Kussrow, Paul G.

This study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture (101), family and consumer sciences (56), 4-H and youth development (50), natural resources (6), sea grant (2), and energy (2). The response rate was 69.11 percent. Program area, with its six discrete categories, was the independent variable while the scores from the PAEI(c) and the PALS instruments were the dependent variables. One-way analyses of variance were preformed to determine differences among the program area groups in their adherence to philosophies on the PAEI (c) and scores obtained on the PALS. Analyses revealed that the progressive philosophy was preferred by all groups and that there were significant (p < .05) differences between the program areas and their adherence to the five philosophies. The family and consumer sciences program area had a significantly higher mean score for both the behavioral and progressive philosophies than did 4-H and youth development area. The program area of 4-H had a significantly higher mean than did agriculture for the humanistic philosophy. The total mean scores on the PALS by program area were: agriculture (135.4604); family and consumer sciences (139.3304); 4-H and youth development (136.7100); and the combined areas of natural resources, sea grant, and energy (144.2000). One significant difference was found between the higher mean score of the family and consumer sciences group and that of the agriculture group on factor 3 (relating to experience). Correlations were calculated for the PAEI(c) and PALS cumulative scores plus the factor scores across the three program areas of agriculture, family and consumer sciences, and 4-H and youth development. Though there were individual, significant correlations found between philosophies and scores on the PALS factors, they could not meet the criteria necessary for significance when the per cell alpha level was estimated in order not to exceed the total alpha level of .05 when dealing with multiple hypotheses.

As global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to implement and integrate international education (IE) concepts in their mission statement, goals and curriculum. The ultimate goal should be to institutionalize IE throughout the curriculum, faculty, staff, and student body of all community colleges. The success of enlarging global dimensions of community college students depends largely on the expressed commitment of strategic institutional leadership as wen as community support for such an undertaking. It is essential that a strong commitment by the board of trustees, the president, key academic leaders, and the faculty exists to implement international education concepts in the curriculum of the institution. The institution's mission and goals statement should reflect that view, and the board of trustees should promote that mission statement with a supportive policy statement. A director of international education is absolutely necessary to initiate, implement and maintain IE programs as well as funds for the development of the programs and for travel-related IE activities. A public information system will keep the institution and the community cognizant of the program's activities, and community advisory and support groups should be utilized for community input. This study is based upon an established demonstration project at the community college level through the Community Colleges for International Development (CCID). Levels of commitment of strategic leadership at CCID institutions were determined as well as levels of integration of IE concepts in curriculum at CCID member and affiliate institutions. An evaluation of the relationship between the two variables was undertaken to determine if strategies have been successfully implemented to achieve the stated goals of Community Colleges for International Development. An evaluation between the level of involvement of COD member and affiliates in IE programs and activities was also undertaken to determine whether there is a difference between the commitment and involvement of members and affiliates in implementing IE concepts in curriculum at their respective CCID institutions.

Since the shots rang out in Columbine, the call for the return of character education in our schools has been heard all across the United States. After the September 11th travesty, the call became a cry! Nearly every state across the nation is listening. In 2002 Florida legislators strengthened the 1999 character education legislation by mandating instruction of nine core ethical values: citizenship, cooperation, honesty, kindness, patriotism, respect, responsibility, self-control and tolerance. In 2005, the Florida Department of Education released a technical assistance paper to help Florida school districts assess their compliance to four requirements: correlation to sunshine state standards and benchmarks, inclusion of kindergarten through twelfth grade, correlation to all reading initiatives, and promotion of Florida's nine core ethical values. The purpose of this study was to determine: (a) the extent to which character education programs are in use by Florida school districts, (b) the extent to which the content of character education programs align with the content of popular character education programs used throughout the state of Florida, (c) the relationship between the cost and content of character education programs and (d) the extent to which Florida core ethical core values align with the core ethical values legislated across the country. Descriptive analysis showed that 40 states, including Florida, encourage character education instruction in legislation. In 19 of these states, current legislation mandates the instruction of specific core ethical values. Clearly, the state legislators who have mandated specific character education values within their character education legislation have put a sudden end, at least in their home states, to the debate over whose and what values should be embraced. Survey results showed that nearly all of the Florida school districts have begun the important work of character education in their schools. Results also identified the most popular-publisher produced character education programs used across the state. Using Florida's nine core values as the desired content for character education programs, the tables of content were assessed to determine program content. Content analysis showed that none of the programs identified in the 2002 statute align completely with the Florida character education legislation. Implementation cost of the most popular publisher produced character education programs varied between $450 and $5000 for every 500 elementary students. No significant correlation was discovered between cost and content of character education programs. Finally, to address cost factor and alignment requirement to preferred Florida traits, this study recommends that school districts develop an inexpensive homegrown character program similar to the one in Palm Beach County. The study also recommends that content analysis of character education legislation can be used to set the standard for character education instruction in any state across the country. With the standard in place, comparison of state legislation with popular character education programs can be determined. Moreover, this study informs educators everywhere of their right and responsibility to teach ethical values. Educators need not fear character education. In fact, they should be fearful if they do not begin the important work of educating for character.