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Title: Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
Creator: Saka, Yavuz, Southerland, Sherry A., Kittleson, Julie, Hunter, Todd
Abstract/Description: The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching?...
Show moreThe demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0012, 10.1007/s11165-012-9310-5
Format: Citation

Title: Shifting Tides in Teacher Education: English As An Example.
Creator: Simmons, John S.
Abstract/Description: The purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the...
Show moreThe purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the society that authorizes and supports it. Another is that the endeavor of educators to produce literate citizens has always been a complex, often controversial one, never moreso than the early 21st century. The language of a democratically oriented people is, after all, both vital and dynamic; it is a vehicle for explanation, persuasion, pleasure, and catharsis. To teach effective means of understanding, interpreting, appreciating, and using that language in the "real world" continues to be an absorbing enterprise.
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Date Issued: 2005
Identifier: FSU_migr_ste_faculty_publications-0001
Format: Citation

Title: CAREER SPONSORSHIP OF WOMEN SENIOR-LEVEL ADMINISTRATORS IN HIGHER EDUCATION.
Creator: MANN, BARBARA ANN., The Florida State University
Abstract/Description: The purpose of this study was to investigate and analyze career sponsorship of selected current women senior-level administrators in higher education to determine whether mentor/protege relationships occurred in their careers and whether the sponsorship was a factor in their career advancement., Regionally accredited public and private institutions in the United States granting at a minimum the baccalaureate degree were chosen for inclusion in this study. During the 1978-1979 academic year, 1...
Show moreThe purpose of this study was to investigate and analyze career sponsorship of selected current women senior-level administrators in higher education to determine whether mentor/protege relationships occurred in their careers and whether the sponsorship was a factor in their career advancement., Regionally accredited public and private institutions in the United States granting at a minimum the baccalaureate degree were chosen for inclusion in this study. During the 1978-1979 academic year, 1,644 individuals were employed as presidents at their institutions. Of this number 113 (6.8 percent) were women. During the same period, 6,774 individuals were employed as vice-presidents, of whom 521 (7.7 percent) were women. A Survey of Women Senior-Level Administrators (SWSLA) was developed and mailed to a sample of 245 of these women. Responses to the SWSLA were received from 179 individuals (73.1 percent)., The majority of the respondents ranged in age from 30 to 50 years and had become senior-level administrators during the same age span. The majority had been in higher education administration between five and twelve years and had spent one to four years in their current position, if not members of religious orders, and five to fourteen years if they were members of religious orders., Over 70 percent of the presidents and 50 percent of the vice-presidents reported the highest degree earned was the doctorate. Two-thirds of the presidents and half of the vice-presidents who were not members of religious orders reported being married or having been married during their careers. The majority of the respondents were employed at private coeducational institutions with fewer than 2,500 students., The respondents selected as the most important factors in the advancement of their careers being competent, possessing the appropriate academic credentials, and being in the right place at the right time. Having drive and determination and being sponsored were the next most frequently selected factors., The respondents enumerated bosses, female professors and teachers, husbands, mothers, fathers, and female friends and colleagues as the persons who had most directly influenced their careers., Encouragement, reinforcement of a sense of competence, guidance and advice, and role modeling were the most frequently mentioned types of assistance provided by the influential persons. Few mentors in the classic sense who nurtured, supported and taught the protege were described by the respondents. The types of assistance described appeared instead to fall along a continuum of advisory/support relationships., Using guidelines describing a mentor as "a person who sponsors or grooms," nearly two-thirds of the women indicated the presence of mentors in their careers. The mentor was of help to more than half of the women in gaining their present positions. There was a high level of agreement among the women that having a mentor is helpful to a woman beginning a career in administration., Over three-fourths of the women indicated that they had acted as a mentor in the past. Nearly all the women indicated that they would act as mentors in the future, expressing their support for women seeking careers in higher education administration., The relationship between having had a mentor and the background variables of the respondents were tested by the chi-square distributions and none were found to be significant.
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Date Issued: 1980, 1980
Identifier: AAI8019603, 2989601, FSDT2989601, fsu:74108
Format: Document (PDF)

Title: A LONGITUDINAL STUDY OF THE RELATIONSHIP BETWEEN FEDERAL FINANCIAL AID PACKAGING AND RETENTION FOR THE MEMBERS OF THE FRESHMAN CLASS OF 1974-1975 AT TROY STATE UNIVERSITY.
Creator: KRIEGER, THOMAS BERT., The Florida State University
Abstract/Description: The problem of the study was to determine if there were differences in student retention related to financial aid packaging for Troy State University students classified as freshmen during the fall quarter of 1974-75. Data were collected from students' permanent record files maintained by the Troy State University. Statistical analyses of the study were performed using a census of 271 freshmen financial recipients to form one group and a systematic random sample of 271 nonrecipients of...
Show moreThe problem of the study was to determine if there were differences in student retention related to financial aid packaging for Troy State University students classified as freshmen during the fall quarter of 1974-75. Data were collected from students' permanent record files maintained by the Troy State University. Statistical analyses of the study were performed using a census of 271 freshmen financial recipients to form one group and a systematic random sample of 271 nonrecipients of financial aid to form the second group., The first group was used for testing the study intragroup interactions of financial aid packaging and personal characteristics as they related to retention. The second group was used to compare retention differences between recipients and nonrecipients of financial aid., Stepwise multiple regression analysis was the basic statistical approach utilized to provide descriptive information, basic correlational data, regression analysis data, and regression equations. No significant statistical differences were found in retention at the p < .05 level between recipients and nonrecipients of financial aid using persistence to graduation as the retention criterion. Significant statistical differences were found in retention using length of time a student remained enrolled at the university, at the p < .05 level, between recipients and nonrecipients of financial aid. The interaction of the type of financial aid package awarded to a student and the student's academic ability, sex, age, ethnic origin, or family income did not explain a significant proportion of the variance in student retention at the p < .05 level., It was concluded that students' educational opportunity is limited only by their ability to meet reasonable academic standards. Financial aid does permit a student to persist in college, but it could not be stated that persistence is the result of any particular type of financial aid package. The amount of award was the most important financial aid factor in retention. Grants have a positive effect on persistence. Work-study, as a form of financial aid, is less desirable than grants. Loans appear to be negatively related to persistence. It appears that grants should form the major proportion of any type of financial aid package. If additional financial aid is required, it would be preferable to consider work-study before loans., The type of financial aid package is important in retention, but the primary reasons for its importance were beyond the scope of the study. Further research is needed with large regional data bases to measure positive retention effects, if there are positive effects. A need exists to isolate what student characteristics or forces substantially explain retention in relationship to financial aid. A study of the relationship between retention and the Basic Educational Opportunity Grant Program and College Work Study Program is especially warranted.
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Date Issued: 1980, 1980
Identifier: AAI8019600, 2989599, FSDT2989599, fsu:74106
Format: Document (PDF)

