Current Search:  Education, Vocational (x)

View All Items

  • CSV Spreadsheet
(1 - 6 of 6)
ADMINISTRATION, SUPERVISION, AND EVALUATION OF AN AFFECTIVE VOCATIONAL EDUCATION PROGRAM FOR SCHOOL AGE PARENTS
Title
THE ADMINISTRATION, SUPERVISION, AND EVALUATION OF AN AFFECTIVE VOCATIONAL EDUCATION PROGRAM FOR SCHOOL AGE PARENTS.
Creator
NELSON, FREDEVA MASSENGILL., Florida Atlantic University
Abstract/Description
The purpose of this study was to assess the comparative effects of the Affective Vocational Education Program as a means of increasing the classroom performance, vocational maturity, and self-concept of school age parents. Related literature revealed the sparse amount of time and resources that advocates of school age parent programs devoted to helping pregnant teenagers understand themselves as worthwhile human beings and as future providers for themselves and their children. Yet,...
Show moreThe purpose of this study was to assess the comparative effects of the Affective Vocational Education Program as a means of increasing the classroom performance, vocational maturity, and self-concept of school age parents. Related literature revealed the sparse amount of time and resources that advocates of school age parent programs devoted to helping pregnant teenagers understand themselves as worthwhile human beings and as future providers for themselves and their children. Yet, researchers pointed out the need for students to feel good about themselves and to be able to identify with a particular job. From the data collected and analyzed, it can be concluded that the Affective Vocational Education Program could be successfully used to improve vocational maturity and self- concept . More research is needed to determine what kind of program can be used to best meet the academic needs of school age parents.
Show less
Date Issued
1981
PURL
http://purl.flvc.org/fcla/dt/11784
Subject Headings
Teenage parents--Education, Vocational education
Format
Document (PDF)
effect of ethics instruction on the moral development of adult real estate students
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)
Florida career and technology education
Title
Florida career and technology education: a comparative analysis of CTE program participants as a percentage of total high school population for the State of Florida.
Creator
Serra, Francis., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled,...
Show moreThis quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals.
Show less
Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362572
Subject Headings
Vocational education, Career education, Industry and education, Education and globalization, High schools, Curricula, Interdisciplinary approach in education
Format
Document (PDF)
The effects of high and low repetition daily undulating periodization models with equated volume on strength and hypertrophy in trained males
Title
The effects of high and low repetition daily undulating periodization models with equated volume on strength and hypertrophy in trained males.
Creator
Klemp, Alex, Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
Abstract/Description
Periodized training programs seem to augment muscle performance (i.e., hypertrophy, strength and muscle endurance), however, optimal repetition ranges to achieve these adaptations are unclear. Thus, the purpose was to compare high and low repetition daily undulating periodization (DUP) models, with equal volume on performance. Eleven trained, college-aged males were counterbalanced into high (DUPHR) or low (DUP-LR) repetition groups. Subjects performed the squat and bench press 3X/wk. for...
Show morePeriodized training programs seem to augment muscle performance (i.e., hypertrophy, strength and muscle endurance), however, optimal repetition ranges to achieve these adaptations are unclear. Thus, the purpose was to compare high and low repetition daily undulating periodization (DUP) models, with equal volume on performance. Eleven trained, college-aged males were counterbalanced into high (DUPHR) or low (DUP-LR) repetition groups. Subjects performed the squat and bench press 3X/wk. for 8wks. Outcome measures included one-repetition maximum (1RM) bench press, squat, and total strength (TS=squat+bench press), and muscle thickness (MT). 1RM strength increased with no difference between groups. Both groups increased total chest and total body MT (p<0.05); but only DUP-HR increased thigh MT (p<0.05). Effect sizes showed meaningful differences in strength favoring DUP-LR for bench press-1.48 and TS-0.89. Our findings indicate with equal volume, there may be meaningful differences in strength that are repetition-dependent, and varying responses to MT across different muscle groups.
Show less
Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004210, http://purl.flvc.org/fau/fd/FA00004210
Subject Headings
Kinesiology, Muscle strength, Personal trainers -- Vocational guidance, Physical education and training, Physical fitness -- Physiological aspects
Format
Document (PDF)
Factors That Influence African American Males to Become Public School Teachers
Title
Factors That Influence African American Males to Become Public School Teachers.
Creator
Howard, Thomas E., Maslin-Ostrowski, Patricia, Florida Atlantic University
Abstract/Description
This study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics,...
Show moreThis study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics, including independent sample t tests and ANOVA to determine the significance of their effects. Results of the study revealed that all twenty-one career choice factors influenced African American males in their decision to become public school teachers. However, the level of influence of intrinsic career choice factors (i.e., opportunity to work with children, importance of teaching and contribution to society) was significantly higher than the level of influence of extrinsic career choice factors (i.e., salary, advancement opportunities and fringe benefits) on the career choice decisions of African American male public school teachers. For educational and political leaders at the national, state and local levels, these findings may provide them with valuable information to consider as they develop recruitment strategies aimed at increasing the number of African American male public school teachers.
Show less
Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000669
Subject Headings
African American educators--United States, Multicultural education--United States, Minority teachers--Recruiting, Teaching--Vocational guidance
Format
Document (PDF)
Perceptions of lawyers on career transition, transferable skills, and preparation for community college leadership
Title
Perceptions of lawyers on career transition, transferable skills, and preparation for community college leadership.
Creator
Nguyen, Thomas T., Floyd, Deborah L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to...
Show moreThe purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership.
Show less
Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004144, http://purl.flvc.org/fau/fd/FA00004144
Subject Headings
Career changes -- United States, Community college presidents, Executive ability, Law -- Vocational guidance -- United States, Leadership in education
Format
Document (PDF)