VTechWorks Repository :: Browsing by Author "Oliver, James D."

Browsing by Author "Oliver, James D."

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An analysis of the high school banking curriculum in a selected public school system in the metropolitan Washington, DC, area
Ward, Edith Burnette (Virginia Tech, 1992)
The purpose of this study was to determine the extent to which tasks taught in the high school banking courses match tasks performed by tellers in the workplace. The research questions were as follows: (a) What are the teller tasks taught in the high school banking courses? (b) What is the importance of the tasks, as perceived by school bank managers, to the training of students for employment in teller positions? (c) What are the tasks performed by tellers in financial institutions? (d) What is the importance of the tasks, as perceived by tellers, to the performance of the duties of the job? (e) To what extent do the teller tasks taught in the high school banking courses match the tasks performed by tellers in financial institutions? (f) To what extent do tellers and school bank managers perceive the importance of the tasks similarly? Survey questionnaires were used to gather descriptive data on teller tasks taught in the high school banking courses and performed on the job. Response rates for school bank managers and tellers were 91% and 79%, respectively. Mean scores, percentages, and correlations were used to analyze the data. The findings revealed: (a) Over all 86 tasks, 56% were taught by school bank managers and 77% were performed by tellers. (b) Some of the tasks tellers rated important were not taught in the banking courses. (c) The tasks were rated important by both groups. (d) Students in some of the high schools had very limited exposure to tasks performed in the teller position.
Cost-benefit analysis of secondary vocational education programs
Navaratnam, K. K. (Virginia Polytechnic Institute and State University, 1985)
The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Criteria for assessing the cooperative extension program planning process in the West central district of Virginia
Ewang, Peter N. (Virginia Polytechnic Institute and State University, 1986)
The success of cooperative extension depends on the knowledge of how to apply the principles of extension education to situations where the activities are to be performed. The cooperative extension services dynamic localized approach to the solution of the common persons problem has stood the test of time. It is not necessary to establish a new system, but what is needed is to increase accountability and efficiency in the way programs are planned and developed. The overall purpose of this study was to develop criteria for assessing the local cooperative extension program planning process in Virginia. Specific objectives that served as a basis for accomplishing the overall purpose of the study were: 1. To identify principles that are basic for planning an effective local extension program. 2. To verify these principles with a panel of experts. 3. To formulate criteria, based on the verified principles, to assess if on-going local extension programs were developed following the accepted programming principles. 4. To field test the criteria to determine the degree to which the criteria are used as guides during the local extension program planning process. This study was a qualitative study. The principles identified and the criteria developed were reviewed by a panel of eight experts, then field tested in randomly selected extension units in the West Central Extension District of Virginia. Using personal interview methodology, unit directors of the randomly selected units were used for the field testing stage of this study. Six of the seven principles identified as basic for planning/developing effective local extension programs were accepted by the panel of experts. Eighteen criteria were formulated based on the accepted principles. Criteria as used in this study implies an overall description of a set of related actions and/or operations which will be called standards of the planning process. It was found that most of the unit directors in the West-Central Extension District of Virginia interviewed for this study use the criteria as guides during their respective programming process. The panel of experts and unit directors agreed that the criteria were important as guides for local extension programming processes. Based on the findings the author concluded that: (a) there are six essential principles for planning effective social extension programs; (b) that there are 18 criteria that can be used as guides for assessing if local extension programs are planned/developed using the essential extension program planning principles; and (c) that it is possible to assess local program planning activities in extension. A recommendation made from the study that the process of assessing local program planning activities be tested statewide to increase the usability potential of the criteria and give possible directions for statewide in-service needs of unit directors and extension agents.