Title: COMPARATIVE ANALYSIS OF THREE GROUPS OF POLICY-MAKERS CONCERNING SELECTIVE COMPONENTS OF RURAL COMMUNITY EDUCATION.
Creator: MAIBERGER, GEORGE L., The Florida State University
Abstract/Description: The purpose of this study was to analyze three groups of policy-makers from the western counties of the state of Florida concerning four components of rural community education. The groups were; superintendents of education, county commissioners and school board members. The survey determined total population attitudes and group differences in terms of selective activities relating to interagency cooperation, citizen involvement, use of public school facilities and broad-based programming....
Show moreThe purpose of this study was to analyze three groups of policy-makers from the western counties of the state of Florida concerning four components of rural community education. The groups were; superintendents of education, county commissioners and school board members. The survey determined total population attitudes and group differences in terms of selective activities relating to interagency cooperation, citizen involvement, use of public school facilities and broad-based programming. Knowledge of community education information held by policy-makers was also examined., Methodology. One hundred and fifty four questionnaires were mailed to policy-makers located in the fourteen western rural counties of the state of Florida. Seventy two responses were returned for a response rate of forty seven percent. Five categories of response were profiled: disagree, slightly disagree, no opinion, slightly agree and agree. Responses were assigned a number weight from one to five with higher numbers assigned to responses indicating more favorability. Total population and group attitudes were determined in relation to activities associated with the four components., Findings. Policy-makers' attitudes regarding activities associated with interagency cooperation, citizen involvement, use of public school facilities and broad-based programming were mixed. County commissioners were much less supportive of the components than were superintendents and school board members. Superintendents were the most supportive. Policy-makers agreed that the rural public schools were meeting the educational needs of children and adults in their communities. Policy-makers rated their knowledge of community education information as medium or high. The majority had received information about community education from national, state or local sources., There was a significant difference at the .05 level of confidence for group differences in thirteen of the twenty three activities associated with the components of community education., Conclusions. Superintendents and school board members were much more supportive than county commissioners regarding those activities associated with the four components of community education. County commissioners disagreed with the proposition of sharing resources with community agencies for the purpose of addressing social problems. Clear neutrality concerning use of referral services and opposition to resource sharing expressed by the county commissioners could indicate weak understanding of agency capability to adequately deliver the prescribed services under mutual agency sponsorship. Sharing of educational facilities to enhance delivery of social services to the rural population did not find favor with the county commissioners.
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Date Issued: 1980, 1980
Identifier: AAI8019605, 2989603, FSDT2989603, fsu:74110
Format: Document (PDF)

Title: SEX DISCRIMINATION COMPLAINTS AGAINST FLORIDA PUBLIC INSTITUTIONS OF HIGHER EDUCATION: PERCEIVED EFFECTS ON THE COMPLAINANT AND THE INSTITUTION.
Creator: MCLEOD, KATIE PATRICIA., The Florida State University
Abstract/Description: This is a case study of terminated sex discrimination complaints filed with the Office for Civil Rights against public institutions of higher education in Florida. Included are the perceived effects of complaint action on the grievant and the aggrieved institution, collegial relationships, as well as, stratagems employed by the grievant to protest inequality. Sources of information were the Office for Civil Rights, Letters of Findings, and participants' responses to a questionnaire and an...
Show moreThis is a case study of terminated sex discrimination complaints filed with the Office for Civil Rights against public institutions of higher education in Florida. Included are the perceived effects of complaint action on the grievant and the aggrieved institution, collegial relationships, as well as, stratagems employed by the grievant to protest inequality. Sources of information were the Office for Civil Rights, Letters of Findings, and participants' responses to a questionnaire and an interview.
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Date Issued: 1980, 1980
Identifier: AAI8019604, 2989602, FSDT2989602, fsu:74109
Format: Document (PDF)

Title: PERCEPTIONS AND PREFERENCES OF COMMUNITY MENTAL HEALTH PERSONNEL FOR STAFF DEVELOPMENT PLANNING.
Creator: KIRKPATRICK, GEORGE D., Florida State University
Abstract/Description: The purpose of this study was to survey the perceptions and preferences of mental health personnel from which guidelines could be derived for staff development planners within community mental health centers. The study involved the administration of a forty item questionnaire to a large community mental health center. The items were designed to elicit staff perceptions and preferences regarding staff development issues and activities. After analyzing the data, conclusions were drawn and...
Show moreThe purpose of this study was to survey the perceptions and preferences of mental health personnel from which guidelines could be derived for staff development planners within community mental health centers. The study involved the administration of a forty item questionnaire to a large community mental health center. The items were designed to elicit staff perceptions and preferences regarding staff development issues and activities. After analyzing the data, conclusions were drawn and guidelines formulated., Conclusions. The principle conclusions developed in the study were: (1) Items involving decisional participation were critical ones. (2) Respondents, regardless of job rank, perceived staff development to be of great importance, but did not think the organization really backed it. (3) Respondents preferred not to enter into intimate training roles with each other. (4) Promotion was perceived as unrelated to inservice training. (5) Time and location of inservice activities were very important to the respondents., Guidelines. Selected guidelines developed in the study were: (1) Staff must be involved in all stages from planning to outcome evaluation. (2) The entire staff would not have to be surveyed to determine perceptions and preferences. Job position or classification within the study organization did not significantly influence perception of needs items. (3) Flexibility and variation in the scheduling of staff development events must accommodate different work schedules and unit missions. (4) Organizational commitment with appropriate personnel policies must be present for realistic backup of the staff development program. (5) The perceived needs and interests of staff must be reflected in the design and composition of inservice education and training efforts. (6) Staff will view with caution any effort that would diminish their control and ownership of staff development planning.
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Date Issued: 1981, 1981
Identifier: AAI8125858, 3085033, FSDT3085033, fsu:74531
Format: Document (PDF)

Title: AN ANALYSIS OF THREE MODELS FOR ASSESSING THE CONTINUING EDUCATION NEEDS OF ENVIRONMENTAL OCCUPATION PRACTITIONERS.
Creator: MITCHELL, BARBARA BROCK., Florida State University
Abstract/Description: The purpose of this research was to use three models for assessing the continuing education needs of persons engaged in environmental occupations in the state of Florida to see if they would yield similar results., The models selected for study provided three different logistical approaches to assessing needs. They were: (1) Social Indicators (SI) model which utilizes the efforts of the planner in analyzing needs based upon available literature and community factors, (2) Community Forum/Key...
Show moreThe purpose of this research was to use three models for assessing the continuing education needs of persons engaged in environmental occupations in the state of Florida to see if they would yield similar results., The models selected for study provided three different logistical approaches to assessing needs. They were: (1) Social Indicators (SI) model which utilizes the efforts of the planner in analyzing needs based upon available literature and community factors, (2) Community Forum/Key Informant (KI) model which is characterized by personal contact as its primary focus with interaction between the researcher and practitioners, and (3) Gamma Needs Assessment (GNA) model which is a formal process utilizing random sampling and rank-order techniques. The three models were used to assess the continuing education needs of water well drillers in Florida as a representative group of environmental practitioners., An analysis of the results of the three models was conducted in two ways: (1) a subjective analysis based on logistical considerations and operational elements, and (2) a statistical analysis of the results., The application of three models to an environmental occupation yielded lists of educational training needs which could be used to initiate training programs., Recommendations were made for additional research in environmental occupations utilizing these and other needs assessment models.
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Date Issued: 1982, 1982
Identifier: AAI8218648, 3085293, FSDT3085293, fsu:74788
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP BETWEEN ARMY ROTC ENROLLMENT IN THE FIRST ROTC REGION AND CHANGING ATTITUDES TOWARD ROTC AS REFLECTED IN SELECTED PUBLICATIONS DURING TWO PERIODS OF MILITARY CONFLICT AND OF PEACE.
Creator: PARKER, HERBERT GERALD., Florida State University
Abstract/Description: The thesis of this study was that variances in the popularity on college and university campuses of the Reserve Officers Training Corps (ROTC), are related to the presence and/or absence of American society's fears of imminent danger from without or within the country. To determine the validity of this thesis, the relationship between the fluctuations in ROTC enrollment in four-year colleges and universities in the First ROTC Region and changing attitudes toward the programs as expressed in...
Show moreThe thesis of this study was that variances in the popularity on college and university campuses of the Reserve Officers Training Corps (ROTC), are related to the presence and/or absence of American society's fears of imminent danger from without or within the country. To determine the validity of this thesis, the relationship between the fluctuations in ROTC enrollment in four-year colleges and universities in the First ROTC Region and changing attitudes toward the programs as expressed in popular magazines was explored. The ROTC programs studied were limited to the Army units (AROTC) in the First Region, including Maine to Puerto Rico. Popular magazines were limited to Time and U.S. News and World Report. Two periods of war (Korea, 1950-53; Vietnam, 1969-72) and two periods of peace (post-Korea, 1954-57; and post-Vietnam, 1974-77) were the time frames selected., A content analysis technique was utilized by a team of three professionals. All pertinent articles in the magazines under scrutiny were read, analyzed and categorized as pro-, neutral or anti-ROTC. Reasons (stated or apparent) for attitudinal stance, photographs, other illustrations and authors (where given) were tallied for each article. Percentages were computed for all articles and all categories., Enrollment figures for colleges and universities having Army ROTC programs and for the campus military units themselves were collected. Percentages of students enrolled in AROTC were computed therefrom. Those percentages of students enrolled in AROTC during the periods selected and the percentages of articles favorable, neutral or unfavorable toward the Corps were used to determine the relationship between campus enrollment and societal attitudes. The resulting answers to questions posed in the study failed to show a definitive relationship between ROTC enrollment, as represented by the Army units, and societal attitudes as found in the two popular magazines during the periods considered.
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Date Issued: 1982, 1982
Identifier: AAI8212899, 3085222, FSDT3085222, fsu:74717
Format: Document (PDF)

