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The part-time and extension student population of Mercer County Community College was surveyed in the fall of 1973 to provide information about the characteristics, perceptions, and activities of these students. The survey instrument developed for the study was the "Part Time and Extension Student Survey." A computer program for tabulating, cross-referencing, and printing the data was also developed. The survey was mailed to 3054 students of which 1,285 returned it. The results of the survey, which are discussed and tabulated, are presented under the following headings: Demographic Characteristics, Educational Goals and Achievements, Assessments of the College, and Desires and Preferences (where and when courses should be offered). These results show that a total of 38 percent of the students indicated that Occupational Upgrading was the major reason for attending the college; in contrast with full-time students, there were a number of differences in demographic characteristics, and the part-time student was also likely to be older. The part-time enrollment patterns suggest that the future growth of the college will be in its part-time student population. Thus, consideration should be given to the admissions and recruitment of these potential students, and the efforts of the college will need to be directed toward serving the continuing education needs of the county's population. (DB)

A probability sample survey of 1,541 residents of Ontario, Canada investigated: (1) the scope of involvement of adults in deliberate part-time learning activities, and (2) the possible role that educational communications media could play in extending educational opportunities to adults. Involvement in education varied according to age, educational attainment, income, occupation, place of residence, and native language, but overall results showed that 30 percent of adults were engaged in deliberate educational activities, and an additional 18 percent were interested in learning activities but were not presently involved. Obstacles that presented participation in education were investigated with the hope that in the future educational media could increase access. The report briefly discussed the institutions, subject areas, methods, and motivations that are employed in adult education. (EMH)

This document presents and discusses case studies that examined the relationship between part-time employment and advanced level study at 15 schools in Essex, England. "Foreword" (David Jones) provides a brief overview of the project. "Finding a Balance--Fifteen Institutional Case Studies on the Relationship between Part-time Work and Advanced Level Study" (Ann Hodgson and Key Spours) explains how the studies were carried out and discusses the following themes raised in the individual case studies: patterns of part-time work; teacher, student, parent, and employer attitudes toward students' part-time work; effects of part-time work on achievement; patterns of study and part-time work; gender differences among A level students; the balance between paid work, study, and other aspects of sixth form life; and Curriculum 2000 and larger programs of study. The remainder of the document consists of the case studies, which are titled as follows: "The Billericay School, Billericay" (Brian Balchin); "The John Bramston School, Witham" (Phil Newbury); "Chelmer Valley High School, Broomfield" (Jim Aylen-Smith); "Clacton County High School, Clacton-on-Sea" (Peter Wakeford); "Colbayns High School, Clacton-on-Sea" (John Raynor); "Davenant Foundation School, Loughton" (Elizabeth Moore); "The Harwich School, Harwich" (Suzanne Lynch); "Hylands School, Chelmsford" (Ian Rawstone); "Mayflower High School, Billericay" (Richard Maples); "Philip Morant School, Colchester" (Peter Johnson); "Rickstones Sixth Form College, Witham" (Maria Burton); "St. Mark's West Essex Catholic School, Harlow) (Ann Lawler); "St. Peter's High School, Burnham-on-Crouch" (Glen Michael); "Saffron Walden County High School, Saffron Walden" (Stephen Munday); and "The Sandon School, Sandon" Richard Chandler). (MN)

Research on the training needs of part-time community education workers in 1988 in Scotland focused on adult educators. Thirty-two 45-minute tape-recorded interviews were conducted in three areas: an inner-city area, a rural area, and a mixed area of large towns with a rural hinterland. The interviewee group included 21 part-time adult educators and 11 immediate employers or trainers. Four broad categories of training needs for part-time adult education workers were identified: (1) an introduction to the setting in which one is operating; (2) the development of key basic skills necessary to perform the job of part-time adult educator; (3) refresher courses for experienced workers; and (4) specialist courses such as counseling, assertiveness, and computers. Existing training was perceived as successful by the part-time workers when it included opportunities to meet other part-time staff, was content-relevant to the work situation, included practical activities, was not too time consuming, and was delivered by those with recent experience in adult education. Although few of the interviewees had experienced modular training, there was considerable support for a modular approach from part-time staff; however, full-time staff voiced many doubts about it. (CML)

