{I A S'I‘UDY OF CONFERENCE GOALS AS RELATED 'I'O THE PLANNING AND EVALUATION OF EDUCATIONAL CONFERENCES Thais Ior‘I‘I'nDogruoIEd. D. MICHIGAN STATE UNIVERSITY James Donovan Jackson 1956 —- -9' l‘“ This is to certify that the thesis entitled A Study of Conference Goals as Related to the Planning and Evaluation of Educational Conferences presented bg James Donovan Jackson has been accepted towards fulfillment of the requirements for Ed.D. Guidance and Counseling degree in / , . - t. L// ' '_, .. I 2/fi/Zié ,% ~)( \Vzvch'Yk Major profy/or Date May 9. 1956 0-169 rm 3 N1 A bTJDY UF QOHFJAJIVL GOALS Ab RdLAIED T“ Lflu BLAIJIJII‘JG Al‘.‘ ‘ Sv'aLLft‘IICJI.’ 0F 'V q: ‘41 ‘. ‘y‘~7’(‘\ I! ‘t‘KA‘AT’ ‘ 7‘1'.r“_"- AwuudLrI u.usls “i M.Uuu ,; /\" .n‘e _' ‘v v 2‘“. m": I. “ NI ‘ LT- L‘~‘AJU LJ’UJ’ kl “- 6.1 a U11\ I) ‘. L)\Jl‘. cunnirued to School ior Advanced Graduate btuuies of hiehigan otate Y- _3 . -. u _ , . ," fi. .'. _ n ', -. . - ‘. L.Kn_-v(3r5;t‘; 01 Agriculthib and leiud oClz-fince 1n partial fulfilment of the requirenents for one oobrce 01 Doctor of duucation Department of Educational and Administrative Services 1955 kajor in Counseling and Guidano . \ \\ [I A / I J 1/ ( \J . éflg Ail/TJJKUV‘L’O. " " A A \. ‘. ABSTEMCT t The educational conference nss become a Sign icant med; u.i for 01 teas wr in Ifichi5an. The L. the pro:uss lCL.li growth of oubtic sch. lit erature on Celferences, : .‘hilc extensive and comprehensive, nas lacked roses ch that would focus attention on the components of conference nwthOiOlO?” with relationsnio to the conference as a total learning .2J- - . - Lionflthfl. m' ‘ ‘4‘. ’\ - w 1 ' 1" r" J "I F" ~~ ‘ r4 ~ r’ 9 ~,- . ~ :4. \A“ . th principle puroose of tnis otgdf has to analgze ano COmgdre < t‘e conference =ozls of teachers who cite zldcd and cho so unable to atlenc, \) ‘ "" ‘* 'l‘ I". 1 11‘ p s 1“ m . 74.. r‘ A "'3 I. I If" . J4 r J— 7 5—: v _, . 'f.‘" .1. . d c lfiCts' 510”? o; accediu Juml conicrcnces at nicni54n Snauc universiLg. mer -',,. ,V' 4‘, ‘ 3 _ ‘ ‘ L. ‘ - \ ‘ h I -_. r”: o 4‘ I 1. ‘ C‘.“ 3 _'_o ”elationsnips octwecn on: expressed 50ais oi the teachers and certain sic: Hrs lical c31aracteiis tics were presented; 3 anr'ng, administrative, 3P1 CV? LuaLive proced"r’: were anslrzed, 4rd the mags in which indiridual 1, »»vi-- . w-“ L. . . “‘L «a ,.i,.~: 5 ix” ~ n . s W: i; c(~is were Jay :2 a resuls oi arcs” ~n» one coniorence were Ciadlneu. J l - vi ~‘ A 3.- -.WJ" £MBULUJCEa arri l ILJCEJIAItJo after Cunarcsi‘” two pilot studios, five educationrl conferences 4..) ior public school toachc“s, ncotin; snrugLiy at hiChigfld ta c sniflrsluy, 0‘ 1 " ’u‘o . r— "- «i a «v mfi.‘~ 1 NJ“ ,‘a. .. ,» _' _ V ’f. iCllOWing bii;1qr COfiicroxCe PTODPMH ucolbn, xbd simi‘ar in 3QMLnlstra_ L._" ~ ..!.. . ‘5‘ -‘- . r ~~ 9; I — rfl',/\ f‘f‘ , ,-L ‘ ' ?_ ' V Life structitn Lnd ccucncich :1 ourgosc, wuic QulQCuUU ior tnc final ‘3 ,, '+ 0 Mn | —-.fl _. V. . _ _a _ro ‘ _ J_ '7 ~ .‘ .. \A‘ inVLSulamulOn. Dvgf nonsurin5 St:¢'9nns WCRb chlSCu: (1) 3 FIG“ 5" y“ "p. .I. A. _ _ fi_ _ _. : A‘A .~ . ’ ’ :‘V' _o 0 l _;_ , 'r f 1 ‘N. J : 3 5 ~> ' ‘ 9““ibrbnbe lucs -Omlalrc tas soninLSJcr d so CA6 Uflltlfinuu Jaruicigantbs (3) a similar QEMZELLCHM ire was mailed to the non-participants; (3) an evaluation form was administered to the nTt1010antS, and (h) a sues— tionnaire was completed by planning committee members of the participating CORI: QI‘El’lC BS. Anal”sis of Data While the narticinants represented a youn5i or portion of the samnle the wrour oresentcd a rather uniform are distribution. A . 3 u .. c.) s refrestntco class A schools and tau5nt in the majority of the couple 1-.” - 1 ‘ ‘ ‘ ~,'. " . . l r“ ri-- -.;-" ‘ ,1 ‘11! \ the state. n: thirl oi tnc R?TLlClpdnto Uttenuec Lne southern half or conference of their nrofgssionel or5enization for the first tine Unile - r. -. ~ '5‘ -- '~ I“ -.- I -. K F ~ 4' ,-.l ‘ \‘L ’ f-) -F. \-'\ . fl ‘ an equal percenta5o or the nCM*purblClEuflbS nan net ;ct atoenoco a ' - ~V~ -‘n Jo‘. . - r‘ ‘\ yr .q I“““. x ‘ ' $5 .r“‘ ‘4' ,- conferoncc o1 Licir iaCLEM or5¢niscuion. Little JnTldLlOn Between cert icip 1nt and ncu ~y(rtir1 attendance at conferences for teachers was noted. The participants and non~participnnts were in close agreement concerning individual and over-all conference 50; ‘p A ,_ .7 . - , .7 ...-. . a (‘r AA~ "\ 4 ~ ' ‘ " ,- I? * ‘7 tEve ptInnir, COflmlttceS more in 010 agreencnu Jitn UhJ goals :1 tnc mrticinan+r tnin Ui+ h the nor~participcnts. Tne att raction of a name “1.. .z___c--v.-_\ .fl '. HM 'It 111-,L_7,.,(7;!C€:o 11'] 73:16 s>enker and administrative support were inxw L:L " ' ' —- n: ~ r-o 'fir ~AV. ' n y -'-' r: . ., ' 4-”-, ' ”filVLHDdl ceci -10 1 gioccss. Lno sunnle reflected coniicenco in their AW :1'.-- . - , 5,5,4 ,- ‘_. r‘ 35,, ,, ~-~ u- .3 v . <,1_- _ A; LQQCCulVU planning ornnittecs ior tne loco5n1tior oi nonocrsnip ncous and interests in nianninr the conference. The preferred meeting and croup dis cus:?. ions on a so“ (.2 arren5enent c ncfs ted 0? speakers c.’ r‘n 1.3,. -(.. '1‘ . a“- , . toylc. 139 unnfrhcignrl :noet1n5 was least prcieriblo. Tho data revealed little evidence of procedures for planning committee orientation to conference methodol05y. Three—fourths of tho participants made no planning preparation for conference participation. A majority of the sample favored the provision for conference reporting to the local staff. Host program personnel were briefed as to over-all conf‘rence Purposcs and were selected, for the most part, on the basis of merit W‘ 3,3 3 a A “'ercr;c es were plannrd by a committee apnointed J \_, ‘1... r—~‘ ' ’Ld C}T)eric -it a 1.. “I bv the org3nization governing body, and made decisions by'maj ‘ ; " notfid on the part of the planning COLnitt~c a3 confcrnncc ‘ ‘ v\ 3 L ‘. . g '\ - " r- N ' «t . wfi - ' . v y -. ‘ ‘ ' . . . -~ 9', ‘ 3 Tan iiryJClplhta 31C ed brow: 3¢f3334cf10n LLLI Cue role 03 13c conference in 'Chigving personal and 10'633L0L3] goal? Goal sati3- D 4“. ‘ vvrw o - " 1 \ ':.~.*L -~ ‘a. ‘5‘ .--'. “NV ' . 3‘ - .L :tCluLOH no.8 I‘ulvlt'é’}. 