Title: THE ORGANIZATIONAL DEVELOPMENT OF THE FEDERAL LAW ENFORCEMENT TRAINING CENTER FROM 1967 TO 1979: A CASE STUDY.
Creator: PHILLIPS, PETER WARREN., Florida State University
Abstract/Description: The purpose of this study was to chronicle the organizational development of the Federal Law Enforcement Training Center (FLETC) as one form of consortium in post-secondary education. The historical-descriptive research method was used. The conceptual framework for the study derives from the organizational perspective posited by Deal and Rosaler (1975).('1), Compared with the conditions set forth by Deal and Rosaler, the subsystems of FLETC rank as follows: (1) Goals, simplistic; (2) Formal...
Show moreThe purpose of this study was to chronicle the organizational development of the Federal Law Enforcement Training Center (FLETC) as one form of consortium in post-secondary education. The historical-descriptive research method was used. The conceptual framework for the study derives from the organizational perspective posited by Deal and Rosaler (1975).('1), Compared with the conditions set forth by Deal and Rosaler, the subsystems of FLETC rank as follows: (1) Goals, simplistic; (2) Formal structure, complex; (3) Technology, simplistic; (4) Informal norms and processes, simplistic; and (5) Environment, simplistic. Accordingly, FLETC is an atypical educational institution., The study also found that FLETC was a highly cost-effective operation, savings to the Government amounting to approximately $19.5 million annually--derived principally from reduced per diem rates payable to trainees in residence and cost-avoidance from closing duplicative facilities elsewhere. Thirty-six Federal law enforcement agencies currently participate in FLETC's programs; over 9,000 students were graduated in Fiscal Year 1980., Recommendations resulting from this study include: (1) Deal's and Rosaler's theory of organizational development should be validated in several educational systems and at different levels; (2) additional selected consortia should undergo analyses in order to determine additional ways in which to combat the rising cost of postsecondary education; (3) selected Peace Officer and Standards and Training (POST) programs should be evaluated in order to determine the efficacy of regionally consolidated training, including those conducted in consort with educational institutions; and (4) the history of the Treasury Law Enforcement School (TLES), should be chronicled. ('1)Deal, T. E., & Rosaler, J. A. An organizational perspective on planning and problem solving in schools. Stanford, CA: Stanford Center for Research and Development in Teaching, 1975. (Monograph)
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Date Issued: 1982, 1982
Identifier: AAI8214938, 3085249, FSDT3085249, fsu:74744
Format: Document (PDF)

Title: FACULTY ATTITUDES TOWARD COMMUNITY COLLEGE GOALS COMPARED WITH THE PERCEIVED EFFECTIVENESS OF FACULTY PROFESSIONAL ACTIVITIES AT NORTHERN VIRGINIA COMMUNITY COLLEGE.
Creator: DOUGLAS, RUTH ANN., Florida State University
Abstract/Description: This study examined the degree to which the variance in ratings of faculty by their division chairpersons, for teaching effectiveness and overall contribution to the college, is explained by individual faculty members' levels of agreement with community college goals at Northern Virginia Community College. Faculty agreement with goals was measured using the Community College Goals Inventory (CCGI) developed by Educational Testing Service., Eight of twenty-one divisions at Northern Virginia...
Show moreThis study examined the degree to which the variance in ratings of faculty by their division chairpersons, for teaching effectiveness and overall contribution to the college, is explained by individual faculty members' levels of agreement with community college goals at Northern Virginia Community College. Faculty agreement with goals was measured using the Community College Goals Inventory (CCGI) developed by Educational Testing Service., Eight of twenty-one divisions at Northern Virginia Community College were used in the study. These eight divisions contained 218 faculty members. The eight division chairpersons rated their faculty on a six point scale for both teaching effectiveness and overall contribution to the college, and all faculty in each division were asked to complete the CCGI. Approximately 72 percent of the faculty returned the completed forms., Multiple regression analyses were carried out using the division chairpersons' two ratings of their faculty as the dependent variables and faculty ratings of the goal statements in the CCGI as the independent variables. Findings showed generally moderate to low contributions of faculty levels of agreement with community college goals to explaining the variance in their ratings for teaching effectiveness and overall contributions to the college at Northern Virginia Community College. The findings are not in agreement with the statements of various authors writing in the field of community college studies, who have, instead, asserted the importance and necessity of a high level of faculty agreement with community college goals before those goals could be achieved by the college.
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Date Issued: 1982, 1982
Identifier: AAI8214922, 3085238, FSDT3085238, fsu:74733
Format: Document (PDF)