The role of part-time employment among disaffected and mainstream 14- to 16-year-olds and 16- to 19-year-olds in full-time education in the Kingswood area of South Gloucestershire, England, was examined. Data were gathered through the following activities: (1) a survey of approximately 2,000 youths from 6 schools and 1 further education college; (2) individual interviews with 50 young people; and (3) informal group interviews with teachers and careers officers. The incidence of part-time employment and number of hours worked per week increased with age. Overall, a limited amount of part-time work appeared beneficial for most, if not all, young people. Most of the youths appeared to strike a balance between paid work and school. The following groups were identified: (1) excluded underachievers (they wanted a part-time job but could not find one); (2) discouraged workers (they remained in school for lack of other options); (3) educationally focused nonworkers (they deliberately chose not to work but to instead focus on school or other interests); (4) busy aspirants (they worked but were also focused on school); and (5) higher education waverers (they enrolled in post-16 education but were not dedicated to education progression). Disaffected 14- to 16-year-olds tend to suffer exclusion from the youth labor market and need the assistance of schools and careers offices to transition to working life. (The following items are appended: Kingswood Consortium letter; questionnaire; interview questions; and analysis of the questionnaire responses.) (MN)

Part-time engagement is a significant feature of senior secondary study for large numbers of students, in a context which includes high level policy pressures to achieve better outcomes for many more and a wider proportion of the schooling population, and significant policy and practice shifts at school, system and accreditation authority levels. Yet little is currently known about which students choose this option, and why, or the policy, schooling practice, system or theoretical implications of this change in senior secondary engagement patterns. The paper argues that research is required to fill this gap by identifying the intersections between part-time study and retention, engagement and completion, within broader theoretical, contextual and educational frameworks around post-compulsory study, and youth transitions more generally. It highlights definitional and statistical complexities which confuse understandings and distort analyses of changing patterns of senior secondary engagement, and the disjuncture between these definitions and the lived realities of students and their schools. Rather than trying to capture this shifting and fluid educational engagement through definitional gymnastics and statistical manipulation, the paper concludes by suggesting the concept of extended completion as a more useful descriptive and analytical tool. And it introduces a research project designed to fill the research and policy gap explored below, and to enhance retention and completion policy and practice. (Contains 3 tables, 1 figure, and 1 note.)

The Texas State Legislature required the states Higher Education Coordinating Board to study the disparity between the salary and benefits received by part-time faculty members and the salary and benefits received by full-time faculty members at institutions of higher education. Data from a variety of sources were used to study faculty salaries. The estimated cost of bringing all part-time faculty to salary parity with full-time faculty is $142 million. The largest portion is attributed to community colleges, and achieving parity at four-year institutions is projected to cost $41 million. Part-time faculty salary has not kept pace with changes in full-time faculty at four-year institutions since the Higher Education Coordinating Board last studied the issue in 1990, but the situation has improved slightly at community colleges. The use of part-time faculty has increased in every sector of Texas higher education except the Texas State Technical Colleges, and the disparity in salaries continues to grow except in community colleges. Although some differences in pay may be appropriate, the widening gap in total compensation over time is a concern. However, there appears to be an adequate pool of qualified people willing to fill the available part-time positions. (Contains 24 charts and 12 tables.) (SLD)

A study was conducted to determine what is being done nationally in terms of inservice education for part-time vocational faculty and the most pressing inservice needs of part-time vocational faculty at Okaloosa-Walton Junior College. As a result of the study, an inservice education program for part-time faculty at the college that could serve as a model for other institutions was developed, and the program was implemented by means of a pilot project, evaluated, and followed by a full workshop to meet strongly felt inservice needs. The study was conducted by sending needs assessment letters to state departments of education, division of community colleges, in each of the forty-four states that has a public community college system, and by surveying the entire part-time vocational faculty at Okaloosa-Walton to determine their most strongly felt inservice needs. Though only 16 percent of the state departments indicated that inservice education was provided for part-time faculty in their state, 40 percent recognized the need for it. The part-time faculty at Okaloosa-Walton identified metric measurement, teacher liabilities, motivating students, and teaching disadvantaged students as their most strongly felt inservice needs. All participants in the pilot and full-service workshops found the workshops to be beneficial. It was recommended that all community colleges employing part-time vocational faculty develop and implement inservice programs designed specifically to meet the needs of part-time instructional personnel. (Author/KC)

A pilot study interviewed 8 part-time faculty members at universities or colleges in Northeast Ohio to investigate the socialization of part-time faculty members in academic settings. Results showed that part-time faculty: (1) often feel isolated and lament not being able to establish professional and personal relationships with peers; (2) believe that lack of professional development can have serious consequences on the quality of classroom instruction and their own career advancement; and (3) who have had extensive experience in the classroom are more likely to be satisfied with socialization opportunities available to them. Extensive quotes from interviewees' remarks provide insight into the research questions. (Contains 26 references; an appendix contains the interview form.) (SR)

This report is part of a paper set which focuses on a project designated as "Applying Research to Teacher Education (ARTE)." It reviews application possibilities of teacher effectiveness research in elementary classrooms to science teaching at the secondary level. Mills College (Oakland, California) was one of the sites involved in the project. A situational analysis of its teacher preparation program provided the bases for the development, implementation, and evaluation of techniques for applying research findings in both preservice and inservice teacher education programs. Four cooperating teachers and six student teachers of elementary school mathematics participated in the study. The project suggested that skill development in assessing student learning was needed and that training in measurement of academic learning time and active teaching behaviors with student and cooperating teachers would help. Highlights from the interviews of the participating student and cooperating teachers are presented. All participants reported changes in their teaching as a result of the project ideas and the associated feedback that they received about their teaching. The project was also noted to offer collaboration opportunities between teachers and research project personnel. (ML)

