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Title: An exploratory investigation of contemporary relational evangelizers within the Roman Catholic Church.
Creator: Blum, Susan W., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: Since 1975, when a new era of Catholic evangelization was initiated, a unique cohort of adult learners emerged. Adult religious educators were challenged to develop viable evangelization training programs for the laity. During the past fifteen years, a major andragogical problem has existed due to the lack of an empirical data base for this new constituency. Virtually nothing was known about trained relational evangelizers except that they existed. The primary purpose of this pioneer study...
Show moreSince 1975, when a new era of Catholic evangelization was initiated, a unique cohort of adult learners emerged. Adult religious educators were challenged to develop viable evangelization training programs for the laity. During the past fifteen years, a major andragogical problem has existed due to the lack of an empirical data base for this new constituency. Virtually nothing was known about trained relational evangelizers except that they existed. The primary purpose of this pioneer study was to investigate and compare a sample of trained relational evangelizers with a sample of untrained lay Catholics in five psychological/theological/behavioral characteristics and four demographic variables. Data were gathered from 237 untrained Catholics and 139 trained relational evangelizers from Baton Rouge, Denver, Detroit and Miami. Instrumentation for this study included the "Self-Diagnostic Model of Present Competencies in Catholic Evangelization," the "Evangelistic Behavior Frequency Scale," and the "Prior Renewal Experience Checklist," all developed by the present researcher. Additionally, the "Intrinsic Religious Motivation Scale" (Hoge, 1972) and the "Spiritual Commitment Scale" (Gallup, 1984) were utilized. Scores were statistically analyzed by multiple regression analysis and two-way analysis of variance using the SP SSX program. Significant differences between the trained relational evangelizers and the untrained lay Catholics were found in all measurements except sex, age and education. Also, significant reliability coefficients were determined for the competency and frequency scales. Results of this study enable adult religious educators to identify characteristics and resources for future target populations in the field of Catholic evangelization training and to include empirically-based objectives in the design or revision of future or present training programs. Recommendations for further research included randomizing larger, equal regional cell samples; broadening the variables to include measures of self-esteem, self-actualization and personality types; and replicating the study among other religious faiths to develop interfaith comparisons. Related research was recommended including a comparative study of the effectiveness of relational and institutional evangelization; an investigative study to assess the laity's acceptance of their redefined role as evangelizers; and an historical study of the National Conference of Catholic Bishops' role in supporting evangelization efforts in the United States.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12252
Subject Headings: Evangelistic work--United States--Case studies
Format: Document (PDF)

Title: Effects of a self-directed learning group experience on the self-directed learning readiness and self-concepts of adult basic education students and general educational development students.
Creator: Rutland, Adonna McCrory., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: There is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult...
Show moreThere is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult education program at a maximum security correctional institute. Students with a reading level from fourth through tenth grade who were enrolled in the Adult Basic Education (ABE) program or the General Educational Development (GED) program were included. Thirty-eight experimental group subjects and 31 control group subjects completed the study. The experimental group was divided into three subgroups of 12 to 14 subjects for group treatment. Each subgroup participated in 10 one-hour sessions. Subjects were pretested and posttested using Guglielmino's Self-directed Learning Readiness Scale (SDLRS) and the Tennessee Self-concept Scale (TSCS). An analysis of covariance conducted on the data collected from the SDLRS and the TSCS revealed no significant difference in the self-directed learning readiness or self-concepts of the experimental and control groups. The facilitator's evaluation of the group process, attendance, and written evaluations by the experimental subjects provided further information regarding the effectiveness of the treatment. Written evaluations indicated that experimental subjects found the group experience very helpful but not long enough. The most cohesive subgroup had the highest average attendance (92%), the highest gain in TSCS scores, and evaluated the experience as the most helpful. Recommendations for future research include increasing the sample size; increasing the length of treatment; incorporating the treatment into the established adult education program in which the subject is enrolled; having a treatment facilitator who is experienced in working with the target group; taking steps to improve group cohesiveness; selecting subjects who are more similar in terms of learning needs, goals, and capabilities.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11908
Subject Headings: Adult education, Independent study
Format: Document (PDF)

