VTechWorks Repository :: Browsing by Author "Oliver, J. Dale"

Browsing by Author "Oliver, J. Dale"

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The academic achievement of upper-level students in engineering technology curricula: a prediction study
Ukutt, C. (Virginia Polytechnic Institute and State University, 1988)
A major thrust for Technical Education in the 1980s is the emerging identity of Engineering Technology. During the past four decades the Bachelor of Science degree in Engineering Technology has become increasingly popular as a means of entry into industrially related mid-careers. An increasing number of colleges that offer majors in Engineering Technology have been experiencing dramatic increases in the number of program applicants, with community college transfer students accounting for a significant percentage of the total mix. There is a concern among Engineering Technology professionals regarding the emerging source of transfer students who have insufficient academic preparation to earn a Bachelor of Science degree in the upper-division of the Engineering Technology curricula. The purpose of this study was to investigate and describe the strength of the relationships between selected previous academic work and the subsequent upper-division academic achievement of students who transfer from lower-division (community) colleges to the upper-division.
ALCE Then and Now
Hillison, John H.; Crunkilton, John R.; Oliver, J. Dale (Virginia Tech, 2018-09-22)
Chronology of major Agricultural, Leadership, and Community Education Department highlights
An analysis of accounting tests used in the 1989 Virginia FBLA regional competitions
Evers-Lush, Mary Jean (Virginia Tech, 1989-11-05)
This study had four purposes. They were to determine whether accounting tests used during the 1989 Virginia FBLA regional accounting competitive events were reliable, valid, comprised of test items at appropriate difficulty levels, and to ascertain if the curricular drift was present. Secondary-level high school business students, all of whom were members of Virginia FBLA, participated in this study. Nine of the 11 Virginia FBLA regions were represented in this study. Test scores for 152 students were obtained for Accounting I and 81 students for Accounting II. The researcher examined the tests for reliability by applying Kuder-Richardson Formula 20 (KR-20). Both the Accounting I and Accounting II tests were found to have low reliability estimates, .81 and .78 respectively.
An analysis of the in-service education needs to develop instructional skills of part-time business faculty
Faulkner, Susan Lynch (Virginia Tech, 1990-06-05)
The purpose of this study was to describe the in-service education needs for developing instructional skills of part-time business faculty. The population included part-time business faculty teaching credit courses at 24 community college campuses in Virginia, North Carolina, South Carolina, Georgia, and Florida during fall 1988. A total of 138 (63.9%) respondents returned a 62-item questionnaire. The average age of the respondents was 44.7 years, and 59.2% had a master's degree or higher. The average number of years of full-time teaching experience was 1.6 years, and the average number of years of part-time teaching experience was 5.5 years. Respondents were classified according to Tuckman's Taxonomy of part-time faculty_ Sufficient numbers of respondents could be placed only in three of the seven classifications for analysis purposes. In-service education needs were analyzed within the three classifications of part-time business faculty for the six categories of instructional skills. Respondents in all three classifications expressed a need for 2 of the 57 instructional skills in the top 10 ranking of statements. When analyzing the differences within the three classifications, one significant F-value of 5.11 with a probability of significance at .0001 resulted for the full-mooners. They had a statistically significant higher need for instructional skills in the Miscellaneous and Students categories but no practically different needs. In addition, significant relationships between characteristics of the respondents and the need for instructional skills in categories were found. First, the lower the level of education, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Second, the lower the age, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Third, the lower the age, the more the respondents had a need for in-service education for skills in the Miscellaneous category. Outcomes from these analyses revealed statistically different but not practically different needs. Those planning in-service education for part-time business faculty should offer activities found among the top 10 ranked instructional skill statements for each classification. In-service education activities should not be based on instructional skill categories or part-time business faculty characteristics of educational level, years of full-time and part-time teaching experience, or age.