This study at George Washington University tested for the dependence of the graduate quality point index on total scores of the Admission Test for Graduate Study in Business (an aptitude test), undergraduate quality point index, and length of time since receiving the bachelor's degree. It was hypothesized that success in the Graduate Business School is independent of all three of these variables. Subjects were 104 adult part-time graduate students admitted to the Master's program administered by the College of General Studies from September 1967 to May 1968. Principal data included the above named major variables and the number of graduate semester hours completed. Despite limitations in the study, it was concluded that success in the Graduate Business School is independent of all three major variables. However, academic workload and other factors may also be influential. (Three tables, three methodological appendixes, and seven references are included.) (ly)

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This report provides data on New York State's Aid for Part-Time Study (APTS) Program for the 1995-96 academic year. First authorized by the state legislature in 1984, the APTS program provides tuition awards to part-time students enrolled in a program leading to an undergraduate degree or certificate. Twelve tables provide data by institution type in regard to allocations, award amounts, actual expenditures for reimbursement of awards, aid as a percentage of allocations, recipients who did not maintain a cumulative passing average, and amounts not reimbursed by schools for academic years beginning in 1991 through 1995. During 1995-96 APTS awards were made by 186 schools to 23,675 students. The $13,405,700 in state-reimbursed APTS awards was 92 percent of the $14,599,900 allocated, slightly higher than the 90 percent used in 1994-95. The average award for 1994-95 was $566, up from $543 in the previous year. An appendix lists allocations, state reimbursed award dollars, number of recipients, and average awards by institution. (MDM)

This document, which is intended for adults considering enrolling in part-time study in higher education, examines the objectives and experiences of adults who have pursued part-time study in higher education in the United Kingdom. The following reasons why adults return to higher education are discussed: personal development; self-fulfillment; career advancement; love for learning; and "fateful moments" leading adults to reevaluate their lives. A rating scale to help adults identify their reasons for considering part-time study is presented. The following credentials that can be obtained through part-time higher education are explained: a certificate of higher education; a diploma of higher education; and a degree. The different ways of preparing for part-time higher education are discussed. The question of determining one's readiness to pursue higher education is explored, and a brief exercise to help prospective students evaluate their writing ability is presented. The costs of learning and possible ways of financing part-time study in higher education are detailed. The experiences and of adults who have pursued higher education part-time are shared. Particular attention is paid to the problem of time management, and a brief time analysis exercise is provided. The following rewards and results of part-time study are considered: degree results; career improvements; and growing confidence. (MN)

Degrees granted for part-time study are minimal in Britain and have been mainly awarded by London University. A small amount of part-time degree work is also carried on by Goldsmiths' College, West Ham College of Technology, and the Universities of Manchester, Durham, and Belfast. The establishment of the National Council for Academic Awards has enabled many students to work for degrees at institutions without degree-awarding powers and part-time study has recently been incorporated into the programs. The demand for part-time study will increase with population growth, especially in the age range of 26 to 40, and with demands for higher qualifications among employees. The Open University is presently in process of creation but it is doubtful that this will satisfy the demand for higher qualifications. Part-time degree study should be provided at the great centers of urban population where a substantial program could be undertaken. (pt)