7,0 CONCL JJJh LI (34‘3”. DJ (,wlf.‘ dli )0 1'3. LOH?) 1314.01“ 1 i- ( \J k 4 ‘5‘! 1 an" L 1 ’!‘fi "- ‘nil -' (\fi. ww‘ —, ‘,- ,,‘J. -? $j~ 1 r‘, -: .‘ {‘5 'f 1- '\ ¢~-," -- f $ch- :‘ka': Vt: ~’-.!V 1r’~/‘ 1C, 5"4LVQLIné‘IanA—j 1((‘l(/ LV“ I .4 A; 4-4.? "1k \Ti‘. .3 \ :, «434.: ‘. 313N;3-u10h LC do a ugh, {'1 j -' Q u ONC 1.11;". 1.0113 The findings rCfiFCt the ex'stomcc of a Trains sian of teacntrs ra.ner thc-L arbitrfiry 67¢‘3ion3 kflOfin 33 conf3rcncc *5 r iCiTIHtS and non—narticipants. TLC fitity and imycrt h: con3ercncc goals motivating "fférmT cc were Spbstahiiatcd while cc tai: wefla Basses in 1.; ,3 ,r 9.. ., ‘..».VC ’ Jnu ‘ “fl“ LLAClA. 1) .2V': .1 A Of positive 3031 ,3t3.3¢.t301 as a revult of attending the c “Lercnce .uero confirmed, A STUDY OF CONFERENCE GOALS AS RELATED TO THE PLANFING AND EVALUATION OF EDUCATIONAL CONFERENCES BY JAMES DOMCVAH JACKSON A Th sis Submitted to School for Advanced Graduate Studies of M University of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of ichigan State Doctor of Education Department of Educational and Administrative Services 1956 1, _- q I [1‘1” ‘w ‘ ,~ ~:"-- ‘ j 5 a f -7 naJOI in Uddflibi+hb and Chicance '7/1' W " ,liilo ‘\ q ACKNOWLEDGKENTS The writer wishes to express his sincere appreciati n to Dr.lkflier F. Johnson, chairman of the doctoral guidance committee, vmose devoted interest and inspiration contributed so much to the completion of the study. Acknowledgment is given to the members of the guidance committee, Dr. R. L. Hatch, Dr. William R. Sur, Dr. Cecil V. Millard, and fie. Clyde N. Campbell for their constant encouragement and assistance during the entire doctorate program. To the members of the staff of University Conferences, Michigan State University, and in particular Dr. William A. Jones, the writer is indebted for many helpful suggestions and comments which aided Significantly in the planning and execution of this study. The writer is also indebted to Miss Esther Belcher, of the Michigan State Denartment of Public Instruction, and Dr. Charles Westie, of the Denartment of Sociology and Anthrocology, Michigan State University, for invaluable assistance in the preparation of the measuring instruments and constructive ideas pertaining to the over- all thesis design and content. The writer further acknowledges the members of the five teacher organizations whose interest and cooperation made this study possible. The writer wishes to express his gratitude to the family whose understanding and encouragement were so vitally important to the Completion of this investigation. ii Chapter I. II. III. IV. “7‘ n... TABLE OF CONTENTS INTIODUCTION o o o o o o o o o o o o 9 Origin of the Study . . . . . . . . . Statement of the Problem . . . . . . . Basic Assumntions . . . . . . . . . . Scope of the Study . . . . . . . . . . Limitations of the Study . . . . . . . Definition of Terms. . . . . . . . . . Organization of the Study . . . . . . THE ccxrsnamcn PROGRAM AT Mien CAN STATE RCVIEJ OF THE LITERATTRE . . . . . . . HistoriCHI Background of COnferences . Conference Group Discussions . . . . . Conference Planning . . . . . . . . . Conference Evaluation . . . . . . . . Related Research . . . . . . . . . . . Summary . . . . . . . . . . . . . . . METHODS AND PROCFUURES . . . . . . . . Tabulation of the Data . . . . . . . . TLE AI‘:§&Y.SIS C? Tm“. DATA 0 O o o o o 0 Summary Comnarison of Biographical Characteristics of Participants and Non—Participants An Analysis of Conference Goals . . Conference Goals Summary . . . . . . . Conference Influences . . . . . . . . Conference Planning . . . . . . . . . Conference Administration . . . . . . Conference Planning and Administration Conference Evaluation . . . . . . . . I‘ ~ - 1"1‘ Jaulnlil J o g 9 o o o o o o o o o o o a K’v‘r‘ 3-7 1-.I'-_\—';-‘T YV'V‘TA“K.I F|0v~~ '11 n(\’- ‘T‘IT" "IT‘II-‘C‘I J...- ’ 'J\- V. Jl.l.e*\ I .3.-"») boU'.’ ._ l..'. 1/.A .. J. o o o o o u o o o o o u I ‘I “ ,1 '~ ll?- Uunfl‘l-LI ‘- o o o o o o o o o o o o o o o ’N ' r.vx_(-.1-~.-l" ‘~"\-_' av-..,_1...\_>.-\:.1... o o o o o o o O o o o o o n .__ :4, AUCOVSFTFHKLLG"? iii 1“ J . . . . . . . . . . . . . . . . . . . . . . . . Summary . . . . . . . . = ‘n’vtcr ’1 Ji.‘ r/ 1\~ 1 171: .‘x ‘ nD~v~~w~ W*'r '. if: 1.1.1.5. .{L- I‘. \)S l l ‘— «'9 (.KJ m ‘J $ -L. 1" x "-1,- Q‘DT) ALJ .d 1 Table onference Participant Questionnaires ompleted By Each 1. Summary of C and Evaluation Forms C Participating Conference . . ipant Questionnaires O O C Partic 2. Mailing Summary of Non- her Organizations . . . to Five Selected Teac 3. Distribution of Conference Participants By Age arid sex I 0 t I I O C O I C C C O O O O O O O O O ears onference Participants By Y b. Distribution of C in Teaching . . . . . rticipants According to dance in Past Five Years . . . . . 5. Distribution of Pa Conference Atten 6. Distribution of Conference Non—Participants By Age and sex a o o o o o o o o Non-Participants By 0 O O O O 7. Distribution of Conference Years in Teaching . . . 8. Distribution of Non-Particinants According to in Past Five Years . . . Conference Attendance rticipants and Non-Participants Marital Status, Class of 9. Distribution of Pa By Percentage of Sex, School and Geographic Location . . . . . . d Non—Participation her Organizations Teaching . . . articipation an ponsored By Teac udy By Years in 10. Distribution of P in Conferences S Included in This St 11. Distribution of Participation and Non-Participation in Conferences Sponsored By Teacher Organizations Not Included in This Study By Years in Teaching . crs Attending the Conference 5 Participating in This Study n to Attendance at ganizations . . . . 12. Distribution of Teach of the Organization for the First Time in Relatio Conferences of Other Teacher Or on of Coal Preferences By Participants, 'ttee Categories 13. Distributi and Planning Commi Non-Participants 1b. Distribution of Participant Goals to Age . h3 h5 b9 51 \fl \0 62 Table Page 15. Distribution of Non-Participant Goals to Age . . . . ((-75 10. Distribution of Participant Goals to fiarital Statlls........................ ,00 of Non-Participant Goals to Narital . 91 17. Distribution Stilt/11b o O 0 O O O O O O O O O O O O O O O O C O O O 13. Distribution of Participant Goals By Sex . . . . . . 19. Distribution of honvParticipant Goals to Sex . of Participant Goals to Years in . 96-97 20. Distribution Teaching . . . . . . 21. Distribution of Non—Participant Goals to Years infeaChil‘lg0.0000000000000000... 93‘99 22. Tally of Responses in Answer to the Question "flhat in Your Opinion Are the Goals of This Conference"..................... 1U9 23. Distribution of Factors Favorably Influencing A Decision to Attend the Conference . . . . . . . . . 11h ?u. Techniques Used By Conference Planning Committees to Survey the Nenbership to Determine Membership . . . . 117 Goals . . . . . . . . . . . . Goals Here Recognized or Committee in Designing 118 O O O O O O 0 Ways in Which Membership Considered By Planning the Conference Program . . . . . to vi 0 "Do You Feel This Meet the Needs of f This Organization . . . 26. Responses to the Question Conference Was Planned to the Majority of the Members 0 119 echniques of Preferences of T d to Satisfaction nning With Regar 27. Distribution of Conference Pla of Conference Goals . . . . . 121 ed During Planning hniques Discuss cipating Conferences . . . C) 2v. Conference Tee Five Parti Meetings for the 8 Members to the qittee Members Various Conference Meeting 0 O O O O O f Planning Committe 29. Responses 0 What Degree Are Com} Question "To Familiar With the TeChniqueS o o a o o I 12h vi ' Inn-f Page Table 30. Procedures Used to Orient Planning Committee Members to Conference Methodology . . . . . . . 12S 31. Response to the Question ”Did You Do Any'Specific Planning in Preparation for Tour Participation inThiSCOerrenceo- ..cooo¢ooooooo 126 32. Responses of Participants and Non-Participants to the Question "What Planning Did lou Do" . . . . . . 127 33. Responses of Participants and Non-Participants to the Question "Is Provision Made to Make a Report to the Staff". . . . . . . . . . . . 123 O O O O O O O 0 5h. Responses of Participants and Non-Participants to the Question "Would You Suggest a Report be Made a o I o o o 129 to the Staff”. 0 o o o 0 Procedures Used to Select Resource People for Five Selected Conferences for Teachers . . . . . . . 130 35. Procedures for Orientation of Group Chairman and ‘ 132 Resource People . . . . . . . . . . . . . . 36. 133 Tabulation of Responses to the Question "How Does the Planning Committee Function" . . . . . . . . 37. 131; Tabulation of Responses to the Question "How Are 38. Decisions Made" . Responses to the Question "In What Manner Are the Planning Committee Members Selected" . . . . . . 135 39. ho. Replies of Conference Participants in Response to the Statement "I Feel This Conference Has Completely Met My Personal and Professional (303.13.09.00... 000000 bl. Distribution of Conference Participant Responses to the Question "In What ways Did the Conference Satisfy Your Goals" . . . . . . . . . 139 O O o O O o o . lbO b2. Distribution of Non-Participant Responses to the Question "Did Any of the Following Influence Your Decision Not to Attend This Conference" . . . 1&3 b3. Distribution of Non-Participant Responses to the Question "What Factors Caused You Not to Attend This Conference" 0 o o o o o o o o o o o 1145 vii LIST OF FIGURES Figure Page 1. Percentage of Participant and Non-Participant Conference Goal Responses According to Age Class Interval 20-2u Years . . . . . . . . . . . . . . 79 2. Percentage of Participant and Non-Participant nses According to Age 30 Conference Goal Respo Class Interval 25-29 Years . 3. Percentage of Participant and Non-Participant Conference Goal Responses According to Age 81 Class Interval BOejh Years . . . . . age of Participant and Non—Participant Responses According to Age -)9 Years 0 o o o o o b. Percent ConferenceiGoal Class Interval 35 t and Non-Participant ses According to Age C) i 3 5. Percentage of Participan Conference Goal Respon Class Interval uO-hu Years . . . icipant and NoneParticipant Responses According to Age “149 Years 0 o o o o o JILL 6. Percentage of Part Conference Goal Class Interval b5 and Non—Participant 5 According to Age 85 7. Percentage of Participant Conference Goal Response Class Interval SO-Sh Years . . . . . . and Non-Participant es According to Age Years . . . . . . . . . . is 8. Percentage of Participant Conference Goal Respons Class Interval ES-over 9. Percentage of Participant and Non—Participant Conference Goal Responses According to Years in Teaching Class Interval O—u Years . . . . . . . . . lOO 10. Percentage of Participant and Non-Participant Conference Goal Responses According to Years 101 in Teaching Class Interval 5-9 Years . . . . icipant and Non-Participant Responses According to Years Interval lO-lu Years . . . . . 102 11. Percentage of Part Conference Goal in Teaching Class viii Figure Percentage of Participant and Non-Participant 12. Conference Goal Responses According to Years in Teaching Class Interval 15-19 Years . . . 13. Percentage of Participant and Non-Participant Conference Goal Responses According to Years in Teaching Class Interval 20-2b Years . . . 1h. Percentage of Participant and Non-Participant Conference Goal Responses According to Years in Teaching Class Interval 25-29 Years . . . 15. Percentage of Participant and Non-Participant Conference Coal Responses According to Years in Teaching Class Interval 30-3b Years . . . Percentage of Participant and Non-Participant Conference Goal Responses According to Years in Teaching Class Interval 35-over Years . . 