Title: Effects of tutoring strategies and noninstructional variables on nontraditional students' reading comprehension scores.
Creator: Hill, Betty Griswold., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: A semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of...
Show moreA semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of nontraditional students likely to be found in freshmen reading classes at a community college. All the students were enrolled in a college credit reading course designed for those who need assistance in improving their reading comprehension. Data were collected from responses on questionnaires completed by the students and from two reading tests taken by the students. A pretest was administered at the beginning of the study; a posttest was administered at the end of the study. The students received the same classroom instruction. The instructor was the same for all the students in the study. In addition to the regular classroom instruction, each student participated in 15 hours of tutoring. The control group was tutored 15 hours in a teacher-directed setting; the experimental group completed 15 hours using the Quantum Educational Developmental Lab. Analyses of variance were conducted to test six hypotheses related to strategies, age, gender, and computer comfort. The findings suggest the students' scores improved with the application of each tutoring strategy. The noninstructional variables of gender and computer comfort did not appear to have a significant effect on the reading comprehension of individuals in this study. However, a significant difference was noted in relationship to age groups and computer-aided tutoring.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12422
Subject Headings: Tutors and tutoring, Teaching
Format: Document (PDF)

Title: Identification of performance outcomes required of human resource development professionals in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria.
Creator: Gunn, Susan Cappo., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: This research expanded the role of the human-resource development (HRD) professional in several ways. The study solicited consensus on results (performance outcomes) required of the HRD professional in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria. In addition, the study generated a listing of performance outcomes to be considered in program planning for college, university, and technical training programs of post-secondary institutions. The Delphi...
Show moreThis research expanded the role of the human-resource development (HRD) professional in several ways. The study solicited consensus on results (performance outcomes) required of the HRD professional in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria. In addition, the study generated a listing of performance outcomes to be considered in program planning for college, university, and technical training programs of post-secondary institutions. The Delphi technique applied in this research used a series of four questionnaires to identify the performance outcomes that were distributed among the seven Baldrige categories: Leadership, Information and Analysis, Strategic Quality Planning, Human Resource Utilization, Quality Assurance of Products and Services, Quality Results, and Customer Satisfaction. The data were analyzed by Baldrige category and by professional groups defined for this research: business management, quality management, and human resource development. The expert participants, who were highly experienced in their fields and recognized nationally through professional associations and publications, identified 85 performance outcomes. Of these, 54 met the criteria and conditions established for acceptance. The analysis of variance computed on the grand mean of each Baldrige category on Questionnaires Three and Four showed no statistically significant differences in the ratings of the three professional groups. However, specific differences in professional groups on individual statements within the Baldrige categories can be noted. In addition, the data seem to indicate that not all of the seven Baldrige categories share the same importance in defining the role of the HRD professional. The Human Resource Utilization category had the highest number of statements identified that remained within the criteria established. The highest rated statement was in the Customer Satisfaction category. On Questionnaire Four participants chose 44 outcomes that would be worthwhile to consider in program planning for post-secondary institutions. The data show that the four chosen most often contained a measurement requirement. The consensus reached on the performance outcome statements can provide a basis for further exploration of the role of the HRD professional in the development of quality programs. The study suggests additional research with larger groups to validate the outcomes.
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Date Issued: 1993
PURL: http://purl.flvc.org/fau/fd/FADT12352
Subject Headings: Malcolm Baldrige National Quality Award, Total quality management--United States, Performance standards
Format: Document (PDF)