DESIGNED FOR USE BY ELEVENTH GRADE COOPERATIVE PART-TIME STUDENTS EMPLOYED IN MEDICAL RECORD LIBRARIES, THIS GUIDE MAY ALSO BE USED IN AREA VOCATIONAL OR POST-HIGH SCHOOL SETTINGS. IT WAS DEVELOPED BY A CONSULTANT COMMITTEE, TEACHER EDUCATORS, AND RESEARCH ASSISTANTS AT THE STATE LEVEL AND REVISED AFTER USE IN THE FIELD. THE CONTENT OBJECTIVES ARE FOR STUDENT MASTERY OF JOB SKILLS AND PROCEDURES, COMPREHENSION OF INFORMATION BASIC TO THE OCCUPATION, AND DEVELOPMENT OF ESSENTIAL PERSONAL-SOCIAL TRAITS. ASSIGNMENT SHEETS PROVIDE BASIC INFORMATION, RELATED READINGS, EXERCISES RELATED TO THE WORK SITUATION, AND OBJECTIVE-TYPE TESTS FOR THE AREAS (1) THE MEDICAL RECORD LIBRARIAN AND TECHNICIAN, (2) VALUES AND USES OF THE MEDICAL RECORD, (3) BASIC AND SPECIAL MEDICAL RECORDS, (4) RESPONSIBILITY IN RECORD PREPARATION, (5) MEDICAL TERMINOLOGY, (6) FILMING AND FILING PROCEDURES, (7) DISEASE AND OPERATION NOMENCLATURE, (8) INDEXING PROCEDURES, (9) THE "INTERNATIONAL CLASSIFICATION OF DISEASES" AND DATA PROCESSING PROCEDURES, (10) STATISTICAL DATA, (11) LEGAL ASPECTS, (12) INTERDEPARTMENTAL RELATIONS, AND (14) INTRADEPARTMENTAL ORGANIZATION. AN ANALYSIS OF MEDICAL RECORD TECHNOLOGY AND PROGRESS RECORDS TO BE COMPLETED BY THE EMPLOYER, TEACHER, AND STUDENT ARE INCLUDED. THE MATERIAL SHOULD BE USED WITH RELATED INSTRUCTION FOR INDIVIDUAL STUDENTS BY A QUALIFIED COORDINATOR OR COMPETENT HEALTH OCCUPATIONS TEACHER. THE TIME ALLOTMENT IS 180 DAYS. THIS DOCUMENT IS AVAILABLE FOR $1.50 FROM INDUSTRIAL EDUCATION, 103 INDUSTRIAL EDUCATION BUILDING, UNIVERSITY OF MISSOURI, COLUMBIA, MISSOURI 65201. (JK)

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.

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The study reported in this document canvassed the views of part-time Scottish community education workers, their employers, and their trainers about training needs and how adequately those needs were being met. Of primary concern to the study were the characteristics and roles of part-time staff, the level of satisfaction with existing training, and attitudes toward a modular training system. A total of 33 interviewees consisting of urban and rural social workers, community center staff, welfare rights workers, counselors, and tenants' group staff participated in the study. The study found that training and refresher courses were valued, but that there were some worries about training standards and delivery. Part-timer training was considered successful when it involved practical activities relevant to the work places and when the work was performed alongside experienced staff. Brief on-the-job training sessions were favored. Main problems limiting training opportunities were seen to be a lack of full-time staff and inadequate budgets, especially for special project workers and workers with preschool groups. Most part-time staff favored modules, but employers and trainers were doubtful. The document recommends that organizations more clearly identify goals and needs, and make training as relevant to needs as possible. On-the-job training is perceived as highly effective and desirable by part-time workers. Questions of policy, information, support services, and clearly the use of modules are discussed. (TES)

This paper discusses a study that examined the characteristics of part-time faculty in order to gain a better understanding of their needs so that better decisions might be made in part-time faculty management. Implications for institutional researchers who plan to study part-time faculty were also examined, including the challenges of obtaining responses from part-time faculty and the ethical issues involved in studying this group. The study was conducted during the fall 1988 semester at Fullerton College, a large suburban community college in Southern California. Of the 371 part-time faculty who were surveyed, usable responses were received from 314. The issues addressed were (1) the qualifications of part-time faculty; (2) their frustrations concerning pay and resource allocation, and their general feelings about their status in relation to full-time faculty; and (3) their involvement in the school and with other faculty. Among major findings were: that part-time faculty averaged lower degree attainment but high other professional qualifications; that part-time faculty feel they are treated as second-class citizens; and that few feel involved with the college but that 60 percent want more involvement. Also provided are seven detailed profiles of part-time faculty which were developed through multiple regression analysis. Contains 13 references. (GLR)

The results are presented of a study to identify potential real time remote computational applications to support monitoring HRV flight test experiments along with definitions of preliminary requirements. A major expansion of the support capability available at Ames-Dryden was considered. The focus is on the use of extensive computation and data bases together with real time flight data to generate and present high level information to those monitoring the flight. Six examples were considered: (1) boundary layer transition location; (2) shock wave position estimation; (3) performance estimation; (4) surface temperature estimation; (5) critical structural stress estimation; and (6) stability estimation.

The results are presented of a study to identify potential real time remote computational applications to support monitoring HRV flight test experiments along with definitions of preliminary requirements. A major expansion of the support capability available at Ames-Dryden was considered. The focus is on the use of extensive computation and data bases together with real time flight data to generate and present high level information to those monitoring the flight. Six examples were considered: (1) boundary layer transition location; (2) shock wave position estimation; (3) performance estimation; (4) surface temperature estimation; (5) critical structural stress estimation; and (6) stability estimation.