The development of accreditation standards for faculty in four- year hospitality management education programs
Miller, Diane Teel (Virginia Polytechnic Institute and State University, 1988)
The problem for this study was to identify standards desirable for faculty when four-year hospitality management education programs are accredited. A modified Delphi technique was used to determine standards and reach agreement among a panel of hospitality professionals concerning desirable standards to be used to evaluate faculty during the self-study section of the specialized accreditation process. Nine faculty qualifications identified in the literature as being common to the self-study section of specialized accreditation constituted the framework of the study. These qualifications included academic preparation, scholarly productivity, applied professional experience, involvement in professional associations, competency in area of specialization, teaching effectiveness, interest in curricular experimentation, ability to work with students, and public service. A professional panel consisting of 15 hospitality management education administrators/faculty and 12 hospitality management industry representatives developed standards for each of the above qualifications. The panel rated the desirability of the standards using a Likert-type scale (4=very desirable, 3=desirable, 2=undesirable, l=very undesirable). All standards receiving a total of two-thirds of the responding panel members' votes in the very desirable and desirable categories were included in a proposed accreditation model of faculty standards. Unexpectedly, the panel questioned the inclusion of the qualification of public service and agreed to omit the evaluation of faculty on this qualification during specialized accreditation. It was recommended that eight of the qualifications and their corresponding standards be used by The Council on Hotel Restaurant and Institutional Education (CHRIE) to form criteria necessary for the self-study section of specialized accreditation. It was also recommended that the developed standards be used by hospitality management faculty as a means of self-evaluation. Finally, it was recommended that hospitality management education administrators use the standards as (a) guidelines when hiring and evaluating faculty and (b) a means for assessing faculty needs prior to faculty development programs.
Dislocated office workers: barriers to retraining and reemployment
Hall, Shirley L. (Virginia Polytechnic Institute and State University, 1989)
The United States is experiencing continuous technological, economic, and social changes that have resulted in structural unemployment. Between January 1979 and January 1984, 11.5 million workers lost their jobs due to plant closings or relocation, abolition of a position or shift, or slack work. Personal and family economic, psychological, social, and health difficulties arise from sudden unexpected job loss. This study was designed to examine and contribute knowledge of the barriers to retraining and reemployment for dislocated office workers. A purposive sample of 10 dislocated office workers who were laid off in 1982 and 1985 from their jobs in southeastern Indiana was selected. Qualitative research techniques were utilized to obtain detailed interview information from them. An open-ended response instrument was used for personal interviews. The questions were aimed at identifying the factors most associated with barriers to retraining and reemployment of dislocated office workers. The interviews were transcribed Verbatim, then coded and categorized. The data were then compared and contrasted to identify emerging themes that described pertinent experiences and problems encountered by dislocated office workers. The findings were described and discussed through use of Verbatim quotations. Based on the findings, recommendations for removing barriers to retraining and reemployment were prepared. Recommendations for action included: (a) dislocated workers being offered personal counseling; (b) employer-sponsored outplacement centers being available to those facing imminent displacement; (c) Vocational-technical institutes and community colleges instituting special programs for dislocated workers and conducting advertising to inform dislocated workers about the availability of such programs; and (d) state employment security personnel who process claims of dislocated workers receiving sensitivity training. Recommendations for further research included: (a) whether a larger sample or a sample from another employment setting would produce similar findings; (b) how the communities are affected by large reductions in force; and (c) the extent and magnitude of the problem of loss of retirement benefits as a result of plant closings and reductions in force.
The effects of educational kinesiology and functional visual efficiency on typewriting speed and accuracy
Travis, Norma Jean (Virginia Polytechnic Institute and State University, 1989)
The Employment Training Program has been mandated by the Federal Government to train and find unsubsidized employment for economically disadvantaged individuals and others facing serious barriers to employment. Keyboarding skills are of paramount importance in the clerical program. This study was undertaken to determine the effect of educational kinesiology on typewriting speed and accuracy for students with and without functional visual efficiency. It involved 75 subjects from the Employment Training Center (JTPA Program) in Arlington, Virginia. Typewriting pretests were administered to determine subjects speed and error averages. Eye screening was administered utilizing the Titmus Vision Tester and the King-Devick Saccade Test. Although the battery of tests for the Titmus were administered, only the lateral and vertical phoria near test that measures muscle balance, the relationship of the image of each eye to that of its fellow, provided meaningful data for this study. The K-D Test measures tracking ability of the eyes as they perceive copy for typewriting. Subjects were considered as functionally visually efficient by passing both vision tests. The concepts of educational kinesiology (education through movement) were explained to the subjects as a way to increase typing speed, reduce errors, and control stress. Volunteers for the training numbered 31; 44 subjects remained in the control group. The same straight-copy timed writing was used for the pretest and posttest. Analyses of variance were used to examine differences in pretest and posttest scores for both speed and accuracy. Some of the major findings of the study were as follows: 1. Training in educational kinesiology had no effect on typewriting speed and accuracy. 2. Functional visual efficiency had no effect on typewriting speed and accuracy. 3. No interaction exists between the typewriting pretest-posttest speed and accuracy scores for students who did and did not receive educational kinesiology training and for students with and without functional visual efficiency.
