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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.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11835
Subject Headings: Adult education, GED tests, Adult education dropouts
Format: Document (PDF)

Title: We’re Alright.
Creator: Moghadaspour, Kelsey Marie, Furman, Andrew, Florida Atlantic University, Department of English, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: The main desire behind this project was to construct a story that could be enjoyed by anyone of any age (for the most part). The author has been writing for over ten years at this point, and has always had an affinity for Young Adult literature. It was YA literature that made the author interested in becoming a writer in the first place. YA has the ability to help those who are too young to be considered “real adults” feel like there is someone out there that understands them and who takes...
Show moreThe main desire behind this project was to construct a story that could be enjoyed by anyone of any age (for the most part). The author has been writing for over ten years at this point, and has always had an affinity for Young Adult literature. It was YA literature that made the author interested in becoming a writer in the first place. YA has the ability to help those who are too young to be considered “real adults” feel like there is someone out there that understands them and who takes them and their feelings into serious consideration. While, like any genre of literature out there, there are some more unsavory and less serious pieces of literature in this category, to always look down on it and say that it has no value or no place among other literature is ill mannered. The story here depicts what life is like as a teenager, which many know and have experienced, but it shows how young people deal with all sorts of feelings and scenarios, ranging from small fights that won’t matter the next day with friends you may not remember in ten years, to life changing and world shattering events that you won’t ever forget, no matter how hard you may try. The author of this piece wanted to portray a story where young people could feel heard and could relate, and where older generations could begin to understand that just because someone is young, doesn’t mean that what they feel isn’t real. The desire to reach the hearts of many is what lives in these pages and will continue to do so until that desire is met. This project came about after almost two years, and while it is far from complete, it will be worked on until it can sit on its own and feel worthy of peoples eyes and fears.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013867
Subject Headings: Young adult literature, Young adult fiction
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: 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: 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.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11734
Subject Headings: Adult education--Research, Adult education--Evaluation
Format: Document (PDF)

Title: Paternal Investment and Young Adults’ Commitment Readiness.
Creator: Messmore, Peter G., Maniaci, Michael R., Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The current study examined the association between retrospectively recalled paternal investment and current levels of commitment readiness in young adults. Various aspects of the participants’ relationship with their fathers during childhood were measured in a sample of 250 undergraduate students. Participants were also asked questions about how ready they are to be involved in a committed romantic relationship. The results did not support the main hypotheses: there were no significant...
Show moreThe current study examined the association between retrospectively recalled paternal investment and current levels of commitment readiness in young adults. Various aspects of the participants’ relationship with their fathers during childhood were measured in a sample of 250 undergraduate students. Participants were also asked questions about how ready they are to be involved in a committed romantic relationship. The results did not support the main hypotheses: there were no significant associations between retrospectively recalled paternal investment and commitment readiness. Exploratory analyses revealed that attachment avoidance was significantly negatively correlated with both paternal investment, including measures of nurturant fathering and father involvement, and commitment readiness.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014185
Subject Headings: Young Adults, Young adults--Psychology, Commitment (Psychology)
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.
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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.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11822
Subject Headings: Educational surveys, Adult education--Florida
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.
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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.
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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.
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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.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11779
Subject Headings: Counseling in adult education--Florida--Evaluation
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.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11953
Subject Headings: Education, Adult and Continuing, Education, Higher
Format: Document (PDF)