The impact of the No Child Left Behind Legislation has left Career and Technical Education searching for methods and strategies to infuse academics into their curriculum to help students, through a rigorous and integrated educational experience, develop competencies required for higher education and ultimately, work. Unfortunately, there were pressures placed on states, districts, and schools to arrive at certain preset bench marks where ultimately, by 2014, all students would reach the 100 percent proficiency benchmark in state standardized achievement assessments. The NCLB along with IDEIA [Individuals with Disabilities Education Improvement Act], partnered to make sure that all students with IEPs or 504 plans were held to the same standards regarding participation in these standardized assessments and also in the reporting process (Cornell University Law School website, n.d). This study looks at one part-time suburban Career and Technical Center and measures the impact of the software, Study Island, used to integrate academics into their Career and Technical Education programs. Specifically, 4Sight, PSSA [Pennsylvania State System of Assessment], and NOCTI [National Occupational Competency Testing Institute] assessments were examined for effect and relationship with Study Island for students without IEPs and students with IEPs. Study Island is tutorial software that aligns with the state's core curriculum and standards. Two appendixes present: (1) IRB [Institutional Review Board] Basic Training; and (2) IRB Approval Letter; (Contains 36 tables and 15 figures.)

This study sought to identify and categorized the responses of more than 1600 high school juniors, via personal interviews, to determine the impact of student employment on the student, school, and community. Those students who were employed were found to be a potent force on the local labor market in terms of jobs held, hours worked, money earned, and potential for money saved and spent in the local economy. It was found that: (1) the employed student usually initiated the action necessary in seeking, applying for, accepting, and retaining employment; (2) employed students are meeting many goals of career exploration by directly experiencing the "world of work;" (3) the working student is involved in many human relationships which add to his personal growth and development; and (4) the average working student experiences the responsibilities of money handling, budget making, saving, and spending. Recommendations which emerged from the data are that: official recognition should be given to students who have successful part-time work experience, over time, by means of academic credit or by notation of work on official transcripts; and the employed student should be considered a prime reference source in establishment and maintenance of career education and development programs. (Author)

This document presents Parts 1 and 2 of a study of continuing and part-time study in Massachusetts. Part 1, summary report and recommendations, is a review of: criteria for shaping a new public policy for continuing education in Massachusetts, the phenomenon of continuing and part-time postsecondary education, the present system of part-time and continuing education, and recommendations. Recommendations cover strengthening the alternative system, interinstitutional cooperation and coordination, statewide planning coordination and program review, access, finance, institutions of the core and the periphery, organization and management in public and private institutions, organizing and using available educational technology, potential user demand estimation as a basis for planning continuing education, continuing education and the economy, and the role of the proposed Massachusetts open university as part of the alternative postsecondary education system. Part 2, the technical report, presents statistical data and other necessary materials to support the recommendations. (MJM)

The development of training and certification of part-time adult and further education (FE) teachers in England was traced from the middle of the 19th century to the present through a retrospective study that focused primarily on the evolution of the City and Guilds of London Institute's (CGLI) part-time teacher training program that was initiated in 1954-55 and awarded nearly 8,000 part-time teacher certificates in 1990. The study, which was based on information gathered from an extensive set of books, periodical articles, official government reports, institutional documents, and theses and dissertations, focused primarily on the CGLI's transformation from its establishment to the present. Special attention was paid to the following topics: the ad hoc and "voluntary" nature of the various training programs for part-time teachers; the gradually increasing involvement of examining bodies in the development of part-time teachers; attempts to impose coherence on the disparate arrangements for training part-time adult and technical teachers; and recent trends, including market-oriented reorganization, closer integration of FE with other levels of education, and the National Vocational Qualifications initiative. (The bibliography lists 97 references. Appended are five tables of data from various CGLI annual reports.) (MN)

The perceptions of part-time faculty at the Downtown Campus of Florida Junior College concerning what their role in college governance should be, what it actually was, their satisfaction with their governance role, and their general knowledge of how the governance process operated, were surveyed by means of a questionnaire sent to 112 part-time instructors, of whom 51 (46%) responded. Responses were scored using a modified Likert Scale. Results of the analysis indicated that the majority of respondents felt their role in governance was almost non-existent. Most agreed that their role in decision-making was not what it should be ideally, but that it was what could realistically be expected. While most of the respondents indicated satisfaction with the college's physical facilities and their relationship with administrators, they were undecided about their role in the college and about their satisfaction with information (communication) provided them by the college. It was concluded that part-time faculty were generally satisfied with their present part-time status and with their role in decision-making. An extensive bibliography is included in the document and the survey instrument is appended. (Author/JDS)

For the past 13 years, the Verde Valley Campus of Yavapai College, in Arizona, has used the same system to evaluate part-time faculty in an effort to both maintain quality control and provide feedback to part-time faculty and address their concerns. The system utilizes two instruments to gather evaluative data. The first is used to determine student evaluations of instruction, while the second is used by administrator for in-class evaluations and teachers' self-evaluations in response to administrator findings. Evaluations are performed during a semester and not at the end to give faculty a chance to implement any improvements. While the time and date of the evaluations are unannounced, faculty are given the option to schedule evaluations and can always refuse an evaluation at any given class time. The entire process, from in-class reviews to student evaluations to teacher response, takes place within 1 week to 10 days. The system is unique in that it gives students a voice in teacher evaluation and in that aspects of the student instrument parallel the in-class observation instrument. In addition, the evaluation process promotes organizational clarity, the analysis and synthesis of teaching theory into practice, effective communication with classes and individual students, and enthusiasm. (TGI)