Title: THE PERCEPTIONS OF STUDENT GOVERNMENT LEADERS AND STUDENT GOVERNMENT ADVISERS TOWARD SELECTED ASPECTS OF STUDENT GOVERNMENT PROGRAMS IN THE COMMUNITY COLLEGE AND UNIVERSITY SYSTEMS IN FLORIDA (ROLES & RESPONSIBILITIES, TRAINING, EDUCATIONAL VALUE, ADVISING, FUNDING).
Creator: COVINGTON, SYLVESTER, Florida Atlantic University, Burrichter, Arthur W., MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to compare the perceptions of student government leaders and their advisers concerning selected aspects of student government in Florida's nine state universities and 28 community colleges. This comparison will help to determine the educational value of selected student government activities and the roles and responsibilities of student government leaders. Method. The method of investigation used was a descriptive survey. Data were obtained through the...
Show morePurpose. The purpose of this study was to compare the perceptions of student government leaders and their advisers concerning selected aspects of student government in Florida's nine state universities and 28 community colleges. This comparison will help to determine the educational value of selected student government activities and the roles and responsibilities of student government leaders. Method. The method of investigation used was a descriptive survey. Data were obtained through the use of two questionnaires. Community college student government leaders and their advisers were surveyed at the 1985 Spring FJCSGA Conference held in West Palm Beach, Florida. A total of 67 percent of the student government leaders present at the conference completed and returned their questionnaires. There was an 87 percent return on the faculty adviser's survey. Each of the nine state university student government advisers and student government leaders completed the questionnaires. One hundred percent of the advisers responded and a 58 percent return was received from the student government leaders. Responses were received from a total of 188 student government leaders and 38 faculty advisers. Results. There were statistically significant differences between student government leaders and advisers in universities in the perceptions about the educational value of student government. There were also statistically significant differences in the perceptions of the role of the student government adviser between community college and university students and between community college and university advisers. Recommendations for Further Research. (1) A similar study of private versus public colleges and universities examining roles and responsibilities of student government leaders, and student government funding. (2) This study should be replicated on a national level to ascertain if there are geographical differences in the perceptions of student government leaders and their faculty advisers.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11875
Subject Headings: Student government
Format: Document (PDF)

Title: Predictors of performance on the essay section of the English Composition Test in the college board achievement tests.
Creator: Hoffman, Bettina Judith., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study...
Show moreThe purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study involved 62 high school students from Palm Beach County, Florida, who attempted the ECT and the SAT in December, 1991. Multiple regression demonstrated that there was a significant relationship between the variables and the criterion (p =.0008). The objective section of the ECT, the verbal section of the SAT, the TSWE and the student's self-reported writing ability were each predictors of the score on the essay section of the ECT (p <.01). The math section of the SAT also proved to be a predictor of the essay score (p <.05). The three subsets (ECTO and TSWE), (ECTO, SATV and TSWE), and (ECTO, TSWE and WRIT), each offered significant unique contributions (p <.01). These findings suggest that the essay score, in its present form of assessment, may be predicted from other specific, easily measurable data. Implications concerning measurement of student writing ability, the purpose of essay testing and essay assessment are discussed.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12338
Subject Headings: SAT (Educational test), English composition test, Prediction of scholastic success, College entrance achievement tests
Format: Document (PDF)

Title: Predictors of college student ratings of faculty.
Creator: Kelly, Martha., Florida Atlantic University, Burrichter, Arthur W., Morris, John D.
Abstract/Description: The purpose of this study was to investigate the relationship of student, course and administrative characteristics to student evaluations of college faculty. The student predictor variables were desire to take the course, whether the course was a prerequisite, required and/or in the student's major and expected grade. The course predictor variables were student status, workload, and academic field. Anonymity, faculty presence and purpose of the evaluation were the administrative predictor...
Show moreThe purpose of this study was to investigate the relationship of student, course and administrative characteristics to student evaluations of college faculty. The student predictor variables were desire to take the course, whether the course was a prerequisite, required and/or in the student's major and expected grade. The course predictor variables were student status, workload, and academic field. Anonymity, faculty presence and purpose of the evaluation were the administrative predictor variables. The study involved 433 graduate and undergraduate students and their evaluations of college faculty. Multiple regression analysis demonstrated that there was a significant relationship among all the predictor variables and the criterion variable of faculty rating (R^2 =.253, F(16,381) = 8.06, p <.001). The scores that were significantly (p <.01) related with faculty rating were academic field or school (r =.384), anonymity (r =.133), desire to take the course (r =.326) and expected grade (r =.164). The implications for staff development are discussed. Also suggested is the development of a residual model for faculty evaluation. The administrative implications for using this model are discussed. Recommendations for future sampling techniques are listed.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12283
Subject Headings: Universities and colleges--Faculty--Rating of
Format: Document (PDF)