Estimated costs and returns for selected crop and livestock enterprises in southwest Virginia
Oliver, James D.; Kline, Ralph G. (Virginia Agricultural Experiment Station, 1966-06)
Study to determine the most profitable combination of beef cow and calf farms in Washington and Smyth counties. This report contains the enterprise budgets prepared for the analysis
Factors related to the attitude toward the FFA of eastern region secondary agricultural teachers
Lyons, Daniel M. (Virginia Polytechnic Institute and State University, 1982)
The purpose of the study was to determine the attitude of eastern region secondary agricultural teachers toward the Future Farmers of America (FFA) and the relationship of selected factors to that attitude. To accomplish this purpose the following factors were examined: (a) years of vocational agriculture teaching experience; (b) number of teachers in the vocational agriculture department; (c) length of the annual teaching contract; (d) area of primary teaching assignment; (e) previous length of active FFA/NFA membership; (f) highest educational level attained; (g) undergraduate college degree major; (h) number of duties performed; and (i) location of the school community (rural or urban/suburban). The population for the study consisted of 2,966 agricultural teachers who were employed in the FFA Eastern Region during the 1978-79 school year. A modified stratified random sampling technique was used to select a sample of 425 teachers for the study. Three hundred and seven (72.23 percent) of the teachers in the sample responded to the survey instrument. The two-section instrument used in the study was developed by the researcher. The first section of the instrument consisted of ten questions designed to obtain personal and departmental information about the respondents. The second part of the instrument consisted of 37 attitudinal statements which were developed from information obtained from vocational agriculture teachers, a review of the literature, and the FFA aims and purposes. Each statement had six Likert-Scale type choices. Respondents were instructed to circle the response which corresponded the closest to their true feelings. The Pearson product-moment correlation and the Chi-square test of independence were used to determine if a relationship existed between the variables selected for the study and the agricultural teachers' attitude toward the FFA. A significant relationship was found between the agricultural teachers' attitude toward the FFA and the number of years of agricultural teaching experience, the location of the school community, the length of agricultural teachers' contract, the previous length of agricultural teachers' active FFA/NFA membership, and the agricultural teachers' undergraduate college degree major. It was concluded that based on the scores obtained on the FFAA attitudinal Scale, the agricultural teachers of the FFA Eastern Region had a positive attitude toward the FFA.
History of the Virginia State Advisory Council on Vocational Education, 1969-1981, and perceptions of its impact
Wells, Lois Elizabeth (Virginia Polytechnic Institute and State University, 1986)
The purpose of this study was to document the history of the Virginia State Advisory Council on Vocational Education and to collect perceptions on the impact the Council had had with regard to its mandated functions and related activities. Suggestions were also solicited from selected individuals involved with the Advisory Council for ways to improve the impact of the Council, as well as opinions as to the greatest impact of the Council. In order to accomplish these goals, the history of the Virginia Council was researched and compiled, using the method of triangulation when possible. The history was written in the method of combined topical and chronological arrangements. Sources for the history of the Council included minutes of the Council's meetings, the Annual Evaluation Reports prepared and disseminated by the Council, and correspondence exchanged with and by the Council. Additional information was received from individuals who were interviewed. Perceptions were solicited from selected individuals regarding the impact of the Advisory Council. To accomplish this portion of the study, questionnaires and interviews were employed. Questionnaires were designed in the open ended format to allow freedom in responses and also to enable the investigator to use the same questions in the interviews. Based on the findings of this study, thirteen conclusions would seem to be supported. Five of the conclusions are listed below: 1. The Virginia State Advisory Council on Vocational Education was, for the period of this study, an active Council whose visibility in and respect from the vocational education community increased during this time. 2. The Council provided recommendations to the State Board of [Vocational] Education which were necessary and relevant for improving the vocational education program in the State. Most of the recommendations received favorable action by the State Board of [Vocational] Education. 3. The Advisory Council fulfilled, through various activities, the seven functions mandated by federal legislation. 4. The Advisory Council has been very effective in fostering coordination, cooperation, and relationships with other agencies and constituencies. 5. Increased representation on the Council from business and industry is needed.