Title: CURRICULUM DECISION-MAKING IN PUBLIC POSTSECONDARY INSTITUTIONS IN FLORIDA.
Creator: SANDIFAR, MARY SUE., Florida State University
Abstract/Description: The purpose of this study was to describe the curriculum decision-making process in Florida public postsecondary institutions. The study is based on responses from two groups--faculty members and administrators--within the public universities and community colleges in Florida. These research questions dealt with curriculum decision-making and its relationship to: (1) external and internal variables; (2) constraints and facilitators; (3) decision-making levels; (4) differences between...
Show moreThe purpose of this study was to describe the curriculum decision-making process in Florida public postsecondary institutions. The study is based on responses from two groups--faculty members and administrators--within the public universities and community colleges in Florida. These research questions dealt with curriculum decision-making and its relationship to: (1) external and internal variables; (2) constraints and facilitators; (3) decision-making levels; (4) differences between university and community colleges; and (5) differences between faculty members and administrators., This study is limited to a description of the progression of new courses, the revision of courses, the evaluation of courses, and the termination of courses within the institution. The progression of programs, originating outside the department or institution does not form a part of the study., The data were analyzed and frequencies and percentages were presented for four groups: (1) university faculty; (2) community college faculty; (3) university administrators; and (4) community college administrators. Conclusions drawn from the analysis of the data included: (1) The curriculum process, once it passes from the department level, appears to be affected very little by other external or internal variables. (2) In most cases, the perceptions of administrators as to their role in the curriculum process was somewhat stronger than indicated by faculty responses. (3) In most cases, the importance of curriculum committees, mission statements, state laws and regulations, and public requests was perceived as stronger by administrators than by faculty. (4) Although the department--the chairperson, the mission, and the faculty--is indicated as important in the curriculum decision-making process, the extent of written policy at this level is minimal, as indicated by the data., The recommendations of the study included suggestions for further study in the areas of curriculum decision levels, course duplication, length of approval/disapproval time for new courses, the impact of state level agencies on the curriculum, and the impact of the department on curriculum decision-making.
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Date Issued: 1982, 1982
Identifier: AAI8223193, 3085331, FSDT3085331, fsu:74826
Format: Document (PDF)

Title: LIFE STYLE ASPIRATIONS, MULTIPLE ROLE COMMITMENTS, AND ROLE CONFLICT STRATEGIES OF WOMEN DOCTORAL STUDENTS IN COMPREHENSIVE PROGRAMS OF HIGHER EDUCATION ADMINISTRATION WITHIN THE STATE OF FLORIDA.
Creator: DUBLON, FELICE JACQUELINE., Florida State University
Abstract/Description: The purpose of this study was to identify the life style aspirations, multiple role commitments, and role conflict strategies of women doctoral students in comprehensive programs of higher education administration within the State of Florida. During the Spring 1982 semester, there were 91 women doctoral students enrolled in such programs at The Florida State University and The University of Florida. A survey instrument was designed by the investigator, pretested, and mailed to the entire...
Show moreThe purpose of this study was to identify the life style aspirations, multiple role commitments, and role conflict strategies of women doctoral students in comprehensive programs of higher education administration within the State of Florida. During the Spring 1982 semester, there were 91 women doctoral students enrolled in such programs at The Florida State University and The University of Florida. A survey instrument was designed by the investigator, pretested, and mailed to the entire population. Responses were received from 81 women or 89 percent of the population., Marriage and family aspirations were revealed by most of the respondents and the majority either had or expected to have at least one child. The majority of women who had no children but expected children in the future also indicated that they would return to work as soon as possible after the birth/adoption of each child. In addition, over 79 percent of the respondents did not expect their careers to be interrupted before their retirement., With respect to the highest position respondents expected to obtain in their lifetime, the majority aspired towards executive/administrative level positions within postsecondary institutions. Over half of these women expected to become chief executive officers, vice presidents, directors, deans, or chairmen. In addition, the majority of the respondents indicated that they would consider employment in fields unrelated to higher education., Marriage and family were viewed as either being advantageous to or having no effect on career advancement because of support provided by a husband and family. Women who wished to remain single viewed their flexibility as an advantage., Most respondents indicated a future commitment to the roles of wife, mother, and employee, with the employee role being the most frequently mentioned response. The wife role, however, was considered the most important role, when roles occurred simultaneously., Respondents were divided equally between those who did and did not anticipate future role conflicts, with time constraints being viewed as the primary problem. The majority of women reported structural role redefinition as their most likely strategy for conflict resolution and reactive role behavior as their least likely choice. Finally, respondents recommended that universities develop day care programs and flexible work hours to alleviate the role constraints placed upon women professionals in higher education.
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Date Issued: 1982, 1982
Identifier: AAI8228123, 3085377, FSDT3085377, fsu:74872
Format: Document (PDF)

Title: A PROTOTYPE DECISION MODEL: A DYNAMIC APPROACH TO MANAGEMENT INFORMATION SYSTEMS IN HIGHER EDUCATION.
Creator: VAQUERIZO, MANUEL., Florida State University
Abstract/Description: Management in higher education faces complex and pressing problems caused by size, complexity, scarcity of financial resources and backward administrative procedures. Lack of accurate, relevant and timely information is a key problem higher education managers encounter in their attempts to make the kind of decisions current administrative conditions demand., Management information systems (MIS) have been very helpful in business and industry for the improvement of administrative conditions...
Show moreManagement in higher education faces complex and pressing problems caused by size, complexity, scarcity of financial resources and backward administrative procedures. Lack of accurate, relevant and timely information is a key problem higher education managers encounter in their attempts to make the kind of decisions current administrative conditions demand., Management information systems (MIS) have been very helpful in business and industry for the improvement of administrative conditions and the decision-making and problem-solving processes. In higher education, however, MIS models have not proved as efficient as was expected, but they have helped to realize that systems engineering in higher education should focus on institution-specific, flexible, adaptive, and dynamic management information system models., This study takes the four public institutions of higher education in Barquisimeto, Venezuela, as an instance of the conditions and problems educational administrators have to cope with. Those four institutions are analyzed and conceptualized as a system. This system is the background and point of reference for the study. A prototype decision model was designed and tested in reference to that background system. The system provides the parameters to obtain the prototype data for the simulation. The simulation of the prototype model implements the test of the model, produces descriptive and analytical information, and performs sensitivity operations. The results of the simulation are analyzed to determine how a dynamic MIS model can provide management with relevant information for decision making., The main analytical technique applied in the study is path analysis, which, combined with functional analysis, makes up the policy analysis algorithm. Three main computer programs were written to carry out the study., The study presents conclusions about the conditions and value of specific and dynamic MIS models in higher education, and recommends the application of analytical techniques as an essential component in higher education MIS models.
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Date Issued: 1982, 1982
Identifier: AAI8304085, 3085436, FSDT3085436, fsu:74929
Format: Document (PDF)

Title: THE MUNDY/ODUM LEISURE EDUCATION MODEL: CHANGING LEISURE ATTITUDE AND LEISURE KNOWLEDGE.
Creator: RANCOURT, ANN MARIE., Florida State University
Abstract/Description: An increasingly important aspect of general education preparation is education for free time, or leisure education. Little experimental research concerning leisure knowledge and leisure attitude has occurred in education, social psychology, or in the field of leisure., This investigation was designed to determine what effect a leisure-education workshop, adapting and implementing the Mundy/Odum Leisure Education Model, had on leisure knowledge and leisure attitude of selected student-affairs...
Show moreAn increasingly important aspect of general education preparation is education for free time, or leisure education. Little experimental research concerning leisure knowledge and leisure attitude has occurred in education, social psychology, or in the field of leisure., This investigation was designed to determine what effect a leisure-education workshop, adapting and implementing the Mundy/Odum Leisure Education Model, had on leisure knowledge and leisure attitude of selected student-affairs personnel. The 104 subjects were student-affairs personnel from Florida State University., Subjects were randomly assigned to one of four groups (two experimental, two control). The experimental groups participated in a three-hour workshop based on the model. Subjects in experimental group (1) were asked to complete the Leisure Awareness Questionnaire and the Ragheb-Beard Leisure Attitude Scale as pre-tests. These two instruments were repeated, with the addition of the Workshop Questionnaire, at the conclusion of the workshop. Subjects in control group (1) completed the Leisure Awareness Questionnaire and Leisure Attitude Scale as pre-tests. Subjects in experimental group (2) were asked to complete the Leisure Awareness Questionnaire and Leisure Attitude Scale as post-tests, with the addition of the Workshop Questionnaire at the conclusion of the workshop. Subjects in control group (2) completed the Leisure Awareness Questionnaire and Leisure Attitude Scale as post-tests., The dependent variables were leisure knowledge and leisure attitude. The independent variables were the treatment (three-hour leisure education workshop) and the pre-tests. Hypotheses were tested with 2 x 2 ANOVA., Findings indicate the treatment had a significant (at .05 level) effect on leisure knowledge and the behavioral component of leisure attitude. The results suggest that a leisure-education workshop based on the Mundy-Odum Model can significantly affect leisure knowledge and the behavioral component of leisure attitude. The model should be further explored as a potentially useful model for educating student-affairs personnel in leisure education. Further research is needed in examining similar and longer-term effects, and in comparing results of other types of training based on this model.
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Date Issued: 1982, 1982
Identifier: AAI8225304, 3085354, FSDT3085354, fsu:74849
Format: Document (PDF)