A case study of the characteristics and functions of female mentor relationships
Chew, Catherine (Virginia Tech, 1991-05-05)
According to projections in Workforce 2000, the majority of new entrants into the labor force will be women and minorities. Although women are currently major participants in the workplace, when compared with men, they have not experienced equal opportunities for upward mobility nor have they had salaries which reflect equity. Mentoring is one strategy that can promote the career development of women. The purpose of this study was to provide an in-depth analysis of the characteristics of female mentors and their activities and mentoring styles with male and female proteges. The study was specifically designed to explore the following questions: 1. What are the personal characteristics of female mentors? 2. What functions (career or psychosocial) are provided in female mentor relationships? 3. How does gender affect the mentor relationship? 4. What effect does the organization have on the mentor activities of women? The sample for this study was six female mentors who were employed with Roanoke County Government and who were in a mentor relationship within the past year. Data were gathered through qualitative methodologies, including in-depth interviews with the mentors, a review of descriptive written documents about the organization's policy and procedures, and interviews with the mentor's protege and co-workers. The interview guide used to collect information about the mentors consisted of questions in the following areas: career information, history of the mentor relationship, functions of the mentor relationship, gender-related issues, mentoring in the organization, and personal characteristics. The interviews were transcribed verbatim, then coded and categorized. The data from all sources were then compared and contrasted to identify emergent themes. The findings were described through the use of verbatim quotations. Based on the findings, recommendations for action were suggested to include the following: (a) training should be conducted to increase greater self-awareness and understanding of relationships in a work context; (b) organizations should recognize the positive benefits of mentor relationships; (c) formalized mentor programs should be a viable option for employers; (d) training should be available to help women recognize their importance and potential influence on others and the organization. Recommendations for further research included examination of (a) whether a larger sample or sample from a different organizational setting or locality would constitute similar findings; (b) progress of proteges mentored by females; (c) mentor relationships in formalized programs; (d) longitudinal data from female mentors and their proteges; (e) differences in the way males and females mentor; (f) similarities in mentoring at different levels of management; and (g) the frequency of female mentor relationships.
A descriptive study of perceived and assessed business letter writing problems of bankers in branch locations
Hayes, Ellis A. (Virginia Tech, 1992-12-05)
The study investigated business letter writing problems within the banking profession. It identified difficulties in letter writing aspects that bankers perceive; and it investigated the relationship of those perceived difficulties to assessed deficiency aspects in letters the bankers had written. A literature review revealed studies that addressed origination of business letters. These studies typically utilized either a survey of groups involved with writing or an analysis of completed letters. This raised the question of possible outcomes in combining the two approaches within a work setting. A Q-sort technique was used to determine perceptions of 15 branch location bankers concerning difficulty of 40 composition and 40 technical letter writing aspects. The bankers ranked the following composition aspects highest in difficulty: legalese; persuasion techniques; refusal conveyance; unfavorable news conveyance; conflict resolution; and direct versus indirect approach. They ranked the following technical aspects highest in difficulty: infinitives (split); sentence syntax; antecedents of pronouns; wordiness (excessive); dangling participles; and preposition usage. The bankers answered a survey concerning their access to training and instruction in business letter writing. Each banker submitted four recently originated business letters. Composition aspect deficiencies within bankers' submitted letters were assessed by a panel of post secondary business communication instructors. Combined grammar-checking software and researcher screening determined deficiencies for technical aspects of the letters. A total of 900 non-repetitive deficiencies were assessed in the 60 letters submitted -- an average of 15 per letter. comparative percentile rankings showed that perceived difficulties differed most from existing deficiencies in the following aspects: composition -- (perceived difficulties greater) refusal conveyance and euphemisms, (assessed deficiencies greater) sentence construction and letter organizing/structuring; technical -- (perceived difficulties greater) split infinitives and dangling participles, (assessed deficiencies greater) spelling and pronoun usage.
Direct and indirect influences of school learning on Hispanic-American eighth grade students' academic achievement
HernÃ¡ndez-Gantes, Victor M. (Virginia Tech, 1993-03-11)
The purpose of this study was to determine the extent of the direct and indirect influence of previous grades, quality of instruction, motivation, quantity of instruction, and homework on Hispanic-American eighth grade students' academic achievement, while controlling for important background variables (family background, student's English proficiency, and gender). Few researchers have examined both direct and indirect effects of school learning variables and background influences simultaneously. Path analytic techniques were used to test a model of school learning on Hispanic-American eighth grade students' achievement, while controlling for background variables. The National Education Longitudinal Study of 1988 (NELS:88) was used to test the model. NELS:88 is a large, nationally representative survey of eighth graders developed by the National Center for Education Statistics (NCES). Results indicate that the achievement of Hispanic-American students was strongly influenced by previous grades, motivation, quantity of instruction, and time spent on homework. The most influential background variables were family background and English proficiency, while gender had a small but significant influence, indicating boys doing better than girls on achievement. These results support both the variables tested and the framework derived from school learning theory.
