Education Commons^™

Transfer Of Learning Between Related And Less Related Tasks Using Content Specific And Content General Learning Strategies, Ronald W. Collins

FIU Electronic Theses and Dissertations

This study compared learning strategies in an effort to determine which strategy would be most beneficial to transfer of learning. A number of approaches were suggested in the related literature for maximizing learning, one of which was to use "learning how to learn," also known by the term content general learning strategy. This study hypothesized that the use of content general learning strategies would produce more transfer of learning across both related and less related tasks than content specific learning strategies. Both learning strategies were combined with either a visual and semantic method of encoding or a semantic only method …

A Model Of School Managerial Control : The Systematic Analysis Of Managerial Behaviors, Processes, And Indicators, Ira Elliot Bogotch

FIU Electronic Theses and Dissertations

The theoretical construct of control has been defined as necessary (Etzioni, 1965), ubiquitous (Vickers, 1967), and on-going (E. Langer, 1983). Empirical measures, however, have not adequately given meaning to this potent construct, especially within complex organizations such as schools. Four stages of theory-development and empirical testing of school building managerial control using principals and teachers working within the nation's fourth largest district are presented in this dissertation as follows: (1) a review and synthesis of social science theories of control across the literatures of organizational theory, political science, sociology, psychology, and philosophy; (2) a systematic analysis of school managerial activities …

Examining The Needs For Student Services Of Adult Learners In Continuing Higher Education, Roberto Barragan Jr.

FIU Electronic Theses and Dissertations

The primary purpose of this study was to examine the availability and quality of student services offered to adult learners in selected continuing education programs in Dade County, Florida.

The two basic research questions addressed in this study were:

1) What are the student services being provided to adult learners by the selected colleges and universities?

2) What is the quality of these services being provided as perceived by administrators and adult learners at their institutions?

Two groups comprised the population for this study. One group sample of adult learners enrolled in credit courses being offered by the continuing education …

Learning Style And Brain Hemisphere Dominance : Interrelationships And Influences On Organizational Role Selection, Helen Leitch Diehl

FIU Electronic Theses and Dissertations

This study investigated relationships between learning style, as measured by the Kolb Learning-Style Inventory, and brain hemisphere dominance, as measured by the Herrmann Participant Survey. The possible influence of either or both of these factors on organizational role selection as a supervisor, subordinate or work project group member was also studied. Subjects were 134 graduate management students.

Pearson product moment correlations at p <.01 (n = 125) were found between the following dimensions: Concrete Experience and right brain hemisphere dominance, r = .41; Concrete Experience and the Right Limbic, r = .42; Abstract Conceptualization and left brain hemisphere dominance, r = .23; Abstract Conceptualization and the Overall Cerebral, r = .49; Abstract Conceptualization and the Left Cerebral, r = .42. Although some results regarding organizational role selection based on learning style or brain hemisphere dominance were significant at p <.05 using chi square analysis, strong evidence was not found to support the concept that individuals would prefer working with others like themselves. There was some evidence, however, that the longevity of the acquaintance may influence students to select right brain hemisphere dominant students in some situations.

The bipolarity of the factors measured by both instruments was assessed. Using a level of p <.01, Concrete Experience and Abstract Conceptualization were correlated at -.46 (n = 133), whereas Reflective Observation and Active Experiementation were correlated at -.52 (n = 133) on the Kolb instrument. On the Herrmann instrument, Overall Left and Overall Right measures were correlated at -.84 (n = 126), whereas Overall Cerebral and Overall Limbic measures correlated at -.73 (n = 126). Split-half correlations on the Kofb factors yielded reliabilities of .85 to .90 (n = 133) for the four factors measured. Test-retest correlations for the Herrmann ranged from .67 to .81 (n=30) for the subscales. Suggestions for future research using these instruments were made.