15. Page 103 10b 105 CHAPTER I INTRODUCTION Our American system of education is often regarded as the back— bone of our democratic society. Throughout our history we have witnessed the adaptation of new educational concepts to better prepare our people for a changing and complex world. Up to the first half of the nineteenth century our schools were guided by a classical concept of the curriculum. The free school move- ment, coupled with the developing frontier and increased democratic consciousness, signaled the end of conventional educational methods. The laboratory method slowly but surely'evolved, along with a more thorough approach in the curriculum to realistic problems. Within a relatively brief period of time our public schools were stressing the importance of real problems, situations or interests as the basis for learning. The formal classroom approach, as a total instructional philosophy and practice, was soon modified by the adaptation of real- life experiences and the practical application of subject matter. If such changes were being noted in the curriculum development Of our public schools, complimentary ideas and concepts of teacher training likewise were being advanced. One of these was the introduc- tion and development of the conference. While it is logical that our early educators may have utilized some of the principles and methodology of the present day conference, g the first organized professional activity for teachers, under the name IOf a workshOp, was conducted at Ohio State University in 1936 (18:°51). L This workshop brought about such marked changes in the ideas and practices of the participants that a meeting of a second group of 126 teachers was held the following year on the campus of Sarah Lawrence College in Bronxville, New York (17:251). This second workshop was noteworthy for a second development. City school systems began the practice of sending delegates of key- teachers to spend their time planning and preparing for some change in the educational program of their schools. A further important develop- ment was the opportunity for everyone to live and dine on the campus, and the many provisions for group participation in the solving of problems of mutual interest (17:251). In l9hO the Commission on Teacher Education of the American Council on Education instituted a workshop program for the college and university faculty members associated with their study of teacher educa- tion. By the summer of 19h0, 1h colleges and universities had participated actively in the experimental program, "that workshops might well take their place as a normal part of the graduate programs of our leading universities“ (17:251). Vickery (36:29)) observed that the ”workshop way of learning" nxwas fairly well defined by l9b2. He states further: But there was often a great difference between what 8 workshops were supposed to do and what intergroup education \| workshops did in l9h2. In trying to translate principles into \ practice leaders sometimes fumbled, for they had not been trained in the skills workshop leadership requires. It may be thus observed, by these references to several of the first organized workshops for teachers that, I'they represented concern for the needs of teachers and a willingness to use whatever combination cufexperiences and methods contributing to the personal and professional growth of the teacher" (17:251). However, much needed to be learned about workshop mechanics and techniques. Most of the consequent literature was, and still is, devoted to satisfying this need. Origin of the Study The development of the conference program at Michigan State university has been prominently characterized by its quantitative growth. The existence of such a remarkable facility as the Kellogg Center for Continuing Education has given great support to the establish- ment of Michigan State University as a leading educational conference center. Such a situation seemed to offer considerable opportunities for research in the conference area. This investigation received its main impetus from the need for a research program relative to the activities of the Department of Special Courses and Conferences of the Continuing Education Service. Its quantitative growth assured, it was increasingly'apparent that some measurement and evaluation of the qualitative factors of the conference Program was imperative. The intriguing question of why people attend conferences had been of increasing interest and concern to the depart- ment. It was felt necessary to answer this question in order to proceed with an evaluation of the effectiveness of the conference program in satisfying the needs and problems of conference participants as well as PrOViding the best possible learning experiences. It was further recognized that such a research procedure might well contribute to the information and understanding relative to the role of the conference as an educational learning procedure. After discussing the proposed research study with the staff and dean of the Continuing Education Service the writer decided to investi— gate the plausibility of the area of conference goals as a worthy subject for a doctoral dissertation. Interviews were held with staff members of the Michigan State Department of Public Instruction who had partici- pated extensively in conference planning and operation. The writer also met with the Committee on Conferences of the Curriculum Planning Committee sponsored.by the Michigan State Department of Public Instruction. Both sources were enthusiastic over the merit and educational implications of the research, and offered support and assistance to the study. Upon reporting the conclusions of the preliminary investigations to the head of the Department of Special Courses and Conferences and the dean of the Continuing Education Service, a financial grant appli- cable to the study was approved. The writer then proceeded to develop plans for two pilot studies as a firsp step in determining the merit of a full investigation into the area of conference goals. Statement of the Problem The educational conference has now achieved a prominent position among the many educational opportunities for our citizens. Whether the problem area of concern is the development of policies and.proce- I" dures, problem.identification, program development, clarifying issues ' or the dissemination of information, a conference will usually be considered as a possible