For the past 13 years, the Verde Valley Campus of Yavapai College, in Arizona, has used the same system to evaluate part-time faculty in an effort to both maintain quality control and provide feedback to part-time faculty and address their concerns. The system utilizes two instruments to gather evaluative data. The first is used to determine student evaluations of instruction, while the second is used by administrator for in-class evaluations and teachers' self-evaluations in response to administrator findings. Evaluations are performed during a semester and not at the end to give faculty a chance to implement any improvements. While the time and date of the evaluations are unannounced, faculty are given the option to schedule evaluations and can always refuse an evaluation at any given class time. The entire process, from in-class reviews to student evaluations to teacher response, takes place within 1 week to 10 days. The system is unique in that it gives students a voice in teacher evaluation and in that aspects of the student instrument parallel the in-class observation instrument. In addition, the evaluation process promotes organizational clarity, the analysis and synthesis of teaching theory into practice, effective communication with classes and individual students, and enthusiasm. (TGI)

Document number CIA-RDP79-01147A000100060023-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

This report examines survey responses by Scottish part-time youth workers, their employers, and trainers about program training needs. Of primary concern to the study were the characteristics and roles of part-time staff, their level of satisfaction with existing training, and their attitudes toward a modular training system. A total of 96 interviews were carried out. Respondents were staff in public and voluntary youth clubs, and in young farmers', scouts', and girls' groups. The study found that youth-work training and refresher courses were valued, while generic courses were criticized. Training was considered successful when it involved practical, relevant work alongside experienced staff. Residential weekends were favored; distance learning was not. Main training access problems were seen to be caused by a lack of full-time staff and inadequate budgets. Experienced youth workers seemed to be offered fewer training opportunities than new staff. Most part-time staff favored modules but employers and trainers were more doubtful. Welfare rights organizations' training was better because representatives of these organizations seemed to have a clearer view of their aims and objectives. Local authority workers, however, seemed less clear about agency goals, making identification of training needs more difficult. The document recommends that organizations more clearly identify goals and needs, and make training as relevant to needs as possible. On-the-job training with experienced trainers also is encouraged. Questions of policy, information, support services, and the use of modules are discussed. (TES)

This chapter examines the specific issues and problems of hiring part-time instructors for foreign language courses. Specifically, it discusses the part-time situation for teaching Russian in the Washington, DC area. It looks first at the major factors involved in hiring part-timers, particularly compared to graduate teaching assistants, commonly considered an ideal source of affordable language instructors. Next, the results of an informal anonymous survey of schools offering Russian in the area are presented. Discussion of the survey results is supplemented with input from individual interviews with both part-timers and their employers. The chapter concludes with suggestions for addressing the most troubling problems of part-time employment in Russian departments. (Contains 18 references, 4 endnotes, and 3 tables.) (Author/VWL)

This chapter examines the specific issues and problems of hiring part-time instructors for foreign language courses. Specifically, it discusses the part-time situation for teaching Russian in the Washington, DC area. It looks first at the major factors involved in hiring part-timers, particularly compared to graduate teaching assistants, commonly considered an ideal source of affordable language instructors. Next, the results of an informal anonymous survey of schools offering Russian in the area are presented. Discussion of the survey results is supplemented with input from individual interviews with both part-timers and their employers. The chapter concludes with suggestions for addressing the most troubling problems of part-time employment in Russian departments. (Contains 18 references, 4 endnotes, and 3 tables.) (Author/VWL)

The purposes of a Minnesota study were to determine whether or not there should be some type of teacher education program available to part-time adult vocational instructors, to determine whether such a program should be different from that currently available to postsecondary instructors, and, if a program should be made available, to develop some recommendations for its composition. The data were obtained from written questionnaires administered to a representative sampling of part-time adult vocational instructors and all Minnesota area vocational-technical institutions' adult vocational coordinators. Results were as follows: (1) ninety-three percent of the coordinators and eighty-seven percent of the instructors felt there was a need for a teacher education program; (2) the exact composition of the program was not determined although the five core courses required to achieve five-year certification at the postsecondary level might also be appropriate for the adult instructors; (3) instructors felt the need for substantial assistance in dealing with human interactions in the classroom and techniques for identifying the individual needs and capacities of students, and also assistance in addressing special needs students; and (4) the most effective delivery system to the instruction instructors seemed to be similar to the procedures used with postsecondary vocational instructors. (The questionnaires are appended.) (JH)

The requirements are assessed for the use of remote computation to support HRV flight testing. First, remote computational requirements were developed to support functions that will eventually be performed onboard operational vehicles of this type. These functions which either cannot be performed onboard in the time frame of initial HRV flight test programs because the technology of airborne computers will not be sufficiently advanced to support the computational loads required, or it is not desirable to perform the functions onboard in the flight test program for other reasons. Second, remote computational support either required or highly desirable to conduct flight testing itself was addressed. The use is proposed of an Automated Flight Management System which is described in conceptual detail. Third, autonomous operations is discussed and finally, unmanned operations.