The effects of informal computer keyboarding on straight copy speed and accuracy
Burke, Janice B. (Virginia Tech, 1988-05-05)
This was a study of middle school students and informal computer usage before entering a forma1 keyboarding course. The purposes of the study were (a) to determine the kinds of informal keyboarding experiences middle school students were exposed to before receiving formal training, (b) to determine if there was a difference in straight copy speed and accuracy among students who had three levels of previous informal keyboarding experience, and (c) to determine if there was a difference in straight copy speed and accuracy among students who had home access to persona1 computers. The students involved in the study were seventh and eighth graders at Blacksburg Middle School and Christiansburg Middle School enrolled in first semester Keyboarding during the 1987-88 school year. These students answered questionnaires that related to their personal experiences with computers and were placed in one of three groups depending upon the amount of time spent using a keyboard before entering a formal keyboarding course. Each student took timed writings and were given a score for speed and accuracy. A one-way analysis of variance was performed to determine if there was a difference between groups on straight copy speed and accuracy scores. The analysis of the data indicated that there was no significant difference in speed or accuracy scores between those students who had very little or no previous informa1 experience and those students who had six months previous informa1 experience. Those students who had a year or more of previous informa1 experience had better speed scores than students who had less than a year of previous informal experience. The data indicated there was no significant difference among any of the groups in accuracy scores. The data also indicated there was a significant difference in speed scores of those students who had access to a home computer and those students who did not. From the study it was concluded that: (a) students who have previous informal keyboarding experiences of one year or more have significantly higher keyboarding straight copy speed than those students who had less than one year of informa1 experiences and (b) previous informal keyboarding experience does not influence straight copy accuracy.
The effects of self-esteem, locus of control, and exposure to nontraditional occupations on the employment interests of women in poverty
Freeman-Coker, Fannie Charlene (Virginia Tech, 1991-04-05)
This study analyzed the amount of variance in employment interests of a sample of poor women that may be attributed to self-esteem, locus of control, and exposure to nontraditional occupations and the interaction among these variables. A stratified random sample was selected from a population of 1172 participants enrolled in the Expanded Food and Nutrition Education Program (EFNEP) in seven sites in Virginia. The selected sites were representative of geographic and economic areas in the state. Two of the independent variables were measured using the Rosenberg Self-Esteem Scale and the Rotter Locus of Control Scale. Demographic data and the variables of exposure to nontraditional occupations and employment interests were measured using the Employment Interests and Experiences Interview Schedule designed by the researcher. Data were collected by the paraprofessionals in each unit using the EFNEP records and through face-to-face interviews. Descriptive statistics were reported and multiple regression procedures were utilized to analyze the data. The conclusions drawn were that the poor women in the sample were heterogeneous, had relatively high education and employment aspirations, and had low self-esteem. These women need more exposure to nontraditional occupations and they expressed a willingness to consider such careers. Poor women such as those in this study need a combination of support services to successfully make the transition to the workforce. For this group exposure to nontraditional occupations and higher self-esteem increased interest in nontraditional careers. Those with a higher self-esteem were also more likely to be interested in nonsex-typed occupations. Programs that serve poor women may need to broaden their scope to match the needs of heterogeneous groups. These women also require indepth career counseling to help them understand the range and scope of occupations that are available, especially those that are nontraditional for their gender. Recommendations for further research which may expand the knowledge base about the employment interests of poor women are given. This research could contribute to breaking the cycle of poverty that affects an increasing portion of our population.
Factors associated with work attitudes and work behaviors of secondary agricultural education students in selected counties in Virginia
Bull, Austin Moses (Virginia Tech, 1993-04-14)
Literature illustrates that work attitudes and work behaviors of young agricUltural workers are of major concern to employers, even exceeding their concern about academic skills students bring to the work environment. Little consistency is found in the research about the relationships of various factors to work attitudes and work behaviors of agricUltural education students. The primary purpose of this study was to examine work attitUdes and work behaviors of students in secondary agricultural education programs in selected counties in Virginia and to assess the relationships and predictive value of certain variables to work attitudes and work behavior. The independent variables were gender, academic skills (reading, mathematics, and writing), supervision, work variety, nature (importance) of job, relationship of work and school, and learning on the job. Survey methods were used to collect the data. The study participants consisted of 477 sophomore, junior, and senior students from three rural counties in Virginia. Descriptive statistics, factor analysis, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Factor analysis of the work attitude statements resulted in identification of three factors which were named cynicism about work, intrinsic motivation about work, and extrinsic motivation about work. Factor analysis of work behavior statements resulted in a single factor that had to do with honest behavior on the job.