means of achieving the objectives and goals that have been identified for solution. Whether the conference is the most effective means of attaining the aforementioned purposes is the question at hand. Experience and research are continually adding to the resevoir of relevant knowledge as to the learning process. It was such research, and the consequent emphasis upon the practical application of knowledge, that advanced new ideas and methods of instruction, one of which was the conference. The resultant development of procedures and techniques related to conference operation, while logical and needed, has lacked research that would tend to focus attention from such techniques per se to their utility and worth to a conference as a total learning situation. The problem, as related to this investigation, was thus to tie together the several facets that make up the components of conference method- ology, planning and organization, and present research that would entail the complete scope of the conference as a procedure for the achievement of educational objectives and purposes. Specifically, the study was concerned with: (1) an analysis of the conference goals of teachers who attended a selected group of educational conferences at Michigan State University and the conference goals of teachers who were members of the teacher organization sponsor- ing the conference, but who were unable to attend; (2) a comparison of the expressed goals of the membership with the planning committee expression of the goals of the membership; (3) an examination of possible relationships between the conference goals and certain biographical characteristics of both participants and nonaparticipants; (h) an examination of the planning and administrative procedures of the Planning committees; (5) the evaluation of the respective conferences in terms of the ways in which individual conference goals were met as a result of attending the conference. Need for the study. The popularization of the conference has created numerous problems for public school administrators and teachers alike. The number of conferences of professional interest to teachers is increasing with startling rapidity. For school administrators, conference attendance by the teaching staff, represents a considerable investment in time and expense with attendant problems of budget allot- ments for conference expenses; the development of policies regarding in-service education; the status of conference attendance in such policies and the serious shortage of qualified substitute teachers to replace those teachers attending a conference. These matters have caused many administrators to question not only the value of conferences, but to seek ways and means of either reducing the number of conferences through group action or restricting the number of conferences to be attended by staff members by control at the local level. An example of such opposition is present within the Michigan Association of School Administrators. The adoption of the Cushman Committee Report by this organization constitutes a grave situation facing teacher organizations sponsoring conferences and those confer- ence programs of colleges of education of institutions of higher learning and the Michigan State Department of Public Instruction. With this situation existing in Michigan, it is timely and logical that research be conducted to examine and evaluate a selected group of educational conferences for teachers. A survey of the literature reveals little in the way of published research on conferences. However, three recently completed doctoral dissertations discussed topics related to the conference field. Robert G. Van Duyn (50) reported on 808 conferences, workshops, and conventions held for school administrators in Michigan during the three- year period from October 1, 19h? through September 30, 1950. firnold R. Meier (99) reported on the use of the werk-Group Conference Method in testing a group of teachers and staff members of the Citizen Education Study in Detroit. James R. Mitchell (106) identified those character- istics of the workshop which distinguish it from other in-service education procedures. This lack of research in the conference field does not mean that there is little in the literature about conferences. However, such literature is concerned with suggestions for workshop mechanics, group processes, and other methodology. As heretofore mentioned, the paucity of research related to the areas of goals, planning and the conference methods makes this study useful and desirable. Besides the need for more research, there appears a further need for a particular kind of conference information. This need is aptly expressed by Parsey (27:1) who concludes: \. Although much has been learned about conference effective- véness, many conferences are still planned around inappropriate problems, directed towards improbable goals, and conducted in fiunsatisfactory ways. Beem and Savage (33:1) support this position by stating, “our basic problem is concerned with the degree to which these conferences attain their purposes." Carskadon (86:2) also asks: How do we make sure that our conference programs really met the immediate realistic concerns, the questions in the minds of many people they seek to reach, both attendees and non- attendees. The literature is replete with emphases upon the need for the identification of objectives and goals of a conference based in turn on the needs and interests of the group. The Issue Committee of Adult Leadership (38:7) summarized this viewpoint by stating: The over-all goals must include persistent purposes important to each individual taking part in it. Furthermore he must recognize that his purposes are present in the larger common purposes of the meeting. Haiman (hl:81) concurs by saying, "the individual is in the group because he seeks to satisfy some specific needs, and he feels that being ea part of this group may help him fulfil those needs." While authorities may agree that it is desirable for