Title: A COMPARISON OF FACULTY AND NURSE PRACTITIONER OPINIONS REGARDING PRACTICE ISSUES, POLITICAL EDUCATION, AND PROFESSIONAL ETHICS.
Creator: PENNY, JEAN TREDINICK., Florida State University
Abstract/Description: The purpose of this national descriptive survey was to ascertain graduate faculty and masters level nurse practitioner (NP) opinions regarding: the present and future need to address relevant practice concerns and political education content within the formal curriculum; the appropriate curricular methods for including such material; and the relation between professional nursing ethics and NP attitudes toward political involvement. The conceptual framework was drawn from Easton's (1965) flow...
Show moreThe purpose of this national descriptive survey was to ascertain graduate faculty and masters level nurse practitioner (NP) opinions regarding: the present and future need to address relevant practice concerns and political education content within the formal curriculum; the appropriate curricular methods for including such material; and the relation between professional nursing ethics and NP attitudes toward political involvement. The conceptual framework was drawn from Easton's (1965) flow model of the political system, depicting a continuous and dynamic interaction between the political system and society., A data collection instrument was developed from sources in the literature. It consisted of demographic questions, current practice issue and political education topics, and a revised version of the Professional Ethics and Political Attitudes Questionnaire (Forrest, 1979). The instrument was validated by a panel of experts and field tested for reliability., Thirty-seven geographically stratified nationally accredited masters programs consented to distribute the survey instrument to three faculty members and three graduates of each program. To compensate for incorrect addresses among the graduates, 10 additional masters prepared NPs were selected from a 1982 regional NP list. The final sample was composed of 232 potential subjects who returned 187 usable questionnaires for an adjusted return rate of 84.2%., Data analysis revealed that NPs tended to indicate practice issues and political education topics were not addressed in the programs they attended as students more frequently than faculty indicated they do not address the material. However, there was agreement among respondents that there is strong future need for such content and the favored curricular method for addressing the majority of it was a specific course, e.g., Current Issues., Responses to a series of statements designed to measure political attitudes revealed that faculty and NPs expressed similarly high levels of political advocacy. There was agreement that professional ethics imply an obligation for responsible political involvement and strong agreement that NPs have the educational background to lobby for their professional concerns., Study findings have implications for future curriculum development. Recommendations were made for further research.
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Date Issued: 1983, 1983
Identifier: AAI8314196, 3085544, FSDT3085544, fsu:75036
Format: Document (PDF)

Title: ALPHA LAMBDA DELTA, PHI ETA SIGMA, MORTAR BOARD AND OMICRON DELTA KAPPA: THE EFFECT OF TITLE IX AS MEASURED BY THE SEX OF MEMBERS, OFFICERS, AND FACULTY ADVISERS IN 1981-82 (SCHOLASTIC AND LEADERSHIP HONOR SOCIETIES).
Creator: EARWOOD, GLENDA FAYE., Florida State University
Abstract/Description: The purpose of this study was to examine the effect of Title IX on four national scholastic and leadership honor societies. The effect of Title IX on the proportion of male and female members of these organizations was compared on campuses of different enrollment size and institutional control. The sex of elected student officers and faculty advisers was also examined., A survey was mailed to the chapter advisers and presidents of 676 honor societies. Responses from 585 chapters (86.5%) were...
Show moreThe purpose of this study was to examine the effect of Title IX on four national scholastic and leadership honor societies. The effect of Title IX on the proportion of male and female members of these organizations was compared on campuses of different enrollment size and institutional control. The sex of elected student officers and faculty advisers was also examined., A survey was mailed to the chapter advisers and presidents of 676 honor societies. Responses from 585 chapters (86.5%) were analyzed., The survey data revealed that Title IX has had a significant effect on the membership practices of honor societies. Women students hold a higher percentage of the membership and positions of leadership than men students in all four honor societies. Women students in 1981-82 held an average of 59.1% of the membership in these four honor societies. More women students have joined historically male honor societies than men students have joined historically female honor societies., Unlike the findings of previous research on sex differences in leadership assumption, this study found that female students have not yielded positions of leadership to male students in these coeducational honor societies. Except in Omicron Delta Kappa (O D K), there was no statistically significant difference in the proportion of male and female members and the proportion of male and female students holding the office of president. In O D K men held a statistically significant higher proportion of the offices of president. The office of secretary, in all honor societies, remained a sex-stereotyped position dominated by women., A significantly higher proportion of male members and officers were found in historically male honor societies, while a significantly higher proportion of female members and officers were found in historically female honor societies., The proportions of male and female members were unaffected by the enrollment size of the institution or the presence of a parallel honor society on the campus. Institutional control had no effect on the proportion of male and female officers, but did affect the proportion of male and female members., Women faculty members have not been as successful in achieving adviser roles in historically male honor societies as male faculty members in achieving adviser positions in historically female honor societies.
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Date Issued: 1983, 1983
Identifier: AAI8314402, 3085552, FSDT3085552, fsu:75044
Format: Document (PDF)

Title: PERCEIVED IMPACT OF ADDITIONAL EDUCATION AND TRAINING IN THE CAREER DEVELOPMENT OF THE EDUCATION SPECIALISTS WITHIN THE NAVAL EDUCATION AND TRAINING COMMAND.
Creator: BROWNLEE, MARTHA., Florida State University
Abstract/Description: This study explored the need for and impact of in-service education and training as a component in a career development plan for civilian education specialists in the Naval Education and Training Command. The education specialists, their supervisors, and heads of activities where education specialists were employed were surveyed to determine their assessement of the value and benefit of in-service education and training, the need for such education and training by the individual and by the...
Show moreThis study explored the need for and impact of in-service education and training as a component in a career development plan for civilian education specialists in the Naval Education and Training Command. The education specialists, their supervisors, and heads of activities where education specialists were employed were surveyed to determine their assessement of the value and benefit of in-service education and training, the need for such education and training by the individual and by the organization, and the support for in-service education and training which was considered appropriate., The responses of education specialists as a group and the responses of their supervisors and commanding officers were analyzed, and differences between the groups were examined. Data were collected and displayed by five functional areas in which education specialists work to permit comparison between functional areas., The study concluded that both education specialists and their supervisors saw benefit and value in further education and training to the individual and the organization. However, if management determines in-service education and training is needed, it must provide incentives to stimulate its use.
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Date Issued: 1983, 1983
Identifier: AAI8314183, 3085534, FSDT3085534, fsu:75026
Format: Document (PDF)

