Guglielmino, Lucy M.

Rapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of the information age. This study investigated and analyzed the relationship between scores on the Guglielmino Self-Directed Learning Readiness Scale (SDLRS) and multiple variables of employees at a large Midwestern company. Fourteen hypotheses were tested, using 27 statistical tests. Conclusions were drawn comparing and supplementing the findings of two earlier studies using similar variables. The SDLRS was administered to 607 employees in nine different occupation categories. The mean score for all respondents was 234, which is above the adult norm. A significant positive relationship was found between the mean SLDRS scores and performance ratings, creativity and problem solving required in the job, degree of change on the job, and education levels. These findings were congruent with those of Guglielmino and Guglielmino's (1981) study of an American utility company and Roberts' (1986) study of the Hong Kong Telephone Company. Other findings were also compared. The Guglielmino and Roberts studies found that a small sample of low performers with high SDLRS scores were in jobs that required low levels of creativity, problem-solving skills, and adaptation to change. In the present study, however, no such groups could be isolated. SDLRS scores of males were significantly higher than those of females and managers scored significantly higher than non-managers in the present study. No relationship was found between SDLRS scores and the following variables: age, years of service with the company, and degree of routine on the job. A significant difference in scores was found due to occupation classification. Sales managers and salespeople scored significantly higher than all other categories and manufacturing/factory, and clerical/administrative employees scored significantly lower.

The purpose of this study was to investigate the attitudes of principals and chairpersons of school boards towards the financing of public education in Jamaica. The possible relationships between the attitudes under investigation and selected demographic variables, namely, age, place of residence, socioeconomic background, educational background and professional status were also examined. The data were collected by means of a survey questionnaire that was developed by this researcher. The questionnaire sought information regarding respondents' age, occupation, educational attainment and place of residence. In addition, a Likert-type five-point scale was used to assess the attitudes being investigated. A random sample of 316 persons equally divided between principals and chairpersons was selected. From this sample 222 responded to the survey questionnaire. Analysis of the data produced the following findings. First, the principals and chairpersons believed that there should be equity in the distribution of financial resources to enable each child to receive the best educational opportunities without regard to place of residence or socioeconomic background. Second, they believed that the role of the government is to implement the policy options that would ensure increased resource flow to the education sector. Third, the respondents demonstrated a positive attitude towards priority being given to the financing of primary education over that of tertiary education. Fourth, they indicated that business and industry should play a more important role in the financing of schools. Analysis with respect to the independent variables produced the following results. A significant difference was found between the attitudes of the principals and the chairpersons towards the financing of primary and secondary education. The principals rated the items dealing with this variable higher than did the chairpersons. Second, there was a significant difference between the subjects from the rural and urban areas on their attitudes towards equity and the financing of primary and secondary education. The items dealing with both variables were rated higher by the rural subjects than by their urban counterparts. Third, respondents who were university graduates demonstrated a more positive attitude towards the need for equity and the government to implement policies that would increase the flow of financial resources to education. On the basis of the findings, recommendations for action and for further research were made. One of the most important recommendations was for the government to change the present finance program to one which gives priority to primary education.

The purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study. Qualitative research methods, including focus groups, individual interviews, an anonymous open-ended questionnaire, participant observations and review of archival documentation were utilized to identify, analyze, contrast and compare the perceptions, beliefs and assumptions of four sub-cultural groups within the community college. These groups included the administrative, senior faculty, junior faculty, and support staff sub-cultures. A total of 86 participants were involved in the study. The conceptual framework for this study was based on Schein's cultural dimensions model (1992), Kotter's eight-stage process for large-scale organizational change (1996), and Schein's three-tier model of organizational culture (1992). These theories informed the development of multiple data collection strategies, research protocols, and a three-phase data analysis process. This research design produced thick, rich data which was useful in revealing and understanding the meaning that each sub-culture ascribed to the planned change initiative. Through the research, it was determined that the four stakeholder groups initially identified through a preliminary pilot study did, in fact, constitute distinct sub-cultures based on differing cultural assumptions. Through thematic analysis, it was also determined that, although the four sub-cultures exhibited important commonalities in their perceptions regarding planned change, the sub-cultures also demonstrated significant differences in the ways in which they experienced, responded to, and influenced planned change. Further, it was determined that the differences between sub-cultures were at the deepest level of culture, basic underlying assumptions, where they were most likely to facilitate or hinder the planned change initiative. The implications of these sub-cultural differences and related strategies that community college leaders might consider when designing a planned change initiative were discussed. Recommendations for further research and the significance of the study were also presented.

The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.

The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.

The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.