conferences to be thus conceived, research is needed to not only reveal the exist- ence and nature of conference goals, but to explore the possible relationships between these goals and the ways in which the conference satisfied the goals. Referring to the Van Duyn Study, Beam and Savage (33:2) state that, little evidence was found that the meetings for school adminis- trators were designed to give help in solving problems. Nor were the planning, organization, and reporting of the meetings calculated to take advantage of known procedures to facilitate learning. Thus, there is a need for a study that would concern itself to the make-up, selec- tion, and training of the planning committee itself together with an analysis of planning procedures. As Beam and Savage (33:1) pose the question: "In the light of what is known about the learning process, ‘ p how well do educators in their own meetings design programs to result \\ in real in-service growth?" Additional support to the need for the study comes from the Michigan State Department of Public Instruction. Records show (107) that in l9h8, a sub-committee on Evaluation and Improvement of Confer- ences of the Curriculum Planning Committee of the Michigan State Department of Public Instruction was appointed to develop a poliqy report on conferences and workshops. Such a report was approved by the Curriculum Planning Committee on June 6, 1950. The motivation for this procedure was a report in l9h8 of the Committee on Professional Meetings of the Michigan Association of School Administrators under the chairman- ship of Superintendent C. w. Bemer of Muskegon. The committee was formed because of growing opposition within the Michigan Association of School Administrators to conference attendance by teachers. In 1952, the Committee on Professional Meetings issued a report on the findings of a study of In-Service Training Policies in Michigan conducted in 1951 by Superintendent Benton Yates of Battle Creek Lakeview. In l95h, the Committee on State-Wide Meetings, formerly known as the Committee on Professional Meetings, issued a report to the Michigan Association of School Administrators recommending adoption of a series of six proposals relative to the conference prOblem. As a result of this action an Ed Egg committee on Evaluation and Improvement of Conferences of the Curriculum Planning Committee was appointed.by Clair L. Taylor, Superintendent of the Michigan State Department of Public Instruction, to study conferences and workshops for teachers held in Michigan and submit a comprehensive set of recommendations to the Curriculum Planning Committee and Superintendent Taylor. 10 The writer was invited to meet with this committee and partici- pate in the meetings. At the January 1h, 1955 meeting of the committee, held at the Union Building, Michigan State University, the writer presented an outline of this investigation. The committee expressed great interest in the goals and conference planning, administrative and evaluation approach of this study as representing areas of much concern to the committee and the Michigan State Department of Public Instruction. The problem of the conference method of learning is important when viewed from another vantage point. Many public school systems are interested in developing a professional program of in-service education to help solve educational problems of local interest. MacDonald (h9:l9) states that in order to carry on a successful in-service program in a school system, definite written policies are essential. Such policy statements should recognize the place of state and regional conferences in the in-service education program and provide controls to the end that conferences serve the local in—service program. MacDonald stated that the East Lansi g, Michigan schools use conference and workshop procedures constantly in working toge‘her at the local level. Heywood (3hzl) affirms the point by his conclusion that most school administrators today are encouraging and initiating in-service training programs for their teaching staffs. Heywood states further that a variety of means is employed in school systems to provide in-service training for teachers to include conferences and workshops. In the opinion of the Michigan State Department of Public Instruc~ tion (60:1): Those concerned with the development of personnel policies will be guided best, if they remember that the purpose, and 11 therefore the basis of validation of all personnel policies is the protection, growth, and development of children and adults. With this increasing interest in the utilization of conferences in the promotion of local program improvement by our public school systems this study is of particular utility and worth. Basic Assumptions In undertaking this investigation, the writer made six basic assumptions. flIFirst, that conferences, to be educationally functional and desirable, must be planned according to principles and procedures that are educationally sound and effective. ,flSecond, the conference, as a method of learning, should be designed, planned, and structured to serve the needs and interests of the people directly concerned. 7 Third, the individual teacher attends a conference motivated by certain professional goals for which he seeks satisfaction. ,§ Fourth, the conference as a whole should be evaluated in terms of participant goal satisfaction as well as the evaluation of individual features, methods or techniques included in the conference design. Fifth, the planning committee must appropriately represent the membership and be oriented to the various educational procedures that are applicable to the conference method of learning in order to effec- tively plan an educational conference for teachers. Sixth, that the membership of the five teacher organizations represented the parent population of public school teachers in Michigan, min...