Historical analysis of vocational education in Nepal
Shrestha, Sheel Manju (Virginia Tech, 1991)
The purpose of this research was to analyze the vocational education plans of Nepal through an historical study by identifying their successes and failures. The specific objectives of the study were (a) to provide an historical background of general education and vocational education, (b) to analyze the strengths and inadequacies of the vocational education systems implemented in Nepal since 1950, (c) to review vocational education components implemented in other developing countries, and (d) to provide implications for Nepal's vocational programs. Relevant historical documents were the basis of this research. The publications of the Ministry of Education of Nepal, Tribhuvan University of Nepal and its numerous colleges, international organizations, and authors knowledgeable in the Nepalese education field served as primary and secondary sources. The development of formal vocational education in Nepal was traced, beginning with its origin in the traditional occupational and social structure. Descriptions, salient features, and objectives of three different education plans implemented since 1950, namely, (a) the basic education system, (b) the multipurpose education system, and (c) the national education system, were compiled. Each 'of these systems increasingly emphasized vocational education and produced many significant results, yet each of these systems was abandoned because of its limited successes. The strengths and weaknesses of these systems were identified and analyzed. Aspects of female education were separately studied because of their special relevance to vocational education in developing countries. The reasons behind the adoption and the failure of these systems were also discussed. External influence in the formulation of the programs, dependence on foreign financial assistance, ambitious expansions, lack of qualified teachers and educational materials, and the lack of coordination among different agencies were identified as the main problems.
The Impact of Applicant Disability on Personnel Managers' Evaluative Judgments
Sink, David William, 1947- (Virginia Polytechnic Institute and State University, 1986)
This study was the investigation of the effects of five factors related to hiring handicapped individuals. The five factors were psychological disability, physical disability, no disability, and a good or poor work record. The purpose of the study was to determine whether a relationship existed between perceived employment decisions and (a) applicant disability; (b) applicant work record; and (c) personnel managers' demographic characteristics. The population from which the sample was drawn consisted of personnel managers in personnel associations and educational administrators in the piedmont and eastern sections of North Carolina in June and July of 1983. The sample for the study consisted of 133 persons, stratified by size of company or institution. The personnel managers were randomly assigned to one of six experimental conditions in a 2 x 3 (levels of disability x levels of work record) factorial design. Each subject reviewed staged information on the job applicant prior to listening to a taped job interview of the applicant. After hearing the interview, managers rated the quality of the interview, using the Job Interview Rating Scale and stated the probability that they would hire the applicant on the Probability Of Hire Score. Factors affecting personnel managers' decisions to hire the handicapped were identified through a personnel managers' questionnaire. Higher ratings of the job interview and higher probability of hiring occurred when a positive work record was present. Applicants were less likely to be hired if they had a psychological disability. Ratings of job interviews were not affected by disability levels. There were no interactions between work records and disability status. "Ability to perform job" and "productivity" were ranked by the managers as the most influential among the 26 factors considered by personnel managers when making decisions to hire the handicapped. None of the demographic variables of personnel managers of age, sex, education and experience were significant in their relationship to hiring. Sex of the interviewer appeared to be the best predictor of interview rating.
Linkages among research, education, extension, and farmers in the Republic of Cameroon
Enyong, Laetitia Ako Kima (Virginia Tech, 1993-12-05)
The purpose of this study was to determine the linkages that exist among research, extension, education, and farmers (R-E-E-F) and to propose ways of strengthening these linkages. To achieve this goal the following specific objectives provided the basis of this research: 1. To describe the context in which the R-E-E-F linkage exists. 2. To examine the ways that R-E-E-F functions including: - formal and informal linkages, - communication strategies, - feedback mechanisms, and - diffusion of technical information. 3. To determine how administrators view the research, technology-transfer, and farmer linkage. The study was based on Kaimowitz et aI's. (1990) conceptual framework for studying the links between agricultural research and technology transfer in developing countries. This framework looked at "linkage mechanisms" in terms of the organizational procedures used to maintain research-technology transfer links and "contextual factors" i.e., all the factors that affect the use and relevance of linkage mechanisms.
