View All Items

Title: THE DEVELOPMENT AND FIELD TESTING OF AN INSTRUMENT FOR PREDICTING GENERAL EDUCATION DIPLOMA ADULT EDUCATION DROPOUTS.
Creator: TIERNEY, BRIAN ASHLEY, Florida Atlantic University, College of Education, School of Public Administration
Abstract/Description: The purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms....
Show moreThe purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms. The word pairs were designed to elicit attitudinal responses from the students. The student's responses to these word pairs were used in the prediction of the potential dropout. Stimulus pictures of hypothetical persisters and dropouts were used to stimulate the responses. The developed test instrument was used to measure the difference between the student's attitude toward the pictured hypothetical persister in Form I of the test instrument and that student's attitude toward the pictured hypothetical dropout in Form II. The difference between the student's scores on Form I and Form II of the developed test instrument was computed. The difference-score was matched to the student's subsequent behavior: dropout or persister. The interpretation of the data in the context of this research indicated that the study with a high difference-score is more likely to become a dropout and that the student with a low difference-score is more likely to become a persister. In this study the student's attitudinal responses to descriptive word pairs were used in analysis of the data. Analysis was performed in order to evaluate the contribution of specific descriptive word pairs and the relation of these word pairs to the prediction of the potential dropout. Analysis indicated that certain of the descriptive word pairs were found to be useful as predictors of student behavior: dropout or persister. It was concluded that the use of the developed test instrument using certain descriptive word pairs could be effective in predicting the potential dropout. It was recommended that early prediction of the potential dropout and sufficient concentration on effective guidance would be productive and would motivate the student to continue working toward his original goals.
Show less
Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11835
Subject Headings: Adult education, GED tests, Adult education dropouts
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.
Show less
Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11908
Subject Headings: Adult education, Independent study
Format: Document (PDF)

Title: AN IDENTIFICATION OF COMPETENCIES FOR EDUCATIONAL ADMINISTRATORS TO CONDUCT ASSESSMENTS OF THE LEARNING NEEDS OF ADULTS.
Creator: GARDNER, DANIEL LEE, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected...
Show moreThis study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected to provide data for this study . Eighty-eight of Florida's educational administrators were invited to participate by completing two questionnaires mailed to them on two occasions. They were selected by thirty educators who were knowledgeable of these programs from a regional or state- wide perspective. Two conclusions were drawn from the results of this study. It was concluded that competencies needed by educational administrators to assess the learning needs of adults in a community were identified. This conclusion was drawn and evidenced by the list of competencies developed through the application of the proposed research method. Secondly, it was concluded there was consensus regarding the competencies among the group of educational administrators participating in this study.
Show less
Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11734
Subject Headings: Adult education--Research, Adult education--Evaluation
Format: Document (PDF)

Title: AN ANALYSIS OF ADULT DISTRIBUTIVE EDUCATION IN FLORIDA PUBLIC EDUCATION RESULTING IN A PROGRAM WHERE THE COMMUNITY COLLEGE CAN BECOME A PRIMARY INSTITUTION OF DELIVERY.
Creator: MCELHENY, THOMAS JAMES., Florida Atlantic University
Abstract/Description: Purpose of the Study: The purpose of this study is to determine the status and scope of Adult Distributive Education offered in Florida by district school systems, community colleges and public universities and to suggest a development program under which a Florida community college could become a delivery system for Adult Distributive Education in its service area. Presently, there is no comprehensive listing of Adult Distributive Education offered in Florida public education. To be...
Show morePurpose of the Study: The purpose of this study is to determine the status and scope of Adult Distributive Education offered in Florida by district school systems, community colleges and public universities and to suggest a development program under which a Florida community college could become a delivery system for Adult Distributive Education in its service area. Presently, there is no comprehensive listing of Adult Distributive Education offered in Florida public education. To be effective every organization must have an accurate and complete information base upon which decisions are made. In keeping with the spirit and intent of both The Florida State Plan for Vocational Education, fiscal years 1978-1982, and recent legislation requiring complete and meaningful information for educational decision making, this study will determine the current stat~s and scope of Adult Distributive Education offerings throughout Florida provided by district school systems, community colleges and universities, to classify these offerings into categories of logical order, and to establish a system under which a community college could become an educational delivery system for such programming.
Show less
Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11733
Subject Headings: Adult education--Florida--Evaluation
Format: Document (PDF)