Title: STUDENT PERCEPTIONS OF STUDENT PERSONNEL SERVICES AT THE FLORIDA STATE UNIVERSITY.
Creator: BYRTS, SAM., Florida State University
Abstract/Description: The purpose of this study was to investigate the perceptions of selected undergraduate students regarding their views of the student personnel services at The Florida State University. The data derived from students were used to adjudge the effectiveness of these student personnel services: Orientation and New Student Programs, Student Health Center, Student Mental Health Center, Resident Student Development, University Student Development, University Judicial Affairs, Student Government...
Show moreThe purpose of this study was to investigate the perceptions of selected undergraduate students regarding their views of the student personnel services at The Florida State University. The data derived from students were used to adjudge the effectiveness of these student personnel services: Orientation and New Student Programs, Student Health Center, Student Mental Health Center, Resident Student Development, University Student Development, University Judicial Affairs, Student Government Association, Curricular Career Information Services, Student Activities and Organizations, Career Placement Services, and Minority Student Affairs., This study sought answers to the following questions: (1) Is there a significant difference between the perceptions of student services by male and female students? (2) Is there a significant difference between and among the perceptions of student services by freshman, sophomore, junior, and senior students? (3) Is there a significant difference between the perceptions of student services by race?, Data were sought from 370 undergraduate students who were enrolled in nine different courses that represented five different colleges and schools at The Florida State University. The respondents had been enrolled in Florida State University during the Fall Semester, 1981. The subjects responded to a questionnaire, the Student Services Survey. Data from the questionnaire were tested via a One Way Multivariate Analysis of Variance and a Univariate Analysis of Variance., Analysis of the data indicated the following: (1) Significant differences were found in the perceptions of undergraduate students regarding their views of student personnel services at Florida State University when analyzed by the variables of sex, class standing, and race. (2) A majority of the respondents indicated that they were not familiar with the majority of the student services investigated in this study. (3) Respondents perceived student services as an important aspect of their education. All classes rated the majority of the services as important to them. (4) Students tended to use and were satisfied with the student services of which they were familiar.
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Date Issued: 1983, 1983
Identifier: AAI8314184, 3085535, FSDT3085535, fsu:75027
Format: Document (PDF)

Title: Encountering writing: The literacies and lives of first-year students.
Creator: Sewell, Donna Newberry., Florida State University
Abstract/Description: This dissertation reports the results of an ethnographic study of the personal and academic literacies of four students during their first year at Florida State University. This research was shaped by one main question: How do first-year students use personal and academic literacies?, To investigate this question, I followed four students through three semesters of college, beginning the summer term preceding their first academic year. I conducted over one hundred student and teacher...
Show moreThis dissertation reports the results of an ethnographic study of the personal and academic literacies of four students during their first year at Florida State University. This research was shaped by one main question: How do first-year students use personal and academic literacies?, To investigate this question, I followed four students through three semesters of college, beginning the summer term preceding their first academic year. I conducted over one hundred student and teacher interviews, collected over sixty formal essays, observed seventy-plus days of class, and collected other artifacts, including personal journals and class handouts. By analyzing all of this data as well as reading theorists' and teachers' accounts of students' experiences, I constructed a descriptive and analytical account of these students' literacies and lives., This study concludes that students' literacies relate to their academic success, which is heavily determined by non-academic factors, including family support, confidence, and reliance upon teachers. Student literacies are related to the roles students play. Some students come to college more equipped to handle the various student and writer roles expected of them., I propose that support services be put into place to help students succeed. Also, this study suggests that keeping personal writing in the first-semester writing course helps students develop confidence in themselves as writers and students. All students should experience at least one safe writing environment. The classroom cultures created by teachers and students prove vital to students' academic success.
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Date Issued: 1995, 1995
Identifier: AAI9544328, 3088738, FSDT3088738, fsu:77540
Format: Document (PDF)

Title: A profile of the athletic pep band.
Creator: Chestnutt, Rod Martin., Florida State University
Abstract/Description: Central to defining the wind band are the decisions that college and university band directors make when fulfilling utilitarian obligations while arguing for the aesthetic properties of the ensembles. In light of the increased popularity of college basketball, band programs are increasingly expected to provide a pep band. Complying to these requests further verifies the perception of the wind band as utilitarian. The allocation of the director's time and department funds to the pep band may...
Show moreCentral to defining the wind band are the decisions that college and university band directors make when fulfilling utilitarian obligations while arguing for the aesthetic properties of the ensembles. In light of the increased popularity of college basketball, band programs are increasingly expected to provide a pep band. Complying to these requests further verifies the perception of the wind band as utilitarian. The allocation of the director's time and department funds to the pep band may also restrict the ability of both to provide opportunities for aesthetic growth. Directors need current data concerning the pep band to make informed decisions regarding its role in a band program., This study creates a profile of the basketball pep band at NCAA Division I colleges and universities using a survey sent to 196 schools. A 79.08% response rate represents 51.48% of the Division I member schools., Directors usually organized pep bands into groups with 31-60 members, although schools using 1-30 were almost as prevalent. Auditions that realized a predetermined instrumentation allowed the director to maintain greater musical integrity. On the other hand, the use of volunteers and undetermined instrumentation may indicate that some schools did not feel that timbral balance was a necessary consideration., Students playing in these groups usually perform at men and women's games. Pep bands at other schools play either for men's games only or for additional athletic events. Compensation for this time commitment came in the form of reimbursement through cash or scholarships, tournament meal money, and/or free apparel. Athletic departments provide pep band funding at most schools. Music departments are the second most common financial source for pep bands., Nine out of ten schools have an experienced musician serving as the pep band director. These statistics indicate that usually a musician is in position to make musical decisions. A question of musical accountability arises when athletic personnel control the financial resources and, perhaps, the musical decisions. At issue is how the function of the pep band affects the band director's role as a music educator.
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Date Issued: 1995, 1995
Identifier: AAI9525913, 3088595, FSDT3088595, fsu:77397
Format: Document (PDF)