PRICES AND PUBLICATION DATES ARE GIVEN FOR 14 STUDY GUIDES FOR PART-TIME COOPERATIVE TRAINING, SIX INSTRUCTOR'S GUIDES FOR VOCATIONAL TRAINING, FIVE BASIC PLANS FOR ORGANIZATION AND MANAGEMENT OF INSTRUCTION, THREE INSTRUCTOR'S GUIDES FOR TECHNICAL TRAINING, AND FOUR PROFESSIONAL HANDBOOKS AND MANUALS. (EL)

PRICES AND PUBLICATION DATES ARE GIVEN FOR 14 STUDY GUIDES FOR PART-TIME COOPERATIVE TRAINING, SIX INSTRUCTOR'S GUIDES FOR VOCATIONAL TRAINING, FIVE BASIC PLANS FOR ORGANIZATION AND MANAGEMENT OF INSTRUCTION, THREE INSTRUCTOR'S GUIDES FOR TECHNICAL TRAINING, AND FOUR PROFESSIONAL HANDBOOKS AND MANUALS. (EL)

In order to suggest a method of including evening and part-time students in the governance system of Delaware County Community College, the author sent a questionnaire to the Dean of Students or related official at 32 community colleges in Pannsylvania and New Jersey to determine the involvement of such students at other institutions. Twenty-two institutions (69 percent) responded. In only 17 institutions were part-time students allowed to vote for student government officers. In 11 institutions evening students could not vote; at two schools evening students could vote only if they were full-time. At 13 institutions only full-time or day students could hold student government office; 12 schools reported that anyone with a cumulative average of "C" or better could hold such an office. No institution reported that students could sit as voting members on institutional committees. At 13 institutions students were appointed to institutional committees, rather than elected; usually they were appointed by the student government association or its president. Only four schools reported separate student organizations for evening students. Relevant literature is reviewed, and recommendations are made. (DC)

In order to suggest a method of including evening and part-time students in the governance system of Delaware County Community College, the author sent a questionnaire to the Dean of Students or related official at 32 community colleges in Pannsylvania and New Jersey to determine the involvement of such students at other institutions. Twenty-two institutions (69 percent) responded. In only 17 institutions were part-time students allowed to vote for student government officers. In 11 institutions evening students could not vote; at two schools evening students could vote only if they were full-time. At 13 institutions only full-time or day students could hold student government office; 12 schools reported that anyone with a cumulative average of "C" or better could hold such an office. No institution reported that students could sit as voting members on institutional committees. At 13 institutions students were appointed to institutional committees, rather than elected; usually they were appointed by the student government association or its president. Only four schools reported separate student organizations for evening students. Relevant literature is reviewed, and recommendations are made. (DC)

Thesis (M.S.)--Boston University, 1943

Thesis (M.S.)--Boston University, 1943

Thesis (M.S.)--Boston University, 1943

This work examined the relationship between academic entitlement and noncompliance among college students using trauma or adverse childhood experiences to moderate the relationship. Additionally, this study explored how gender, enrollment type (full-time vs. part-time), and type of student (residential vs. online) impacted noncompliance. This study was comprised of 149 participants from Liberty University that were at least 18+ years of age and an undergraduate or graduate student. Using a quantitative research design, participants completed the following self-report measures: demographics questionnaire, HEXACO-PI-R personality domains honesty-humility, and Adverse Childhood Experiences Survey. Logistic regression analyses were conducted, and the results of the study indicate a low, positive, statistically insignificant relationship exists between academic entitlement and noncompliance. Additionally, no moderating effect between academic entitlement, adverse childhood experiences, and noncompliance was found. Gender was negatively correlated with adverse childhood experiences, while enrollment type was negatively correlated with academic entitlement. The type of student was negatively correlated with academic entitlement, adverse childhood experiences, and noncompliance. Recommendations for further research include exploring academic entitlement with other forms of noncompliance and trauma, as well as differences in religious beliefs.