Title: AN EDUCATIONAL NEEDS ASSESSMENT MODEL FOR THE COMMUNITY INSTRUCTIONAL SERVICES PROGRAM IN THE STATE OF FLORIDA AND VALIDATION OF THE MODEL IN REGION 19, ORANGE AND OSCEOLA COUNTIES, FLORIDA.
Creator: WILSON, PAUL EDWARD, Florida Atlantic University
Abstract/Description: Community Instructional Services is a Florida program that is intended to provide educational, non-credit activities for adults. The activities must be directed at the legislatively selected problems of health, child rearing, environment, government, safety, human relations, consumer economics and homemaking. The educational entities that offer activities are required to establish the priority of these seven problems within their service region of involvement. This can be done by the use of a...
Show moreCommunity Instructional Services is a Florida program that is intended to provide educational, non-credit activities for adults. The activities must be directed at the legislatively selected problems of health, child rearing, environment, government, safety, human relations, consumer economics and homemaking. The educational entities that offer activities are required to establish the priority of these seven problems within their service region of involvement. This can be done by the use of a needs assessment procedure. This procedure includes the use of personal interviews, group and organizational meetings and questionnaire survey. The instrument developed in this dissertation permits the individual to rank order the seven specified problems and identify himself/herself within clearly established age groups. The results of this data are developed through the use of standard rank ordering methods and application of Kendall's W Coefficient of Concordance Formula. For demonstration purposes, a two-county region was analyzed using the proposed method. In addition to the collection of statistical data for the application of the Formula, specific problem areas within the seven major categories are identified and activities are proposed that may serve to deal with these individual areas of interest. The final rank order of the test region is clearly supported by the results of the Formula for Kendall's W, and is reinforced by the consideration of a suspected outlier rank order problem which results in a very significant Coefficient of Concordance. The methodology is outlined in a format that makes it useful for application to any educational entity involved in the Community Instructional Services Program, but it is not restricted to that Program. Any program that requires rank ordering for more than two problems and two participating agencies should be satisfactorily served by this model.
Show less
Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11822
Subject Headings: Educational surveys, Adult education--Florida
Format: Document (PDF)

Title: Crediting experiential learning: An examination of perceptions and practices in postsecondary hospitality management and general management programs.
Creator: Lee-Story, Joy H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered...
Show moreThis descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered demographic information concerning responding institutions (size, area, degrees awarded, accreditations, and type of institution) as well as activity variables: (a) practices in place to accommodate adult learner needs, (b) methods used to acknowledge and, when warranted, credit experiential learning, (c) policies and procedures concerning prior learning assessment programs, and (d) beliefs blocking and supporting the concept of evaluating and awarding credit for experiential learning based A majority of respondents indicated interest in accommodating adult learners by (a) providing small classes and individual attention; (b) eliminating institutional barriers relating to inconvenient time and place scheduling of classes; and (c) conducting some type of prior learning assessment. However, respondents indicated strong preference for traditional testing methods and a low level of acceptance for individual assessment certificates of achievement, or American Council on Education Guidelines. Portfolio-based, assessment had greater acceptance among private institutions than among public institutions. One focus of the study was to determine why institutions do or do not offer portfolio-based assessment opportunities. The most highly rated reasons supporting PLA programs were: (a) the possibility of finding favor with potential adult students and thereby increasing enrollments, (b) the pointlessness of expecting adult students to re-learn what they already know, and (c) the opportunity to meet educational missions. Other responses relating to the support of portfolio-based PLA concerned valuing the portfolio preparation process, building favorable reputation through innovation, and a comparison of costs between the assessment of prior learning and the conduct of internships.The most highly rated reasons blocking adoption of PLA programs were: (a) students' inability to document learning outcomes, (b) difficulty in assessment of learning outcomes, and (c) lack of faculty trained in assessment techniques. GM respondents placed greater emphasis on the value of formal classroom learning over experiential learning, the value of traditional teaching methods, and the preference for experience to follow the learning of theory.
Show less
Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11953
Subject Headings: Education, Adult and Continuing, Education, Higher
Format: Document (PDF)