Title: Older Adults’ Perception of Relational Empathy in their Healthcare Provider and its Relationship to Medication Adherence.
Creator: Manresa, Beth, Cooley, Morgan, Florida Atlantic University, School of Social Work, College of Social Work and Criminal Justice
Abstract/Description: The purpose of this study was to explore older adults’ perception of relational empathy in their healthcare providers and its relationship to medication adherence. In addition, the study examined whether older adults’ perception of relational empathy in their healthcare providers was associated with medication adherence, beyond predictive factors including medication beliefs, gender, and level of education. The sample consisted of 72 participants in a community-based program in an adult day...
Show moreThe purpose of this study was to explore older adults’ perception of relational empathy in their healthcare providers and its relationship to medication adherence. In addition, the study examined whether older adults’ perception of relational empathy in their healthcare providers was associated with medication adherence, beyond predictive factors including medication beliefs, gender, and level of education. The sample consisted of 72 participants in a community-based program in an adult day center setting in South Florida. Correlation and linear regression analysis were used to test the two research questions. The results indicated that there was no statistically significant relationship between older adults’ perception of relational empathy in their healthcare provider and medication adherence (p = .344) and no significant predictor variables of change in medication adherence, with all p values in the regression model greater than .202. Although present study findings were inconclusive in supporting the association between relational empathy and medication adherence, secondary findings or considerations related to the low perception of relational empathy with healthcare providers and moderately low medication adherence provided a context for a thoughtful consideration of the implications of this study. Ideas for designing future research initiatives, specifically initiatives that promote a framework for understanding and practice of empathy during the clinical encounters with older adults are also discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014142
Subject Headings: Empathy, Nursing, Medication Adherence, Older adults
Format: Document (PDF)

Title: Female Beauty in Young Adult Literature: Male gaze in Laura Ruby’s Bone Gap and John Green’s An Abundance of Katherines.
Creator: Council, Nicole, Bradford, Adam C., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: Standards of female beauty have long been a source of debate within Western society. Determining who dictates these standards of beauty and how these standards inform individual value seemingly become more and more determined by the individuals themselves, yet there remains a high value placed on white, thin and cisgender females. This standard, although increasingly challenged remains the default for beauty in our society and within our literary culture. This thesis works to expose two...
Show moreStandards of female beauty have long been a source of debate within Western society. Determining who dictates these standards of beauty and how these standards inform individual value seemingly become more and more determined by the individuals themselves, yet there remains a high value placed on white, thin and cisgender females. This standard, although increasingly challenged remains the default for beauty in our society and within our literary culture. This thesis works to expose two modern Young Adult texts, John Green’s An Abundance of Katherines and Laura Ruby’s Bone Gap, for the ways in which they continue to reinforce these standards of beauty in women. While presenting challenges to these stereotypes, the standards set out in these texts ultimately portray women as defined and controlled by men.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005967
Subject Headings: Young adult literature, Feminine beauty (Aesthetics) in literature, Gaze
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.
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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: QUANTITATIVE ANALYSIS OF ADULT SOCIAL GROUP PARTICIPATION ON AUTISM SYMPTOMOLOGY, SOCIAL SKILLS, AND LONELINESS.
Creator: Bourdeau, Alison B., Villares, Elizabeth, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were...
Show moreThe purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were existing members of Florida Atlantic University’s Center for Autism and Related Disabilities (FAU CARD) Adult Social Group and an identified caregiver. Data was collected over a period of four months. This was the first study to examine the impacts of participation in a semi-structured social group on perceptions of ASD symptomology, social skills, and loneliness for adults with ASD, as prior studies had focused on more structured, clinical interventions. Variance in perceptions over the three-month series was analyzed using a repeated measures MANOVA. Significant differences were reported over the three month period on both adult self-perception and caregiver perception for ASD symptomology, social skills, and loneliness (N=76).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013357
Subject Headings: Autism Spectrum Disorder, Adults, Loneliness, Social skills, Social groups
Format: Document (PDF)

Title: An Examination of the Role of Learning in the Work of Community Leaders.
Creator: Phares, Leatrice Turlis, Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: This study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make...
Show moreThis study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make extensive use of learning projects in their community leadership roles, use a variety of learning methods, and have a need for ongoing learning. The study suggests that designers of training for community leaders might find it valuable to reevaluate and update traditional training programs, utilize or support the identified key methods of learning and recognize that training needs to be applicable, cutting edge, and go beyond local boundaries.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000687
Subject Headings: Experiential learning, Adult learning, Self-culture, Organizational learning
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.
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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: 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.
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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)

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