Identifying and evaluating COBOL competencies for four-year information systems programs
Mason, Doris Peeples (Virginia Polytechnic Institute and State University, 1984)
This study determines how the COBOL competencies taught in information systems programs and those attained by information systems students compare to those needed on the job. Five research questions were posed: 1. What are the introductory COBOL programming competencies required to be a COBOL programmer? 2. To what extent do information systems program faculty perceive that they have taught COBOL programming competencies? 3. What level of competence in COBOL programming do prospective employers expect information systems graduates to have on the job? 4. To what extent do information systems seniors perceive that they have developed COBOL programming competencies? 5. Which COBOL programming competencies did the faculty, prospective employers, and seniors rate similarly in regard to level of skill? The respondents in the study were information systems faculty, prospective employers of information systems graduates, and information systems seniors. Usable responses were received from 85.4% of the total population. Findings reveal that there were two competencies for which the groups responded differently. These competencies were both in the preparation area. They were "Prepare a card record layout," and "Prepare a system flowchart." The two competencies which the groups had the least disagreement on were "Be familiar with group printing," and "Be familiar with accept statement." Based upon the findings in this study, the following conclusions were drawn: 1. The competencies identified through the search of the literature and validated by the panel of experts are the competencies needed on the job for COBOL programming and therefore appropriate for inclusion in the four-year information systems programs. 2. The information systems faculty are adequately emphasizing in their programs the COBOL competencies they should be. 3. The faculty rated the competencies taught somewhat higher than the prospective employers felt they were needed.
Labor market and educational outcomes associated with participation in high school marketing and distributive education
Stone, James R. (Virginia Polytechnic Institute and State University, 1983)
The study of educational and economic outcomes associa with participation in marketing and distributive education (MDE) was approached by first examining the impact of MDE participation on employment in marketing. Then selected characteristics of MDE students were examined and a determination of the effects those characteristics had on educational attainment, job attainment, unemployment, and wages was made. The selected variables were social background, race, sex, region of the country, community size, aptitude, MDE and cooperative program participation, grade point average, self-concept, career and educational aspirations, educational and job attainment. The data base for this study was the National Longitudinal Study of the High School Class of 1972. Participation in MDE had a positive impact on employment in marketing. The proportion of MDE participants employed in sales occupations was higher than expected for all but one year of the 7 year follow-up period. MDE students were employed initially in management positions in a higher proportion than expected but the effect was negative or negligible by the 5th year following graduation. For the category of other marketing jobs, there was no discernible pattern of employment, although in four of the follow ups there was a higher proportion of MDE students employed than expected. There was no effect of MDE participation on educational attainment but higher educational attainment for MDE students was associated with higher educational aspirations, higher aptitude, higher mother's education, not participating in a cooperative program, and being nonwhite. Higher job attainment in marketing was associated with higher educational attainment. being male, participating in MDE and cooperative education, higher grade point average, and higher motherts education. There was no effect of MDE on wages. The causal model for educational and economic outcomes compared favorably with other studies using similar determinants. However, the model failed to account for 58% the variance in educational attainment, 86% of the variance in job attainment, 94% of the variance in salary, and the model for unemployment: was responsive to the factors included. It was recommended that future research focus on improving the explanatory power of the model. It was also recommended that the outcomes associated with MDE participation be examined for those not employed in marketing and for those who participated in specialized MDE programs, and that the management training component of the secondary curriculum be reevaluated and possibly upgraded. Finally, it was recommended that secondary MDE programs be expanded.
Leadership competencies to be taught in the young farmer instructional program
Anderson, Glenn A. (Virginia Polytechnic Institute and State University, 1985)
This study identified and rated the leadership competencies that were considered needed by young farmers and should be taught in the young farmer instructional program. The participants in the study were the young farmer advisors, certain young farmer members, state staff, and teacher educators. All participants were from the state of Virginia. The participants rated a list of 43 leadership competencies according to the following rating scale: 4...High Importance, 3... Medium Importance, 2...Low Importance, and 1...No Importance. The mean of the ratings for the four groups were computed as well as the total mean for all groups. The total mean for all competencies was 2.5 or above. All competencies were placed in the medium to high importance category. The ratings of the four groups were examined to determine if the groups rated the competencies similarly. The two groups who rated the most competencies similarly were the advisors and the members. The groups who rated the fewest competencies similarly were members and state staff, and state staff and teacher educators. Also, the respondents ranked the top ten competencies. The competencies which were ranked the top ten are listed below: Bank Competency 1 37. Assume responsibility. 2 34. Cooperate with others. 3 36. Develop enthusiasm. 4 38. Learn to be fair in dealings with others. 5 30. Speak effectively to others. 6 31. Listen effectively to others. 7 39. Participate in community activities. 8 18. Obtain participation by all members. 9 1. Open and close a meeting correctly. 10 32. Accept others as they are.