Title: An investigation of relationships between school culture and leadership social interest.
Creator: Knutson, Kimberly Ann., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools....
Show moreThis study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools. Four research questions were explored: (a) Is there a relationship between school leadership social interest and school learning culture? (b) Is there a relationship between school leadership social interest and school type? (c) Are there differences in school leadership and faculty perception of school learning culture? and (d) Are there differences in school learning culture by school type? Data were voluntarily submitted by 12 schools that were members of the South Florida Center for Educational Leaders Consortium of Schools or were Broward County Community Schools. School administrators and teacher leaders completed the Basic Adlerian Scales for Interpersonal Success (BASIS-A Inventory). School leadership and faculty completed the School Professional Staff as Learning Community (SPSLC) and a demographic questionnaire. A total of 289 questionnaires were returned, for a response rate of (46%). Major findings include: (a) a significant relationship exists between school leadership social interest and the fourth school culture subscale (r = .33, p < .01) concerning the faculty's capacity to observe and give feedback on classroom behaviors to increase capacity; (b) Group One and Group Two schools differed on the second (F = 5.993, df = 288, p < .003) and fifth (F = 3.846, df = 288, p < .022) subscales of the SPSLO, concerning shared visioning and school conditions and capacity for continuous learning respectively; and (c) Group Two and Group Three schools differed on subscale three (F = 3.947, df = 288, p < .020), which assessed the collective creativity and learning of the organization. Leadership social interest is correlated to trusting learning environments that facilitate transformational learning. This study supports the literature describing learning organization leaders as being teachers, leaders, and designers, all of which are equated to social interest.
Show less
Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12603
Subject Headings: Education, Administration, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: Computer self-efficacy, academic self-concept and other factors as predictors of satisfaction and future participation of adult learners in Web-based distance education.
Creator: Lim, Christina Kyounghee., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g.,...
Show moreThe purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.
Show less
Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12635
Subject Headings: Distance education, Internet in education, Adult education, Computer literacy
Format: Document (PDF)

Title: Perceptions of virtual learning teams at the university level.
Creator: Oliver, Abigail Jean, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were...
Show moreThe purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
Show less
Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12003
Subject Headings: Education, Adult and Continuing, Education, Technology, Education, Curriculum and Instruction
Format: Document (PDF)

Title: The development of a telecollaborative program for an adult learning community: A case study of the program planning process.
Creator: Miller, Alicia Christine., Florida Atlantic University, Galbraith, Michael W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of...
Show moreThe purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.
Show less
Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12520
Subject Headings: Education, Administration, Education, Adult and Continuing, Education, Technology
Format: Document (PDF)

Title: A comparison of the teaching styles of full-time and part-time community college faculty.
Creator: Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
Show less
Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12617
Subject Headings: Community college teachers, Adult education, Teaching
Format: Document (PDF)

Title: GUIDELINES FOR A COMPETENCY-BASED MODEL TRAINING PROGRAM FOR TEACHERS OF ADULT BASIC EDUCATION STUDENTS.
Creator: KLINEDINST, MARY ALLEN REID., Florida Atlantic University
Abstract/Description: Teachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of...
Show moreTeachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of ABE, and state department personnel). Through a survey of these adult educators and a prioritizing process, the list of 153 high priority teacher competencies was refined to a more manageable list of fifty-one competencies. The competencies were divided into the categories of Scope and Goal of Adult Education, Curriculum, ABE Learner, and Instructional Process. Since fifty-one competencies were ranked as important by adult educators, they are recommended for use as: an evaluation tool to discern whether ABE teachers possess them; a basis for in-service programs to train existing teachers; and/or a program of study to be offered by institutions of higher education for a college major, minor, or area of interest in Adult Basic Education. Seven courses are recommended, composed of or based on the fifty-one competencies. They are as follows: Principles of Adult Learning; Basic Reading, Writing, Oral Communication; Individualized Instruction; Creative Adult Learning; Characteristics of Adult Learners; Counseling Adults; and Psychology of Adult Learning. The competency-based teacher education program suggested in this study could be used by state departments of education as guidelines for a teacher certification program to insure that there would be well-prepared and well-qualified ABE teachers.
Show less
Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11829
Subject Headings: Adult education teachers--Training of
Format: Document (PDF)