Title: Governance dimensions and faculty perceptions of their participation in the governance of Nigerian Federal Universities.
Creator: Onwunli, Agatha Uruaku., Florida State University
Abstract/Description: The purpose of the study was to determine the level, patterns, and extent of academic staff participation in the decision-making process in Nigerian Federal Universities., A multi-stage sampling procedure was used to select participants. The primary sampling units were nine Federal Universities randomly selected from 21 universities. Three universities were selected from each of three regions in Nigeria. The secondary sampling units were 701 academic staff also randomly selected from the nine...
Show moreThe purpose of the study was to determine the level, patterns, and extent of academic staff participation in the decision-making process in Nigerian Federal Universities., A multi-stage sampling procedure was used to select participants. The primary sampling units were nine Federal Universities randomly selected from 21 universities. Three universities were selected from each of three regions in Nigeria. The secondary sampling units were 701 academic staff also randomly selected from the nine universities. Unstructured personal interviews were conducted for data clarification. A total of 575 usable questionnaires were collected and analyzed using descriptive statistics, chi square test, t-test and one-way analysis of variance., Results of the data analysis revealed: (1) academic staff are actively involved in making decisions that are academic in nature through the senate, (2) academic staff are told about nonacademic decisions after such decisions are made, (3) those with less than five years experience were more enthusiastic about the impact of their participation on decision outcomes, (4) a complex relationship was observed between the administrators and the academic staff. For example, a separate jurisdiction pattern of participation (where academic staff make academic decisions and administrators make personnel decisions), and also administrative primacy kind of governance dimension (where administrators consult academic staff and consider their views carefully before decisions are made) was indicated. (5) Academic staff who were former administrators perceived their participation in governance as effective while academic staff who had never served in administrative positions perceived their own participation as ineffective. (6) Although there were regional and age differences in "attitude toward participation" and "when academic staff are usually consulted," responses were in the same direction. (7) Academic staff were not satisfied with the consultation process at their universities. (8) Attempts were being made in some universities to decentralize authority., The recommendations made include: (1) improvement of the consultation process, (2) improvement of the relationship between academic staff and administrators, and (3) more involvement of academic staff in other governance issues especially selection/appointment of administrators.
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Date Issued: 1994, 1994
Identifier: AAI9511348, 3088490, FSDT3088490, fsu:77295
Format: Document (PDF)

Title: The relationship of rape supportive beliefs and beliefs in traditional sex roles to sexual aggression and victimization in college students.
Creator: Haggard, William Kent., Florida State University
Abstract/Description: The purpose of this study was to expand on the understanding of those college students involved with sexual aggression and victimization. This study determined groups of aggressors, non-aggressors, victims and non-victims for the purpose of establishing contrasts according to certain variables. The independent variables were levels of sexual aggression and victimization. The primary dependent variables were rape supportive beliefs and beliefs in traditional sex roles. The study also examined...
Show moreThe purpose of this study was to expand on the understanding of those college students involved with sexual aggression and victimization. This study determined groups of aggressors, non-aggressors, victims and non-victims for the purpose of establishing contrasts according to certain variables. The independent variables were levels of sexual aggression and victimization. The primary dependent variables were rape supportive beliefs and beliefs in traditional sex roles. The study also examined the factors of age, gender, year in college, religious background, race, and previous consensual sexual activity to determine contrasts between aggressors, non-aggressors, victims and non-victims., The sample was a random cluster sample consisting of 669 college students (353 males, 316 females) surveyed in their classes. The Sex Role Stereotyping Scale (Burt, 1980) was used to measure belief in traditional sex roles. The Rape Myth Acceptance Scale (Burt, 1980) was used to measure rape supportive beliefs. The Sexual Experiences Survey (Koss & Oros, 1982) was used to determine various degrees of sexual aggression and victimization., No significant differences were found between non-aggressors and aggressors on the dependent variables of rape supportive beliefs, beliefs in traditional sex roles, age or year in college. Aggressors were found to have stronger rape supportive beliefs, stronger beliefs in traditional sex roles, and a higher mean year in college than the victims. Differences between aggressors and victims were explained more so by difference in sex than by difference in involvement with sexual aggression. The non-victims had stronger beliefs in traditional sex roles and were younger than the victims. All males and females involved at some level with sexual aggression or victimization were not significantly different with those not involved at all with sexual aggression or victimization on the dependent variables of religious background and race. However, proportionately more students involved in sexual aggression or victimization reported having had consensual sex experiences than did those students not involved in sexual aggression or victimization.
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Date Issued: 1993, 1993
Identifier: AAI9535257, 3088667, FSDT3088667, fsu:77469
Format: Document (PDF)

Title: The effect of external orienting task on learning outcomes and attitudes in the use of an educational hypertext system.
Creator: Gall, James Edward., Florida State University
Abstract/Description: The purpose of this study was to determine the effects of various external orienting tasks on learning, learner attitudes, and en-route behaviors in the use of an educational hypertext system. Thirty-one sophomore students enrolled in three honors sections of an introductory military history course at the United States Air Force Academy served as subjects in this study. During three 50 minute class periods, the participants used a hypertext database containing approximately 200 articles on...
Show moreThe purpose of this study was to determine the effects of various external orienting tasks on learning, learner attitudes, and en-route behaviors in the use of an educational hypertext system. Thirty-one sophomore students enrolled in three honors sections of an introductory military history course at the United States Air Force Academy served as subjects in this study. During three 50 minute class periods, the participants used a hypertext database containing approximately 200 articles on airpower in World War I. Each section was given one of three orienting tasks--one in which they were asked to browse the database to learn about airpower in World War I (browsing condition), a second in which they were required to answer factual questions about the material in the database (searching condition), or a third in which they were required to answer conceptual questions (connecting condition). Results indicated that the connecters performed the best on conceptual understanding of the material, followed by the searchers with the browsers performing the worst. Connecters also reported the highest levels of database utility for completing their task and the posttest. These findings demonstrate positive effects for both learning and attitudes when students are given a conceptual orienting task in the use of a hypertext system.
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Date Issued: 1995, 1995
Identifier: AAI9540051, 3088686, FSDT3088686, fsu:77488
Format: Document (PDF)

Title: AN ANALYSIS OF THE PROCESS OF CAMPUS PLANNING IN FLORIDA'S COMMUNITY JUNIOR COLLEGES.
Creator: WILLIAMS, FREDDIE HARVEY., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011178, 2986123, FSDT2986123, fsu:70632
Format: Document (PDF)

Title: THE PRESENT STATUS AND FUTURE DIRECTION OF INDEPENDENT HIGHER EDUCATION IN FLORIDA AS PERCEIVED BY SELECTED KEY ADMINISTRATORS.
Creator: STENDER, BRUCE WILLIAM., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7016349, 2986187, FSDT2986187, fsu:70696
Format: Document (PDF)

Title: THE RELATIONSHIP OF PERSONALITY CONGRUENCE AND ACHIEVEMENT PROFILE TO UPPER-DIVISION CHANGE OF MAJOR.
Creator: STEPHENSON, PATRICIA M., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107106, 2986344, FSDT2986344, fsu:70853
Format: Document (PDF)

Title: A FOLLOW-UP STUDY OF ST. PETERSBURG (FLORIDA) JUNIOR COLLEGE GRADUATES OFTERMINAL PROGRAMS FROM 1961 TO 1969 WITH EMPHASIS ON SUBSEQUENT EDUCATIONAL EXPERIENCES, GEOGRAPHIC MOBILITY, AND ECONOMIC SUCCESS.
Creator: JOPLING, HOMER AUGUSTUS., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7213524, 2986671, FSDT2986671, fsu:71180
Format: Document (PDF)

Title: ATTUTUDES, AS MEASURED BY THE BOWN SELF REPORT INVENTORY, OF SELECTED JUNIOR COLLEGE FRESHMEN TOWARD THE PHENOMENAL WORLD AND THEIR CORRELATIONWITH ACHIEVEMENT, ATTRITION AND THE CHANGES WHICH OCCUR AFTER ONE YEAR.
Creator: GREEN, MARY FRANCES FULFORD., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7006296, 2986026, FSDT2986026, fsu:70535
Format: Document (PDF)

Title: THE ROLE OF FLORIDA COMMUNITY JUNIOR COLLEGES IN THE ACADEMIC REHABILITATION OF FORMER FLORIDA STATE UNIVERSITY STUDENTS.
Creator: CARTER, JAMES ASBURY, III., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7016322, 2986169, FSDT2986169, fsu:70678
Format: Document (PDF)