Needs-based curricular content goals for two-year equine curricula
Stuska, Susan Jolene (Virginia Tech, 1993)
The horse industry is a significant contributor to the economy of any area in which it is found. Products and services oriented toward its recreational and competitive aspects are provided by workers in more than 71 categories of equine occupations. The equine industry is undergoing continuous technological change, and there is increasing competition for equine industry jobs; both affect its work force. Graduates of 46 two-year college equine programs are appearing on the job market yearly and many are finding equine industry jobs. However, there was no formal, organized communication about equine curricula among these institutions, and needs-based prioritized curricula did not exist. A current study of equine educators and employers was needed to advise equine curricular planners of the curricular content goals needed to align equine curriculum with equine industry job requirements. The procedural problem of this study was to analyze occupational needs-based curricular objectives for two-year equine curricula. The equine industry occupations were determined and categorized according to the U.S. Department of Labor (1977). Two-year equine curricular content goals were identified from the literature and from existing college equine programs. These goals were made consistent in syntax utilizing Vogler's Performance Instruction System (1991). Course titles according to the U.S. Office of Education's (1981) classification system were used, and college level educational requirements were gleaned from accreditation standards of the Southern Association of Colleges and Schools (1991). Equine industry employers were polled according to frequency of use and difficulty of execution of the skills in the work place while educators determined the level and type of expertise desirable in their graduates; these data were analyzed according to Vogler (1991). Prioritized lists of content goals by course were determined, as well as curricula for one- and two-year equine educational programs at the college level.
Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies
Mndebele, Comfort Baphumuze Sikhumbuzo (Virginia Tech, 1994)
The primary objectives of this study were to identify the professional vocational technical education competencies needed by Swaziland agricultural, commercial (business), home economics, and technical teachers; and to assess the teachers' perceived importance of and the perceived ability to perform these competencies. The study also sought to determine if differences existed as functions of the four teacher specialty groups (areas), levels of education, and years of teaching experience. The professional vocational technical education competencies were developed in two, one-day focus group workshops with Swaziland teacher educators, curriculum development specialists, and school senior inspectors (supervisors) from the four specialty groups (areas) of agricultural, commercial, home economics, and technical studies. The workshop results were a universe of 161 professional vocational technical education competencies needed by Swaziland secondary/high school vocational teachers. Data were collected via a mailed instrument to determine the teachers’ perceptions of the importance and ability to perform the 161 competencies. The respondents surveyed were a stratified, random sample of 191 teachers, composed of agricultural (57), commercial (54), home economics (40), and technical (40) studies. All questionnaires were returned. Descriptive statistics were used to analyze and summarize the data. Measurement scales of importance and performance corresponding to the Likert scales utilized in the survey instrument were employed for data analysis purposes. Major findings were that teachers, regardless of specialty groups (areas), educational levels, and years teaching experience, agreed on the high importance of and a good ability to perform the 161 professional vocational technical education competencies needed to fulfill job expectations of secondary/high school vocational technical teachers. From these results, it was concluded that the professional vocational technical education competencies developed are needed by Swaziland teachers of agricultural, commercial, home economics, and technical studies. Hence, it was recommended that the developed competencies be adopted for inclusion in the teacher education programs, and that further study is needed to determine the more critical inservice needs of teachers.
Radical career changes of middle-aged professional, technical, and managerial workers in the New River Valley area of Virginia
Isom, Margaret Smith (Virginia Polytechnic Institute and State University, 1989)
The specific problem of this study was to determine common characteristics of midlife professional, technical, and managerial workers who have made voluntary radical career changes, to identify positive and negative experiences faced by these individuals, and to identify coping strategies used by the career changer and families of the career changers. Data were gathered by the participant observation method of qualitative research. Twenty purposively selected career changers were interviewed using semi- structured interview questions. Questions were categorized as follows: personal background, schooling, career history, the career change, and after the career change. The interview sessions were tape recorded. Responses to the interview questions were assembled, codified, and examined for similarities. A profile of a middle-aged professional who has made a radical career change was developed. Excerpts from the profile follow. This individual: (a) is about 43 years old, (b) has worked in the same career for about 13 years prior to the change, (c) experienced no major traumatic event before the change, (d) received no assistance from a "help" agency during the time of change, (e) had few barriers to overcome in making the transition, (f) adjusted to the change with a minimum of effort, and (g) remained financially stable after the change. A major finding of the study was that 17 of the 20 subjects said they were better off psychologically after making the career change.