Title: A MODEL OF GUIDANCE SERVICES FOR NEW CONSTITUENCIES IN SELECTED URBAN FLORIDA COMMUNITY COLLEGES.
Creator: STEWART, E. JEAN, Florida Atlantic University
Abstract/Description: The purpose of the study was to develop a model of guidance services that would take into account the diversified needs of the new constituencies. The term "new constituencies" referred to three of the groups newest to higher education and urban community colleges. Namely, academically under-prepared, low income, and/or racial and ethnic minorities were the kinds of students considered. The major questions of the research problem to determine if guidance programs were adequately serving new...
Show moreThe purpose of the study was to develop a model of guidance services that would take into account the diversified needs of the new constituencies. The term "new constituencies" referred to three of the groups newest to higher education and urban community colleges. Namely, academically under-prepared, low income, and/or racial and ethnic minorities were the kinds of students considered. The major questions of the research problem to determine if guidance programs were adequately serving new constituencies were: (1) Are community colleges providing varied guidance services? (2) To what extent are new constituencies utilizing guidance services? (3) How do new constituencies evaluate guidance services? and (4) What are the essential components of guidance services for new constituencies? The crucial needs of the three constituency groups as identified from the research, coupled with a comprehensive review of the literature, formed the basis for the development of an administrative design for guidance services. The model was found to be especially applicable for use in urban community colleges comparable to those surveyed in the study.
Show less
Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11670
Subject Headings: Counseling in adult education--Florida
Format: Document (PDF)

Title: AN ANALYSIS OF STUDENT PERSONNEL SERVICES AT SEMINOLE COMMUNITY COLLEGE, SANFORD, FLORIDA.
Creator: CULP, MARGUERITE MCGANN., Florida Atlantic University, Kite, Robert H.
Abstract/Description: The problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college,...
Show moreThe problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college, and by faculty members? (2)Which services were new students actually intending to use? (3)How did faculty members and students who had used specific student personnel services rate them? (4)Did significant differences exist in the services needed by new students in relation to the variables of age, sex, enrollment status, and area of college enrollment? A study was designed to answer these questions. Survey instruments were constructed and distributed to a random sample of new students, currently enrolled students, and faculty members in the adult high school, college credit, and vocational-technical portions of the college. The instruments were returned by 87.9 percent of new students, 93.5 percent of currently enrolled students, and 88.1 percent of the faculty. Examination of the data, calculated in percentages, from new students, currently enrolled students, and faculty revealed that: (1)services defined as necessary were those related to admissions, testing and placement, academic and career counseling, and orientation; (2)new students intended to use services related to registration, academic and career counseling, orientation, and study techniques; (3)over 10 percent of new students who defined a service as essential indicated they would never use the service; (4)over 30 percent of the faculty and 60 percent of currently enrolled students were unable to evaluate student personnel services except for those services related to admissions, orientation, academic advisement, and registration; (5)faculty tended to rate as inadequate services connected to the placement of students in courses, academic advisement, and recruitment; and (6)the majority of students, both new and currently enrolled, indicated a lack of interest in personal or social counseling.
Show less
Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11779
Subject Headings: Counseling in adult education--Florida--Evaluation
Format: Document (PDF)

Title: An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
Creator: Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
Show less
Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12528
Subject Headings: Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: An assessment of the effect of adult education on sustainable development in Jamaica.
Creator: McLean, Pauline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided...
Show moreAn assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973., Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings.
Show less
Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186692
Subject Headings: Adult education, Education and globalization, Education, Higher, Economic aspects, Education and state
Format: Document (PDF)

Title: The effect of ethics instruction on the moral development of adult real estate students.
Creator: Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
Show less
Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12375
Subject Headings: Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
Format: Document (PDF)

Title: Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
Creator: Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
Show less
Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12505
Subject Headings: Adult education, Academic achievement, Spanish language--Study and teaching
Format: Document (PDF)

Title: A COMPARISON OF SELECTED STUDENT SUCCESS CRITERIA FOR FULL-TIME DEGREE SEEKING MIAMI-DADE COMMUNITY COLLEGE, NORTH CAMPUS STUDENTS WHO WERE PROFESSIONALLY ADVISED AS OPPOSED TO THOSE STUDENTS WHO WERE SELF-ADVISED.
Creator: DERRICO, DANIEL RALPH., Florida Atlantic University, Wiegman, Robert R.
Abstract/Description: This dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and...
Show moreThis dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and frequency of schedule changes. To summarize the major conclusions drawn by this researcher: 1. Advised students, regardless of sex or age, drop fewer courses than do self-advised students. 2. There is no difference between advised and self-advised students in terms of the frequency of class schedule changes. 3. Differences in sex or age do not interact significantly with the academic advisement treatment in terms of the student success criteria of grade point average, withdrawal rate, retention rate, graduation rate, frequency of course drops, or frequency of schedule changes. 4. The relationships between the academic advisement treatment and the student success criteria of grade point average, withdrawal rate, retention rate, and graduation rate are inconclusive and merit further research.
Show less
Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11728
Subject Headings: Counseling in adult education--Florida, Prediction of scholastic success
Format: Document (PDF)