Title: The effects of two acquaintance rape prevention education programs on rape-supportive beliefs among college students.
Creator: Forst, Linda S., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: This study examined the effectiveness of two rape prevention programs on rape-supportive beliefs among college students. The participants were divided into three groups. One group participated in a didactic rape prevention program involving primarily lecture and video instruction. The second group participated in an experiential rape prevention program utilizing improvisational theater. The third group was the control group. The 55 participants completed two attitude scales developed by Burt ...
Show moreThis study examined the effectiveness of two rape prevention programs on rape-supportive beliefs among college students. The participants were divided into three groups. One group participated in a didactic rape prevention program involving primarily lecture and video instruction. The second group participated in an experiential rape prevention program utilizing improvisational theater. The third group was the control group. The 55 participants completed two attitude scales developed by Burt (1980): Adversarial Sexual Beliefs (ASB) and Rape Myth Acceptance (RMA). They then participated in their workshop and took the attitude scales again as a post-treatment test. Two weeks later, the participants took a follow-up post-treatment test using the same attitude scales. Results indicated there were no significant differences in effectiveness between the interventions in reducing rape-supportive beliefs. However, the didactic program produced a significant reduction in rape-supportive beliefs compared to the control group as measured by the RMA scale. Participants who had been victims of sexual assault scored significantly lower than non-victims in the ASB and RMA across all groups. It was also found that participants who had any previous experience with sexual assault, such as familiarity with a victim or an offender, scored significantly lower in rape-supportive beliefs after participating in the didactic program than participants who had no previous experience with sexual assault. Based on these findings, didactic programs appear to be the most effective format for reducing rape-supportive beliefs among college students.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12355
Subject Headings: Rape--Prevention, Sex crimes, College students--Crimes against--Prevention, Acquaintance rape--Prevention
Format: Document (PDF)

Title: A comparative study of empathy of registered nurses based on academic preparation.
Creator: Eckler, Joanne Miller., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: The purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the...
Show moreThe purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the southeast metropolitan area of Florida. Two instruments were used: (a) Empathy Construct Rating Scale (ECRS), and (b) a demographic information questionnaire. The ECRS was chosen because of its proven construct validity and specificity to nursing (LaMonica, 1981). The demographic questionnaire assisted the investigator to determine any relationship between level of empathy and the aforementioned variables. A regression analysis was performed first to determine any relationship between empathy levels of registered nurses and the demographic variables. No significant relationship was found between professional preparation and the demographic variables. A one-way analysis (ANOVA) was performed to assess the strength and direction of the relationship between academic preparation and empathy. Using 0.05 level of significance as the criterion, statistical analysis revealed there was no relationship between registered nurses' academic preparation and level of empathy.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12395
Subject Headings: Nursing--Study and teaching, Caring, Nursing
Format: Document (PDF)

Title: An examination of readiness for self-directed learning and selected personnel variables at a large Midwestern electronics development and manufacturing corporation.
Creator: Durr, Richard E., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: Rapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of...
Show moreRapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of the information age. This study investigated and analyzed the relationship between scores on the Guglielmino Self-Directed Learning Readiness Scale (SDLRS) and multiple variables of employees at a large Midwestern company. Fourteen hypotheses were tested, using 27 statistical tests. Conclusions were drawn comparing and supplementing the findings of two earlier studies using similar variables. The SDLRS was administered to 607 employees in nine different occupation categories. The mean score for all respondents was 234, which is above the adult norm. A significant positive relationship was found between the mean SLDRS scores and performance ratings, creativity and problem solving required in the job, degree of change on the job, and education levels. These findings were congruent with those of Guglielmino and Guglielmino's (1981) study of an American utility company and Roberts' (1986) study of the Hong Kong Telephone Company. Other findings were also compared. The Guglielmino and Roberts studies found that a small sample of low performers with high SDLRS scores were in jobs that required low levels of creativity, problem-solving skills, and adaptation to change. In the present study, however, no such groups could be isolated. SDLRS scores of males were significantly higher than those of females and managers scored significantly higher than non-managers in the present study. No relationship was found between SDLRS scores and the following variables: age, years of service with the company, and degree of routine on the job. A significant difference in scores was found due to occupation classification. Sales managers and salespeople scored significantly higher than all other categories and manufacturing/factory, and clerical/administrative employees scored significantly lower.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12312
Subject Headings: Adult learning, Experiential learning
Format: Document (PDF)