The relationship between selected student characteristics, participation in vocational education and the labor market achievement of high school graduates
Akinkuoye, Nicholas Olusegun (Virginia Polytechnic Institute and State University, 1986)
The purpose of this study was to investigate the relationship between the selected students' characteristics, participation in vocational education, and the labor market achievement (job satisfactoriness, income, job satisfaction) of 1983/84 graduates of a comprehensive high school in S.W. Virginia. Data were collected from students, their academic records (transcripts and test records), the students and their employer follow-up. The selected student characteristic variables used were: ACADEMIC ACHIEVEMENT VARIABLES: Grade Point Average (GPA), Virginia Competency Test scores in Reading and Mathematics (VCT-Reading, VCT-Math); ACADEMIC APTITUDE VARIABLES: Science Research Associate scores in Language and Applied Science (SRA-Lang., SRA-App. Sci.); SOCIOECONOMIC VARIABLES: Educational level of head of household (HEAD-ED); OTHER VARIABLES: the number of vocational education credits taken (VTE-Credit), Sex, Job Satisfactoriness (Boss-Sat) of the graduates, job performance, income earned per hour, and Job . Satisfaction. The data collected were analyzed by using the stepwise regression to predict the labor market achievement variables. A partial correlation was used to investigate the relationship between overall labor market achievement variables and each of the independent variables while the effect of others were controlled. Cohen's criteria were used to investigate the strength of relationship (practical importance) between variables. The coefficient of determination and the partial correlation of the findings outlined below were too small to be of practical importance in the investigation of high school graduates' labor market achievement. However, the results of the analyses of graduates' job satisfactoriness showed that male graduates with high academic achievement, low socioeconomic status, low aptitude tended to have higher job satisfactoriness. Females with high degree of participation in vocational education tended to experience higher job satisfactoriness. In terms of income earned by male graduates, academic achievement (GPA) was the best predictor. Analysis showed that females with low socioeconomic status (SES) tended to earn higher income. Those females with high degree of participation in vocational education tended to earn higher income. For job satisfaction of males, those with low SES tended to be more satisfied with their job, while females with high aptitude and high degree of participation in vocational education tended to be more satisfied with their jobs. For overall job satisfaction, without sex differentiation, individuals with high academic achievement tended to have low job satisfaction. High aptitude in English language tended to make graduates more satisfied with their jobs. In terms of income, graduates with high achievement tended to earn low income. On job satisfactoriness, graduates with high achievement tended to have higher job satisfactoriness.
The relationship between teacher effectiveness and beliefs of Virginia agricultural teachers
Rush, Michael Gene (Virginia Polytechnic Institute and State University, 1984)
The purpose of this research was to investigate the relationship between teacher effectiveness and agreement with the philosophy adopted by the Agricultural Education Division of the AVA. The study also investigated the relationship between teacher effectiveness and the strong beliefs about quality vocational agriculture programs held by teachers. The primary subjects for this study were agricultural teachers in Virginia identified by state supervisors of vocational agriculture and verified by selected teacher educators in agricultural education as the most and least effective agricultural teachers. A total of 40 teachers were identified as most effective and 33 were identified as least effective. In addition, the general population of 368 agricultural teachers in Virginia was used to investigate the relationship between selected demographic variables and agreement with philosophical concepts. Selected conclusions drawn from the findings were: 1. The philosophy adopted by the Agricultural Education Division, AVA does not contain the beliefs most likely to distinguish between the most and least effective teachers. 2. There are beliefs not included in the philosophy adopted by the profession that do seem to be related to teacher effectiveness. 3. The most effective teachers are more likely to express beliefs about the teacher being the key to effective programs while the least effective teachers are more likely to express beliefs about external factors being the key to effective programs. 4. Additional education is a better predictor of teacher effectiveness than either age, experience or agreement with any of the specific concepts adopted by the profession. Selected recommendations drawn from the findings and conclusions are: 1. Research is needed to determine what other beliefs are held by vocational agriculture teachers and how those beliefs are related to teacher effectiveness. 2. Research is needed to determine what factors other than beliefs are related to teacher effectiveness. 3. The philosophy of the profession should emphasize that effective agricultural programs depend on the teacher taking personal responsibility for and being committed to those programs.