Title: RELATIONSHIP BETWEEN ADULTS PARTICIPATING IN EVENING COURSES AND THEIR OPINION OF THE DAY SCHOOL IN THE SAME BUILDING.
Creator: GOHEEN, ROSS WINFRED., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of...
Show morePurpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of dwelling (a socioeconomic indicator), length of residency, and education were compared. Findings. I. The ex post facto pretest revealed: (1) Night school clients rated the day school higher than non--participants. (p < .01) (2) Parents of high school student rated the school higher than non-parents. (p < .01) (3) Clients who had taken evening courses previously rated the day school higher than new clients. (p < .01) (4) New night school clients initially rated the day school no higher than non-clients. (5) Older adults rated the school higher than adults 28 and under. (p < .001) (6) There was no difference between male and female ratings. (7) Those living in separate homes rated the school higher than those from townhouses and apartments. (p < .05) (8) Those who lived five years or longer in the community rated the school higher than those who arrived more recently. (p < .001) (9) The level of education showed no effect on the rating. II. The test-retest analysis of variance revealed: (1) New clients showed a significant gain in their opinion of the day school at the end of their first night school course. (2) Those who had attended evening courses previously showed no gain in their rating after the course. III. Other findings included: (1) The night school itself was rated high, social advantages and instruction getting the most positive reaction. (2) The high school's programs, facilities and extramural activities received the most praise and discipline the most criticism. (3) Non-parent night school clients who rated the day school lowest on the pretest, rated it highest on the posttest. Recommendations. (1) Since evening school has a positive effect on participants' opinion of the day school, it is in the day school's best interests to promote adult education in the school. Community education should continue to be expanded and developed. (2) Night school is a low-risk opportunity for citizens to get involved with the local high school. Some may continue to get more involved into decision-making organizations like the school board, PTA and advisory councils. Future research could explore ways to get adults more involved to help bridge the widening gap between parents and their children who are in large school operations. (3) The local high school should make a continuous effort to communicate with all community citizens. Non-parents who receive much of their information via the media need more direct interaction with the school so they become aware of the positive things happening there.
Show less
Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11785
Subject Headings: Adult education, Schools--Public relations, Community and school
Format: Document (PDF)

FAU Theses and Dissertations (34)	+ -
FAU College Collections (2)	+ -

Adult education (12)	+ -
Education, Adult and Continuing (6)	+ -
Adult learning (3)	+ -
Adult education -- United States (2)	+ -
Adult education--Florida (2)	+ -

Counseling in adult education--Florida (2)	+ -
Education, Administration (2)	+ -
Education, Curriculum and Instruction (2)	+ -
Education, Educational Psychology (2)	+ -
Education, Higher (2)	+ -
Education, Technology (2)	+ -
Experiential learning (2)	+ -
Learning, Psychology of (2)	+ -
Academic achievement (1)	+ -
Adult education and state (1)	+ -
Adult education dropouts (1)	+ -
Adult education teachers (1)	+ -
Adult education teachers--Training of (1)	+ -
Adult education--Evaluation (1)	+ -
Adult education--Florida--Broward County (1)	+ -
Adult education--Florida--Evaluation (1)	+ -
Adult education--Planning (1)	+ -
Adult education--Research (1)	+ -
Adult education. (1)	+ -
African Americans--Education (1)	+ -
Agricultural extension workers--Florida--Attitudes (1)	+ -
Appalachian Land Ownership Task Force (1)	+ -
Appalachian Region -- Environmental aspects (1)	+ -
Baseball -- United States -- History -- 19th century (1)	+ -
Broward Community College (1)	+ -

Educational leadership--United States (1)	+ -
Educational planning--United States (1)	+ -
Florida (1)	+ -
Jamaica (1)	+ -
United States (1)	+ -

Electronic Thesis or Dissertation (34)	+ -
conference presentation (2)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Genre

Type of Resource

Language

Creator

Format

Owner