education that elicited their perceptions of the usefulness of selected adult education competencies in knowledge and skill areas as well as perception of the adequacy of their prior preparation for their competencies., Analyses of the data indicated the following: (1) prior preparation in adult education exerted an influence, however modest, on the perception of ministers of education about the usefulness of skill competencies and little or no influence on knowledge competencies; (2) prior preparation in adult education exerts an influence, however modest, on the perception of ministers of education about the adequacy of preparation for the performance of skill competencies and no influence on knowledge competencies; (3) ministers of education with prior preparation percevie very significant differences in usefulness and adequacy of learning experiences for knowledge and skill competencies; and (4) ministers of education without prior preparation perceive significant differences in usefulness and adequacy of learning experiences for knowledge competencies and a very significant difference for skill competencies.
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Date Issued: 1981, 1981
Identifier: AAI8125755, 3084959, FSDT3084959, fsu:74457
Format: Document (PDF)

Title: AN ANALYSIS OF THE IMPACT OF FLORIDA'S COMMUNITY INSTRUCTIONAL SERVICES PROCEDURES.
Creator: DALLET, PATRICK HENRY., The Florida State University
Abstract/Description: Although much has been written on cooperation and coordination, there has been little documentation of statewide efforts to promote such activities in the field of adult and community education. In 1976, the Florida Legislature mandated the establishment of Community Instructional Services (CI
Date Issued: 1980, 1980
Identifier: AAI8016296, 2989530, FSDT2989530, fsu:74037
Format: Document (PDF)

Title: DESIGNING A PLAN OF ACTION TO IMPROVE THE EFFECTIVENESS OF PROGRAM COMMITTEES WITHIN COOPERATIVE EXTENSION IN NEW YORK STATE.
Creator: JEWETT, DONALD LEO., The Florida State University
Abstract/Description: Cooperative Extension in New York State has as its primary purpose to help people to improve their lives, families, and communities through interpretation of research and extension of new knowledge from the land grant university to deal with their concerns. Attainment of this purpose depends greatly on the effectiveness of elected program committees responsible for guiding informal educational programs and services in each county., In 1978, a project was conducted, the purpose of which was to...
Show moreCooperative Extension in New York State has as its primary purpose to help people to improve their lives, families, and communities through interpretation of research and extension of new knowledge from the land grant university to deal with their concerns. Attainment of this purpose depends greatly on the effectiveness of elected program committees responsible for guiding informal educational programs and services in each county., In 1978, a project was conducted, the purpose of which was to design a plan of action for helping county extension agents improve program committee effectiveness. A design method created by Roy J. Ingham (1972) was used to develop the plan of action. Project steps were performed in accordance with his "Method of Designing Action Systems" (MODAS). Implemented steps are:, (1) Description of the present state of the situation (S). In 1977, less than 30% of all New York counties had program committees rated as performing at or above a "good" level of effectiveness., (2) Description of the desired state (S(,1)). The preferred situation was to have no less than 75% of the counties with program committees performing at or above a "good" level by June 1980., (3) Formulation of a rationale for S(,1) to substantiate its value., (4) Identification of a more encompassing class of phenomena which includes the observed situation (S). Through a literature search it was learned that a rating of performance could be classified as an instance of organizational effectiveness., (5) Location of a relevant and reliable knowledge base. Rensis Likert's (1967) theory of organizational behavior was selected as the explanatory system most adequate to explain the means for achieving member acceptance of high goals, a concept identified as having strong potential for controlling organizational effectiveness. The identified means concepts are high leader goals, supportive leadership, group methods of leadership and leader work facilitation., (6) Design of a specific plan of action (POA(,1)) by translating identified means concepts into concrete observable actions. Sixteen activities, attributes of which specifically matched the means concepts, were designed for the plan of action for increasing member acceptance of high goals., (7) Identification and measurement of exogenous variables (external environmental factors) which, if in a certain state, might prevent the POA(,1) from attaining the desired state; then, modification of the plan of action (POA(,2)) to account for these variables. The three program leaders in a county selected for POA implementation and their state supervisors were interviewed and available records were examined in light of variables identified in social science literature. The organization climate was examined by a survey of committee members., (8) Preparation of a plan for process and product evaluation. Interviews of committee members were planned to determine what, and how, components of the plan of action were implemented. Pre- and post-project member surveys were planned to measure the present and desired states of the means concepts in the selected county and a comparison county., (9) Implementation of the POA(,2). One new and two experienced program leaders in the project county implemented POA(,2) with different program committees over a period of ten months., (10-12) Evaluation of the process with necessary modifications and determination of the state of member acceptance of high goals in the program committees through product evaluation. Evidence obtained from survey responses, corroborated by reported member actions, supports the claim that attainment of (S(,1)) can be attributed to POA(,2)., Fellow extension administrators urge that POA(,1) be used in other counties of New York. Also, they suggest using MODAS to assist extension agents in designing plans of action for improving other aspects of Cooperative Extension.
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Date Issued: 1980, 1980
Identifier: AAI8019599, 2989598, FSDT2989598, fsu:74105
Format: Document (PDF)