A study of alumni follow-up practices in accredited postsecondary institutions in the Commonwealth of Virginia
Miller, John David (Virginia Tech, 1992)
Alumni follow-up practices of accredited postsecondary institutions in the Commonwealth of Virginia were investigated. The subpopulations studied included: (a) community colleges (N=23); (b) two-year colleges (N=3); (c) proprietary two-year colleges (N=19); (d) accredited proprietary schools (N=47); and (e) accredited postsecondary vocational programs (N=5). A total of 97 institutions participated in the study. The study collected data on the: (a) purposes for which alumni follow-up studies were conducted; (b) procedures and methodologies employed in follow-up studies; (c) categories of data collected; and (d) dissemination made of completed alumni follow-up reports. The study used two survey instruments and achieved a 100% response rate for both instruments. The following conclusions were drawn from the research findings: (a) Almost all accredited postsecondary institutions conduct alumni follow-up studies; (b) the four most common purposes for conducting alumni follow-up activities are for evaluation, compliance/reporting, accreditation and planning; (c) graduates or program completers are the population of alumni most universally studied in follow-up studies; (d) employers of graduates or program completers are almost exclusively the focus of alumni follow-up activities; (e) institutions tend to follow-up the subpopulation of all students when conducting alumni follow-up studies; (f) most institutions use mail questionnaires in alumni and employer follow-up studies; (g) most institutions make 1 to 3 attempts to collect Follow-up data from both alumni and the employers of alumni; (h) a minority of institutions collect longitudinal data from alumni; (i) a majority of institutions collect follow-up data on alumni to determine their employment status, to evaluate training programs, to determine the job satisfaction of alumni and to obtain information on the educational status of alumni; (j) the majority of institutions collect follow-up data from the employers of alumni on the satisfactoriness of their alumni, employee knowledge and employee characteristics; and (k) the primary disseminations made of completed alumni follow-up reports are to meet compliance/reporting requirements, institutional information needs and marketing efforts. The findings are applicable only to accredited postsecondary institutions in the Commonwealth of Virginia. This study also makes recommendations for future research on alumni follow-up practices.
A study to identify essential management skills needed to manage chain apparel specialty stores in regional shopping centers
Ollhoff, Barbara Jean (Virginia Tech, 1991)
The purpose of this study was to identify the technical, interpersonal, and analytical skills essential for managers of chain apparel specialty stores located in regional shopping centers in the Milwaukee Metropolitan Statistical Area. A literature review indicated that there is little specific information available concerning skills needed by chain apparel specialty store managers. In the 1980s, the apparel specialty retail industry was characterized by a number of firms expanding and diversifying their retail holdings and coming to dominate the industry. As a result the industry is composed of national retailers whose decision-making structures are highly centralized. This centralized structure has altered the skills necessary for chain store managers to perform specified job duties. This qualitative study used the nominal group technique (NGT), structured interviews, and a field study to address the research problem. A nominal group method, involving seven store managers, generated a list of 150 essential skills in eight specified job duty categories. This NGT essential skills list provided the framework for subsequent structured interviews with five district managers of chain apparel specialty stores. The store managers and district managers were then asked to priority rank the essential skills list and the lists were analyzed for congruency. The lists were also compared with daily time/activities logs completed by three store managers to determine if they actually used the specified skills. Triangulation was used to permit the researcher to be more confident of the data. The essential technical skills identified by participating chain apparel specialty store managers and district managers include a knowledge of company policies, equipment usage, fashion-related product information, payroll procedures, and theft control. The dominant interpersonal skills were the ability to communicate, train, delegate, and role model specific behaviors for employees. The essential analytical skills include the ability to set high store standards, solve customer and employee problems, determine sales trends, and generate creative promotional ideas. Managers must have a combination of management and leadership skills and be able to "drive the business" with creativity, employee involvement and motivation strategies.

Browsing by Author "Oliver, James D."

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