— i-—- ~—--—~--*' - = r .. ___. fl , a 12 and that they could be combined into one total sample of teachers for the purposes of this investigation. Scope of the Study The tabulation of the data revealed an unanticipated situation regarding no-responses. However, a careful analysis of the no-response problem did not present conclusions which might invalidate the particular data concerned. The questions in Section I of the participant and non- participant questionnaires relating to biographical information, contained few no-responses with the exception of those questions con- cerned with conference attendance. In Section II, the open-ended question, "what planning did.you do," was answered by 21 per cent of the participants and 12 per cent of the non-participants. In this case, the no-responses would indicate that the individual did not engage in any planning activity before attending the conference. Section III, Conference Goals, which contained questions on individual goals, influences, and conference methods, presented data considered to be the heart of this study. It was, however, deemed necessary to word each question in such a manner so as to insure a Sincere, relevant, and pertinent reSponse. Consequently, it was not advisable or proper to insist that the respondent answer each question completely if by so doing he may reply solely to fulfil such a request. It was considered most important to obtain only those expressions reflecting the conscious and sincere needs and attitudes of each indi- vidual. While it may not be possible to conclude that the resultant no-responses could be attributed solely to lack of relevancy in the 13 individual decision process, it was the decision of the writer to report the data in terms of reSponses and discuss the no-responses whenever considered pertinent and appropriate. Limitations of the Study The educational organizations which participated in this study represented public school teachers from the state of Michigan. The secondary, junior high, and elementary areas were represented although no attempt was made to obtain representative distribution. The five conferences meet annually at the Kellogg Center for Continuing Education at Michigan State University. No recognition was 1ven to conference groups meeting at various camp sites such as the St. Mary's Lake, Clear Lake, Higgins Lake, and Haven Hill camps. Some teacher organizations, in planning a meeting, prefer a camp site setting which provides for informality, together with a wide variety of recrea- tional possibilities such as camping, hiking and swimming. The general nature of this type of facility seems to lend itself also to unstructured meetings, and a casual, informal and relaxed atmosphere. To include teacher groups meeting outside Kellogg Center may 1ave resulted in the introduction of questionable environmental variables into the data. Furthermore, the conferences meeting at Michigan State University follow a prescribed organizational procedure which requires the assump- tion, to some degree, of planning, operational and administrative responsibilities by Michigan State University faculty and staff personnel. Groups meetinb at camp sites, and at many institutions of higher learning in Michigan, usually assume full responsibility for the planning, organi- zation and operation of the conference. Definition of Terms Conference - is a planned program of meetings of a group of people interested in a common problem or set of problems designed for the purpose of improving instruction by professional contacts, discussion of mutual problems, and explanations of work being done in various fields of instruction. The program format usually includes a keynote speaker, group discussions on the theme or selected problems of concern to the group, and other methodology applicable to the goals and purposes of the conference. The length of a conference varies from one to three days. Attendance is usually open to anyone with legitimate interest in the conference. flfhkgfigflgyg - an educational procedure in which participants work to identify and solve problems of common concern or cooperatively undertake the development of plans, policies, procedures, and materials utilizing resource materials and resource persons for guidance and stimulation. Participants are generally admitted on the basis of pre- determined standards. The duration of a workshop is usually from several days to one month. Convention - a meeting of delegates and/or members of an organi- zation concerned primarily with information, decisions, policies, relations, and activities of the organization. Control of the program and policies is usually exercised by officers or authorized representa- tives of the organization. Attendance is usually confined to delegates or members and specially invited guests. Teachers - as used in this study refer to those public school teachers who attended the conferences participating in this study, and 15 those of the membership of each organization who were invited to attend but were unable to do so. Participants - those teachers who attended one of the five conferences. Noneparticipants - those teachers who were members of the educa- tional organizations sponsoring the conference but who were unable to attend the conference. Planning Committee - those members of the sponsoring organization who, along with appropriate Michigan State University representatives, were responsible for planning the conference. Organization of the Study The thesis is divided into six chapters. Chapter I, Introduction, includes the origin of the study, basic assumptions, scope of the study, limitations of the study, definition of terms, and plan of organization. Chapter II presents a review of the development, philosophy, structure and operation of the conference program at Michigan State University. Chapter III is concerned with a review of the literature which includes the historical background of conferences, conference group discussions, conference planning, conference evaluation and the related research that is pertinent to this investigation. Chapter IV includes the methods and procedures used in carrying out the study