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An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training./
Author:	Hopkins, Lorene.
Description:	135 p.
Notes:	Adviser: Michael Wesolek.
Contained By:	Dissertation Abstracts International69-04A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3308917
ISBN:	9780549554004

An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training.
Hopkins, Lorene.

An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training. - 135 p.

Adviser: Michael Wesolek.

Thesis (Ph.D.)--TUI University, 2008.

This study analyzed the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training (FAST). The factors included: (a) perceived career development; (b) years of military service; (c) age; (d) gender; and (e) the difficulty of environment. All of the participants were adult enlisted soldiers that are progressing in career fields in the Army after the completion of an adult literacy program (FAST) assigned to units in an overseas command in Seoul, Korea. Speck's (1996) Adult Learning Theory, some aspects of Bandura's (1971) Social Learning Theory and Knowles' Adult Learning Theory guided this study.

ISBN: 9780549554004Subjects--Topical Terms:

626632
Education, Adult and Continuing.

An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training.
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020 $a 9780549554004
035 $a (UMI)AAI3308917
035 $a AAI3308917
040 $a UMI $c UMI
100 1 $a Hopkins, Lorene. $3 1024512
245 1 3 $a An analysis of the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training.
300 $a 135 p.
500 $a Adviser: Michael Wesolek.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1252.
502 $a Thesis (Ph.D.)--TUI University, 2008.
520 $a This study analyzed the factors influencing perceived career enhancement for enlisted soldiers after attending Functional Academic Skills Training (FAST). The factors included: (a) perceived career development; (b) years of military service; (c) age; (d) gender; and (e) the difficulty of environment. All of the participants were adult enlisted soldiers that are progressing in career fields in the Army after the completion of an adult literacy program (FAST) assigned to units in an overseas command in Seoul, Korea. Speck's (1996) Adult Learning Theory, some aspects of Bandura's (1971) Social Learning Theory and Knowles' Adult Learning Theory guided this study.
520 $a Data were extracted from questionnaires, testing scores, and the Education Division Management Information System (EDMIS). The study used a quasi-experimental and non-experimental design to analyze the performance of students who graduated from the Adult Literacy Program (FAST) within the past year.
520 $a Results of the analysis of TABE reading test scores indicated that the difference between the pre-test and post-test reading scores on the TABE was not statistically significant, indicating that the FAST program did not have an effect on the reading test scores. However, the analysis of TABE math scores indicated that scores on the TABE math test were higher at the post-test than at the pre-test. In addition, there were two statistically significant interactions in the analysis of TABE math scores, which indicated that (a) there were larger gains in math test scores for those with more years of service compared to those with fewer years of service, and (b) that younger respondents had larger gains in TABE math test scores than the older respondents.
520 $a The linear regression analysis indicated that there were no relationships between age, gender, or education and scores on the career development scale. A regression analysis also indicated that (a) there were no relationships between age, gender, or education and career development scores, but that (b) scores on the difficulty of environment were related to career development scores, with higher difficulty of environment scores were associated with lower career development scores. Respondents who felt that the difficulty of environment was an impediment to their career development also felt that the FAST program contributed less to their career development.
520 $a The findings from this study will contribute to the existing research on military career development by filling empirical research gaps that exist in this area. In addition, these findings will develop information which can assist program counselors, military leaders, professors, educational personnel, and students on making appropriate choices regarding enrollment in basic education and post-secondary study programs and resources allocation decisions.
590 $a School code: 0622.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Higher. $3 543175
650 4 $a Military Studies. $3 1017606
690 $a 0516
690 $a 0519
690 $a 0745
690 $a 0750
710 2 $a TUI University. $3 1020258
773 0 $t Dissertation Abstracts International $g 69-04A.
790 $a 0622
790 1 0 $a Wesolek, Michael, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3308917