Title: The study of the development of the relationship between neuroscience and education.
Creator: Fazio, Susan Kopp., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: The basis for this study has been to explore the developing relationship between the neurosciences and education. The methodology for this investigation was to collect the neuroscientific research literature on brain function. This study found that mapping of brain functions was determined by internal means (split-brain surgery, autopsy findings, blood flow experiments, barbiturate injections, and brain damage) as well as external means (electroencephalographic tests, visual fields...
Show moreThe basis for this study has been to explore the developing relationship between the neurosciences and education. The methodology for this investigation was to collect the neuroscientific research literature on brain function. This study found that mapping of brain functions was determined by internal means (split-brain surgery, autopsy findings, blood flow experiments, barbiturate injections, and brain damage) as well as external means (electroencephalographic tests, visual fields observations, facial recognition, tactual perception, dichotic listening, and lateral eye movement). The hypotheses on the brain functions (brain growth periodization, triune brain theory, Piaget and hemispheric asymmetries, and sex differences of the brain) provided the theoretical foundation for interpreting the neuroscientific evidence. To further expand the knowledge base on how the brain actually works, research on neural networks, memory, emotion, and chemistry were also included as they contributed to the relationship between the neurosciences and education. The Your Style of Thinking and Learning Inventory (YSOLAT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were presented as well. The study then introduced the educational interpretations of that literature. Recommendations for further research studying the relationship was then included. Educational implications and applications conclude this study.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/12244
Subject Headings: Brain--Localization of functions, Learning--Physiological aspects
Format: Document (PDF)

Acquaintance rape--Prevention (1)	+ -
Adult education (1)	+ -
Adult learning (1)	+ -
Brain--Localization of functions (1)	+ -
Caring (1)	+ -

College entrance achievement tests (1)	+ -
College students--Crimes against--Prevention (1)	+ -
English composition test (1)	+ -
Evangelistic work--United States--Case studies (1)	+ -
Experiential learning (1)	+ -
Independent study (1)	+ -
Learning--Physiological aspects (1)	+ -
Malcolm Baldrige National Quality Award (1)	+ -
Nursing (1)	+ -
Nursing--Study and teaching (1)	+ -
Performance standards (1)	+ -
Prediction of scholastic success (1)	+ -
Rape--Prevention (1)	+ -
SAT (Educational test) (1)	+ -
Sex crimes (1)	+ -
Student government (1)	+ -
Teaching (1)	+ -
Total quality management--United States (1)	+ -
Tutors and tutoring (1)	+ -
Universities and colleges--Faculty--Rating of (1)	+ -

Catholic Church--Missions--United States (1)	+ -
Evangelists--United States (1)	+ -
Universities and colleges--Florida (1)	+ -

Burrichter, Arthur W. (11)	+ -
Florida Atlantic University (11)	+ -
Guglielmino, Lucy M. (3)	+ -
Blum, Susan W. (1)	+ -
COVINGTON, SYLVESTER (1)	+ -

Durr, Richard E. (1)	+ -
Eckler, Joanne Miller. (1)	+ -
Fazio, Susan Kopp. (1)	+ -
Forst, Linda S. (1)	+ -
Gunn, Susan Cappo. (1)	+ -
Hill, Betty Griswold. (1)	+ -
Hoffman, Bettina Judith. (1)	+ -
Kelly, Martha. (1)	+ -
MacKenzie, Donald G. (1)	+ -
Morris, John D. (1)	+ -
Rutland, Adonna McCrory. (1)	+ -

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