Using a student biographical inventory, quick word test, and survey of program dropouts, adult part time students in Mohawk Valley Community College (MVCC) Evening Division credit and noncredit courses were studied as to personal background, motivation, self-concept, mental ability, educational and vocational plans, and program satisfaction. Comparisons were made with adult groups from George Washington University and a private, four year New York State college. These were among the findings: (1) the MVCC group tended to be older, have less formal education beyond high school, have lower income and occupational levels, and be less degree oriented, and had been away from education longer, than comparison groups; (2) MVCC adult withdrawals were largely for personal reasons; (3) most of the MVCC group chose courses with little or not help from the college; (4) the MVCC and Washington groups were most similar in such areas as cultural activities and reading habits; (5) most of the MVCC group had had little or no guidance in choosing courses. (Included are 14 tables, 16 references, and survey forms.) (ly)

THE PURPOSE OF THIS COMBINATION COURSE OF STUDY AND STUDY GUIDE IS TO PROVIDE MATERIAL FOR JOB SKILLS AND PROCEDURES, TECHNICAL INFORMATION, AND PERSONAL DEVELOPMENT. USE IN GRADE 11 OR ABOVE IS RECOMMENDED FOR COOPERATIVE OR PREPARATORY COURSES. IT WAS ORIGINALLY WRITTEN BY A RESEARCH ASSISTANT, REVISED BY A RESEARCH ASSISTANT IN A UNIVERSITY SETTING, WITH ADVICE FROM AN ADVISORY COMMITTEE AND SPECIALISTS, AFTER EXTENSIVE USE. COURSE CONTENT IS PRESENTED AS "WHAT THE WORKERS SHOULD BE ABLE TO DO" AND "WHAT THE WORKER SHOULD KNOW." COVERED ARE SUCH AREAS AS (1) SMALL GAS ENGINES, (2) CHAIN SAW SHARPENING, (3) OUTBOARD MOTORS, (4) BICYCLES, AND (5) DUPLICATION OF KEYS. ASSIGNMENT SHEETS, TESTS, AND INFORMATION SHEETS COMPRISE THE STUDY GUIDE. PROGRESS RECORDS FOR THE INSTRUCTOR AND EMPLOYER ARE PROVIDED. RELATED INSTRUCTION REQUIRES 180 CLOCK HOURS. A QUALIFIED COORDINATOR OR COMPETENT GENERAL MECHANICS INSTRUCTOR IS NECESSARY. THE STUDENTS SHOULD BE AT LEAST HIGH SCHOOL JUNIORS WITH MECHANICAL APTITUDE. LISTED ARE 11 REFERENCES, 17 SOURCES OF MATERIALS, AND TWO PUBLISHERS. AN ANSWER BOOK (VT 002 082) IS AVAILABLE. REPRODUCTION OF THIS 8 BY 11 INCH GUIDE IS BY MIMEOGRAPH. THIS DOCUMENT IS AVAILABLE FOR $1.50 FROM INDUSTRIAL EDUCATION, 103 INDUSTRIAL EDUCATION BUILDING, UNIVERSITY OF MISSOURI, COLUMBIA, MISSOURI 65201. (EM)

Part-time faculty members are a sizeable part of the workforce in postsecondary institutions today. Forty-two percent of all instructional faculty and staff were employed part time by their institutions in the fall of 1992, and 44 percent of those individuals were teaching in two-year institutions. Data from the 1993 National Study of Postsecondary Faculty provide valuable insight into the characteristics of this group of faculty from a national perspective. Responses were received from 817 eligible institutions and 25,780 faculty and staff members. A nationally representative sample of faculty and instructional staff received questionnaires in 1993 that asked about their employment in the fall of 1992. This report contains estimates of the characteristics, qualifications, motivations, work patterns, and attitudes of part-time instructional faculty and staff in four-year and two-year institutions by program area in fall 1992. The report compares part-time and full-time faculty, examines some common perceptions about part-time faculty, and provides a comprehensive source of descriptive statistics about part-time faculty. Appendixes contain technical notes and a glossary. (Contains 69 tables, 7 figures, and 23 references.) (SLD)

This report presents case studies of part-time teachers and how they work in Miami, Florida; Detroit, Michigan; Framingham, Massachusetts; Cedar Falls, Iowa; and Niskayuna, New York. The opening section reviews the highlights of a 1965 survey of part-time teachers in 700 school systems (ED 003 396) and summarizes important findings uncovered in the five communities studied using this background. The core of the report comprises the case histories of the five communities' experiences with part-time teachers. The study suggests that the country abounds with well educated women willing to teach part-time, that part-time teachers are as professional and earn their pay every bit as much as full-time teachers, that obstacles to the use of part-time teachers are institutional rather than performance related, and that part-time teachers are most successful when used in well planned ways to improve educational quality. Guidelines developed for introducing part-time teachers into a school system include making an inventory of instructional needs, centralizing recruitment of part-time teachers, giving thorough orientation to full- and part-time teachers concerning their use, not worrying unduly about evaluation, sharing information and experience with other schools, and facilitating communication among part-time teachers. (TT)