A national assessment of the salaries and working conditions of agricultural education teachers in the United States, 1990-1991
Howe, James D. (Virginia Tech, 1992-01-05)
The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified: 1. To determine the demographic characteristics of agricultural education teachers. 2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers. 3. To determine the nonmonetary benefits of agricultural education teachers. 4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers. 5. To describe the work settings and working conditions in which agricultural education teachers are employed. 6. To determine the work loads of agricultural education teachers. Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%). Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters. Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences.
Relationships among electronics troubleshooting, mathematics, and electronics knowledge
Loftin, Guy L. (Virginia Tech, 1994-05-05)
One purpose of this study was to determine the relationships among community college students' mathematics, electronics, and electronics troubleshooting knowledge. A second purpose of the study was to determine the extent to which independent variables predicted troubleshooting knowledge. Students involved in the study were enrolled in electronics technician associate degree granting programs. More specifically the study was designed to examine the relationships among electronics troubleshooting knowledge and the following independent variables: 1. Number of mathematics courses taken at the community college level 2. Types of mathematics courses taken at community college level 3. Mathematics knowledge as measured by scores on a standardized mathematics test 4. Number of electronics courses taken at the high school level 5. Number of electronics courses taken at the community college level 6. Prior work experience in the electronics industry In addition to examining these variables, this study also sought to answer the question: Which combination of variables best tends to predict troubleshooting knowledge? Usable data were gathered from 100 North Carolina community college students who were enrolled in electronics technician degree granting programs at five randomly selected community colleges. The students participating in this study were administered three data gathering instruments. The instruments included a Student Information and Data Sheet designed to gather demographic information about each student, a standardized mathematics knowledge test designed to cover the mathematical concepts stressed in elementary, intermediate and college algebra, and finally, a paper and pencil electronics and troubleshooting test which consisted of troubleshooting an AM transceiver functional block diagram, a servicing block diagram, a power supply, and a summing circuit. It was determined that under the conditions imposed by this study only one of the independent variables, score on the Mathematics Knowledge Test, could be used with some accuracy to predict troubleshooting knowledge. The independent variable mathematics knowledge, as represented by scores on the standardized mathematics knowledge test, could only predict troubleshooting knowledge with 6.8% percent accuracy.
Spreadsheet instruction and their use for teaching mathematics in the business computer applications course in Virginia
Gabris, Patsy Lynette (Virginia Tech, 1991-07-05)
This study describes the use of spreadsheets in business computer applications (BCA) courses and identifies and evaluates the use of spreadsheets for emphasizing and teaching mathematics in BCA courses. Survey instruments in the form of questionnaires were sent to all of the Virginia high schools with the BCA course to attain the BCA teachers' perceptions of spreadsheet use. Responses were received from 257 teachers, or 70% of the total assumed population. Findings reveal that 95% of the Virginia BCA teachers include spreadsheet instruction in their BCA courses. The mean number of class periods used for spreadsheet instruction is 27; however, the standard deviation is relatively high. The basic mathematics operations received extensive emphasis. The more complex operations only some emphasis. Accounting and Payroll computation receive the most amount of spreadsheet instructional time. Over half of the BCA teachers who teach spreadsheets include increasing their students' mathematics skills as one of the course objectives. At the same time, however, only 22% of the respondents evaluate their students' mathematics skills independently from spreadsheet application evaluation. Although this independent mathematics evaluation seldom occurs, 72% of the respondents believe that teaching spreadsheets enhances students' mathematics skills to some extent, and 42% believe that teaching spreadsheets enhances students' mathematics skills extensively. Considering the amount of material to be taught in spreadsheet instruction, not enough of the BCA class time is devoted to spreadsheet instruction. Much spreadsheet instruction precedes emphasis on mathematics as part of the instruction. Also, considering that students emphasize in their learning what they are evaluated on, the importance the BCA teachers placed on mathematics appears to be minimal.