Title: AN ANALYSIS OF LIFELONG LEARNING AND TRANSPERSONAL PSYCHOLOGY AS TWO COMPLEMENTARY MOVEMENTS REFLECTING AND CONTRIBUTING TO SOCIAL TRANSFORMATION.
Creator: BOUCOUVALAS, MARCIE., Florida State University
Abstract/Description: Society seems in the midst of what many futurists, sociologists, and others predict will be chronicled as the transformation of industrial society, a theme discussed as the foundation of the study. According to Lewis Mumford, approximately six broad transformations have occurred in the history of humankind. Writing in 1956, he predicted that the next transformation would concentrate on our inner world to match our current externalism, and that learning would become the principal business of...
Show moreSociety seems in the midst of what many futurists, sociologists, and others predict will be chronicled as the transformation of industrial society, a theme discussed as the foundation of the study. According to Lewis Mumford, approximately six broad transformations have occurred in the history of humankind. Writing in 1956, he predicted that the next transformation would concentrate on our inner world to match our current externalism, and that learning would become the principal business of life. Based on this observation, lifelong learning and transpersonal psychology--two global movements rapidly evolving over the past decade--collectively address the composite ingredients which Mumford predicted as characteristic of, and essential to, a new transformation., Accordingly, the underlying theme of the present inquiry was that both movements are manifestations of a much more fundamental transformation occurring in society-at-large, and that each has the potential to contribute to the other's growth. The main purpose of the study was to afford a comprehensive analysis and overview of both movements in order to understand their commonalities and complementarities, concentrating on the potential hypothetical contributions transpersonal psychology might offer to lifelong learning. The inquiry basically progressed through the following steps: (a) Exposition, (b) Analysis and synthesis, (c) Application, (d) Implications., A comprehensive literature review provided the primary basis for an exposition of the lifelong learning movement, particularly since an elucidation and analysis of the concept-characteristics had already been explicated. Since the transpersonal field was not as well conceptualized, an identification of key contributors to the field was undertaken, followed by an intensive review and synthesis of their major publications. Based on these efforts, a five page conceptualization of the field was developed and sent to the identified group for verification/modification. The feedback received was incorporated into a refined, expanded version, which formed the basis of the chapter on transpersonal psychology., Chapters One and Two, accordingly, presented an exposition of lifelong learning and transpersonal psychology, respectively, as two organized, collective movements. Chapter Three addressed the analytic and synthesizing components, juxtaposing the two movements in order to make their commonalities, particularly in reference to the coming transformation, more visible. Also, the various ways in which they might act in a complementary manner to each other were highlighted, emphasizing how transpersonal psychology complements and may contribute to lifelong learning. Chapter Four explored how transpersonal psychology may provide a foundation for structuring a depth dimension for lifelong learning to complement current articulation on vertical and horizontal dimensions. Vertical deals with society's responsibility to make learning opportunities available to individuals at all ages and stages of growth, while horizontal addresses the breadth of the movement, cutting across a spectrum of learning agents, spheres, and formats. The depth dimension, development of which was proposed by adult educator J. R. Kidd, would address a continuum of needs from simple to sublime. By applying the transpersonal framework to its articulation, the quality of life concept--an overarching aim of the movement--is addressed, recognizing that different definitions and descriptions will be given to both quality of life and lifelong learning at various points along the depth continuum. The combined use of Maslow's Hierarchy of Needs in conjunction with Gibb's Environment Quality (EG) Scale are proposed in this regard, thus incorporating both individual and societal growth in an integrated movement toward a learning society. In conclusion, Chapter Five offered implications and recommendations for further inquiry.
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Date Issued: 1980, 1980
Identifier: AAI8104856, 3084766, FSDT3084766, fsu:74267
Format: Document (PDF)