Title: A STUDY OF SELECTED VARIABLES DIFFERENTIATING JOINERS AND NON-JOINERS OF A CAMPUS SOCIAL REFORM MOVEMENT AT THE FLORIDA STATE UNIVERSITY.
Creator: HOOVER, RICHARD EDWIN., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107033, 2986296, FSDT2986296, fsu:70805
Format: Document (PDF)

Title: A HISTORY OF GENERAL EDUCATION AT THE FLORIDA STATE UNIVERSITY IN NATIONAL PERSPECTIVE, 1935-1969.
Creator: THOMAS, RICHARD KEITH., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107118, 2986354, FSDT2986354, fsu:70863
Format: Document (PDF)

Title: A CONTENT ANALYSIS OF STATEMENTS CONCERNING STUDENT RIGHTS AND RESPONSIBILITIES CONTAINED IN POLICY MANUALS OF GOVERNING BOARDS OF SELECTED INSTITUTIONS OF PUBLIC HIGHER EDUCATION.
Creator: BADDERS, FREDERICK TOLIVER., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7118348, 2986466, FSDT2986466, fsu:70975
Format: Document (PDF)

Title: COGNITIVE TEACHING EFFECTIVENESS: THE EFFECTS OF STUDENT MOTIVATION, INTEREST, AND TEACHER INFLUENCE UPON JUNIOR COLLEGE STUDENTS' ACHIEVEMENT.
Creator: LOWE, ALBERT G., JR., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7118373, 2986480, FSDT2986480, fsu:70989
Format: Document (PDF)

Title: THE DEVELOPMENT OF MODERN HIGHER EDUCATION IN VIET NAM: A FOCUS ON CULTURAL AND SOCIO-POLITICAL FORCES.
Creator: HOAT, DOAN VIET., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7118365, 2986475, FSDT2986475, fsu:70984
Format: Document (PDF)

Title: AN INVESTIGATION OF PROBLEMS PERCEIVED IN CONJUNCTION WITH JUNIOR COLLEGESTUDENTS TRANSFERRING TO A SENIOR INSTITUTION.
Creator: PIERCE, DAVID JOE., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7118381, 2986485, FSDT2986485, fsu:70994
Format: Document (PDF)

Title: RELATIONSHIP OF CERTAIN BACKGROUND FACTORS OF RECIPIENTS OF UNIVERSITY LOANS AT FLORIDA STATE UNIVERSITY TO PAYMENT OR NON-PAYMENT OF THE LOANS.
Creator: SADLER, WILLIAM THELWIN., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209214, 2986577, FSDT2986577, fsu:71086
Format: Document (PDF)

Title: AN EVALUATION OF THE UNDERGRADUATE SATISFACTORY - UNSATISFACTORY GRADING OPTION AT THE FLORIDA STATE UNIVERSITY, 1969-1970.
Creator: NATIONS, RICKY OWEN., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209209, 2986575, FSDT2986575, fsu:71084
Format: Document (PDF)

Title: HIGHER EDUCATION: THE TORT LIABILITY RISK AND ITS TREATMENT BY INSTITUTIONS AND INDIVIDUALS.
Creator: ANDERSON, RONALD T., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6913255, 2985952, FSDT2985952, fsu:70461
Format: Document (PDF)

Title: THE RELATIONSHIP OF SOCIALIZATION EXPERIENCE, ROLE ORIENTATION, AND THE ACCEPTANCE OF THE COMPREHENSIVE COMMUNITY JUNIOR COLLEGE CONCEPT BY PUBLIC JUNIOR COLLEGE FACULTY.
Creator: MORRISON, JAMES LOUIS., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011146, 2986105, FSDT2986105, fsu:70614
Format: Document (PDF)

Title: AN EXPERIMENT DESIGNED TO EVALUATE A PROGRAM DEVELOPED TO AID THE ACADEMICALLY UNDERPREPARED JUNIOR COLLEGE STUDENT.
Creator: LOSAK, JOHN G., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011137, 2986102, FSDT2986102, fsu:70611
Format: Document (PDF)

Title: THE CHARACTERIZATION OF AMERICAN STUDENT DISSENT IN SELECTED GENERAL CIRCULATION MAGAZINES.
Creator: REYNOLDS, RUSHIAN NEIL., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011154, 2986111, FSDT2986111, fsu:70620
Format: Document (PDF)

Title: THE CONTROL AND ALLOCATION OF EXISTING ACADEMIC SPACE IN THE MANAGEMENT OF COLLEGES AND UNIVERSITIES HOLDING MEMBERSHIP IN THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES AND LAND GRANT COLLEGES.
Creator: GARRIGUES, ROBERT GORDON., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107015, 2986284, FSDT2986284, fsu:70793
Format: Document (PDF)

Title: GUIDELINES FOR THE CHIEF STUDENT PERSONNEL ADMINISTRATOR IN IMPLEMENTING EDITORIAL POLICIES RELATED TO FREEDOM OF EXPRESSION IN SANCTIONED STUDENTNEWSPAPERS OF STATE COLLEGES.
Creator: GIBBS, ANNETTE., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107017, 2986286, FSDT2986286, fsu:70795
Format: Document (PDF)

Title: A COMPARISON OF TWO METHODS OF TEACHING SELECTED TOPICS IN ALGEBRA.
Creator: NOTT, MAURICE ELMER, JR., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107079, 2986327, FSDT2986327, fsu:70836
Format: Document (PDF)

Title: AN EVALUATION OF A PROGRAM OF COMPENSATORY EDUCATION IN THE COMMUNITY JUNIOR COLLEGE.
Creator: MORGAN, MERLE HAMPTON., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7125792, 2986531, FSDT2986531, fsu:71040
Format: Document (PDF)

Title: FACTORS RELATED TO THE APPOINTMENT OF NON-ACADEMIC EDUCATIONAL ADMINISTRATORS AS PRESIDENTS IN SELECTED FOUR-YEAR INSTITUTIONS OF HIGHEREDUCATION.
Creator: PRITCHARD, CLAUDIUS HORNBY, JR., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7210047, 2986610, FSDT2986610, fsu:71119
Format: Document (PDF)

Title: AN APPRAISAL OF COMPETENCIES OBTAINED THROUGH PARTICIPATION IN RESIDENCE HALL ACTIVITIES AS PERCEIVED BY RESIDENTS AND STAFF AT THE FLORIDA STATE UNIVERSITY.
Creator: IJAMS, KARL FREDERICK., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209205, 2986640, FSDT2986640, fsu:71149
Format: Document (PDF)

Title: FACTORS RELATED TO CHANGES IN POST HIGH SCHOOL PLANS: A COMPARISON OF WHITE AND BLACK FLORIDA HIGH SCHOOL SENIORS.
Creator: STAFFORD, THOMAS HUGH, JR., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7210048, 2986642, FSDT2986642, fsu:71151
Format: Document (PDF)

Title: A CONTENT ANALYSIS OF STUDENT ACTIVISM: THE NEW YORK TIMES FOR THE TWELVE-MONTH PERIOD, JULY 1, 1969-JUNE 30, 1970.
Creator: APPLEGATE, PHYLLIS J., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7213485, 2986649, FSDT2986649, fsu:71158
Format: Document (PDF)

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