Student misbehavior in vocational agriculture: a national study
Garrison, James Marion (Virginia Polytechnic Institute and State University, 1982)
The major purpose of this study was to determine the seriousness of specific student misbehaviors as perceived by vocational agriculture teachers. The secondary purpose was to determine if differences exist among groups of vocational agriculture teachers based on selected demographic and situational variables with regard to the seriousness of student misbehaviors. The population for this study was composed of 12,726 vocational agriculture teachers as listed in the 1981 Agriculture Teachers' Directory. A sample of 604 teachers was selected for inclusion in this study. The instrument used to collect data contained demographic and situational information with a five point Likert-type scale to measure the specific student misbehaviors. Useable returns from 437 teachers represented 72.02 percent of the sample. The statistical techniques used to analyze the data were factor analysis, multivariate analysis of variance, analysis of variance, Pearson product-moment correlation, and the Scheffé post hoc multiple comparisons test. The major conclusions of this study were: 1. Those misbehaviors which were rated the most serious to vocational agriculture teachers were generally attitudinal in nature, i.e. ambivalence, clowning/foolish behavior, etc. Those misbehaviors which might be considered to be severe in nature, i.e. rape, homicides, etc., were not a serious problem for vocational agriculture teachers. 2. Senior high school teachers of vocational agriculture perceive a less serious student attitudinal problem than combination junior-senior high school vocational agriculture teachers. 3. Teachers in schools of over 2000 enrolled and teachers in Region 1 of the National Vocational Agriculture Teachers' Association perceived use of drugs to be more serious than teachers in Region 4 and teachers in schools with enrollments of less than 2000. Studies of this nature should be conducted across service areas of vocational education to determine the seriousness of student misbehaviors in each respective area. Studies of this nature should also be conducted outside of vocational education to determine similarities and differences from vocational agriculture teachers in regard to the seriousness of student misbehaviors.
Training Needs Of Area Specialized Extension Agents in the North Carolina Extension Service
Gibson, Jerry D. (Virginia Tech, 1992-12-01)
The study determined the level of agreement between ASEAs and their administrators and subject-matter specialists as to the competency areas considered most important to the effectiveness of the agents. The study also determined the specific items within the competency areas that ASEAs would like to have included in their in-service training. Selected demographic characteristics were collected to determine characteristics such as agents' age, race, gender, level of education, and years of experience. The population for this study consisted of 66 ASEAs, 49 administrators, and 18 subject-matter specialists employed by the North Carolina Cooperative Extension Service. Data were collected by mailing the questionnaire accompanied by a letter from the director of the North Carolina Cooperative Extension Service announcing the study and providing details on its nature, use of the data, and instructions for completing the questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies and means were used to describe the research objectives. Demographics were surveyed using an instrument developed for that purpose by the researcher. Major findings included several items. In terms of importance, ASEAs, administrators, and specialists rated program planning highest. In rating the need for training, ASEAs, administrators, and specialists also rated program planning highest. Specific items in the program planning competency area that were rated important, 3.0 on a 4.0 scale, were the role of area agents, involving lay people, long-term program development, area agent programming, developing programs, and evaluation. The only important differences among groups--ASEAs, administrators, and specialists-~regarding specific items were in their ratings of the need for training of the items of history, philosophy, University USDA-partner, and county responsibilities in the general competency area of organization and administration. An important differences among groups was also observed in ratings of need for training in the program planning competency area for the specific item program planning. No other important differences were found. The majority of ASEAs held master's degrees. Over 50% of ASEAs had a tenure as ASEA of 5 years or less, and over 50% had a tenure with the Extension Service of 6 years or less. The majority of ASEAs were male; only 18% were female. The majority of ASEAs were Caucasian; only 5% were minorities. From the data gathered in this study, a proposed Area Specialized Extension Agent Development Institute was developed.
An update of the chronology of business education
Jennings, Carol L. (Virginia Tech, 1990-04-05)
The purpose of this study was to determine the technological, organizational, legislative, and research events that should be included in a 1989 revision of A Chronology of Business Education in the United States last updated in 1968 by Samuel J. Wanous with selected events added in 1977 by National Business Education Association staff. To achieve this objective a modified Delphi technique was employed using a 29-member panel. The Delphi panel was comprised of 23 members of the Policies Commission and 6 John Robert Gregg award winners. The panel members provided expertise in business education, a national perspective, and representation of the major professional organizations. The members of the Policies Commission in effect define business education and are considered to be experts in the field. The John Robert Gregg award winners have made outstanding contributions to the development and advancement of business education. Additionally, the Delphi panel members represented the five geographic regions of the United States (i.e., Eastern, Mountain-Plains, North-Central, Southern, and Western). The professional organizations in business education (i.e., American Vocational Association, National Business Education Association, and Delta Pi Epsilon) were all represented.

Browsing by Author "Oliver, J. Dale"

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