Title: PARTICIPATION IN ADULT EDUCATION: A CASE AND PILOT STUDY OF A FUNCTIONAL LITERACY AND FAMILY LIFE PLANNING PROGRAM IN THAILAND.
Creator: AMATYAKUL, KIATIWAN., The Florida State University
Abstract/Description: When the 1937 census in Thailand revealed that approximately 70 per cent of the country's population was illiterate, the government took immediate steps to raise the literacy level. Among these were the establishment of the Division of Adult Education under the auspices of the Ministry of Education and the enactment of the compulsory law in 1940, thereby giving birth to the Functional Literacy and Family Life Planning (FLFLP) program. Subsequent factors such as World War II and the...
Show moreWhen the 1937 census in Thailand revealed that approximately 70 per cent of the country's population was illiterate, the government took immediate steps to raise the literacy level. Among these were the establishment of the Division of Adult Education under the auspices of the Ministry of Education and the enactment of the compulsory law in 1940, thereby giving birth to the Functional Literacy and Family Life Planning (FLFLP) program. Subsequent factors such as World War II and the instability of the economy forced the repeal of the law and placed less emphasis upon literacy., With the recovery of the economy, the FLFLP program was reactivated, and experiments in adult education were conducted. At first the thrust of the program was to campaign for literacy, making the skills of reading, writing and arithmetic important. Following these experiments, the FLFLP program was extended to include problem solving, family planning, and other means to improve living conditions., The basic purpose of this study was to describe and to analyze a single case and pilot study of the FLFLP program as it was actually carried out in a rural area of Thailand. A second purpose was to ascertain reasons for participation or non-participation in the program. A third purpose was to develop a research plan that could be used in additional studies of the FLFLP program in other villages., Using Rogers' adoption process as a guide for observations, interviews, participation and analysis, the researcher determined those factors motivating villagers to participate in, not to participate in, or to drop out from the FLFLP program in the research village., The most often repeated reasons for participation in the program were to learn literacy skills, to gain practical knowledge and skills that would improve their living conditions, to help them communicate with outsiders. Fatigue, illness and geographic distance were the reasons that both non-participants and drop-outs gave., At the conclusion of the study, the researcher had gathered data through interviews and observation to indicate that the FLFLP program in one Thai village had fulfilled only one of its objectives; specifically, the improvement of the villagers' literacy skills. The two objectives which were not achieved by the FLFLP program were: (1) To help the learner to become "Khit-phen"--someone who is capable of engaging in a critical thought process. (2) To improve the living conditions of the learners., In the course or the development of the program it appeared that the villagers acquired new knowledge and skills but nevertheless had difficulty in applying these in their daily lives., As a consequence of the data collected in his pilot study, the researcher made a number of recommendations which, if implemented, might increase the likelihood of the success of the FLFLP activities in the villages of Thailand.
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Date Issued: 1980, 1980
Identifier: AAI8021093, 2989636, FSDT2989636, fsu:74143
Format: Document (PDF)

Theses and Dissertations (192)	+ -
Digitized Theses and Dissertations (192)	+ -

Health Sciences, Nursing (2)	+ -
Education, Higher (1)	+ -
Education, Sociology of (1)	+ -
Education, Tests and Measurements (1)	+ -
Library Science (1)	+ -

The Florida State University (141)	+ -
Florida State University (51)	+ -
ABOLFOTOUH, ZAHRA MAHIN-DOKHT. (1)	+ -
ADAMS, FREDERICK PALMER. (1)	+ -
ADAMS, ROSEMARY ELIZABETH CIMPI. (1)	+ -

AHMED, FIROZA. (1)	+ -
ALEXANDER, DAVID STRAUB. (1)	+ -
ALFORD, JOHN WALTON. (1)	+ -
AMATYAKUL, KIATIWAN. (1)	+ -
ANIFOWOSHE, KEHINDE OLASOJI. (1)	+ -
BAGNALL, RICHARD GORDON. (1)	+ -
BAHRAYNI, ZAHRA. (1)	+ -
BAKER, LOUISE DOYLE. (1)	+ -
BARRETT, JAMES ALEXANDER. (1)	+ -
BEATTY, PAULETTE TERESA. (1)	+ -
BERNTSON, CATHRYN RHODA. (1)	+ -
BLISS, PHILIP FREDERICK. (1)	+ -
BOCLAIR, ERNESTINE BELTON. (1)	+ -
BOLTON, ELIZABETH BASS. (1)	+ -
BOUCOUVALAS, MARCIE. (1)	+ -
BRADY, HENRY GRADY, JR. (1)	+ -
BRIGGS, HALAINE-SHERIN C. (1)	+ -
BROOKS, CLARA M. (1)	+ -
BROWN, FRANK, JR. (1)	+ -
BROWN, JAMES WALTER, JR. (1)	+ -
BROWN, MARILYN S. G. (1)	+ -
BUNGER, MARIANNA. (1)	+ -
BURGESS, J. FRED. (1)	+ -
BURRESS, AVERETT ANDREW. (1)	+ -
BUTTEDAHL, KNUTE BJARNE. (1)	+ -

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