including a description of the pilot studies, preparation 16 of the measuring instruments, selection of participating conferences, procedure for the collection of data, and the tabulation of the data. Chapter V presents the analysis of the data. Discussed is the analysis and comparison of the biographical characteristics of the conference participants and non-participants, an analysis and comparison of the conference g,als of the participants and non-participants, the relationship of conference goals to selected biographical characteristics, the analysis of over—all conference goals, and an analysis of certain conference influences. Also presented is a discussion concerning accepted principles of effective conference planning both by the planning commit- tees and the individual participant, a summary of planning Committee administrative procedures, and an analysis of the data related to confer- ence evaluation. Chapter VI includes the summary, conclusions and implications for further research. 17 CHAPTER II THE CONFERENCE PROGRAM AT MICHIGAN STATE UNIVERSITY It was mentioned in Chapter I that this study was concerned with conferences meeting at the Kellogg Center for Continuing Education, Michigan State University. It would seem advisable to present a brief overview of the conference program at Michigan State University in order to picture the framework under which the conferences participating in the study were planned and administered. Such a discussion might also set the stage for the analysis of the data to follow. The Continuing Education Service was created by the State Board of Agriculture in l9h8, to facilitate and coordinate certain programs of Michigan State College, both on and off-campus, not directly performed by the Cooperative Extension Service. The basic philosophy of the conference program, like that of the Continuing Education Service, was a manifestation of the Land-Grant philosophy of making available the total resources of the college to the people of the state of Michigan. In seven years this program has grown in the number of citizens served, and in the quality of educational experience (th:l). The conference program of the Continuing Education Service was first administered by the Department of Special Courses and Conferences. This department was also responsible for the operation of all on-campus Programs of the Continuing Education Service, and aided in the develop- ment of conference programs of campus schools and departments. During the initial year of operation, 1930-1951, 157 conferences were held. In the fiscal year, 1952-1953, the Department of Special 18 Courses and Conferences assisted in planning and facilitating 2&5 conferences involving 33,99h participants. The nuMber of conferences held at Michigan State College during 1953—19Sh increased to 326 in which h5,731 people participated. In l9Sh-19SS, 573900 people registered for 361 conferences. It is expected that another significant increase will be noted in both the number of conferences held and the attendance at conferences during lQSS-lfifio. The function of the Department of Special Courses and Conferences was two-fold. First, it cooperated actively in program planning and design with representation of the sponsoring group and the related campus instructional departments. Second, it served as a coordinating agency to procure needed facilitating services and personnel. The department was also responsible for the operation of special courses and workshops planned by campus departments and other departments of the Continuing Education Service. The reaponsibility for the actual planning, organization and conduct of conferences at Michigan State College was assigned to a staff of conference coordinators, each of which for the most part, served a specified subject matter area. After the initial planning with the planning committee the coordinator served as the liaison between the group involved and the college. Besides lending his experience and skills in conference planning the coordinator thus became intimately inVolvcd in the creation of desirable public relations with the confer- ence group which would reflect to the best interests of Michigan State College. As the conference program progressed, the amount of facilitating services increased requiring additional staff and constant improvements in organizational structure. Too, as skills and services achieved greater competencies and maturity, new techniques and ideas we-e constantly emerging to more efficiently fulfil assumed responsibilities. Soon, the Department of Special Courses and Conferences was able to offer complete facilitating services for conferences to include regis- tration, mailing and mimeographing, facility arrangement, secretarial assistance, program printing, budgeting, audio-visual arrangements, and a host of supervisory and other services of significant import to efficient and c0nplete conference operation. The total concept of the conference program required the assist- ance and cooperation of the staff and services of the Kellogg Center. The administrative structure of the Continuing Education Service did not provide for jurisdiction over either the physical operation of the Kellogg Center or the housing and dining functions serving conference guests. This divibion of authority required careful and constant liaison between the Kellogg Center staff and the Continuing Education Service ~ conference coordinators, sharing the common philosophy of serving the conference group in the best manner possible. Weekly staff meetings were arranged to provide and exchange information pertaining not only to conference plans but in the development of policies of mutual interest affecting the conference program as well as the Kellogg Center operation. The year 1951 witnessed the completion of the N. K. Kellogg Center for Continuing Education. This unique facility was the first building of its kind in the United States and was designed to provide hOUSing, meeting and banquet facilities for the Continuing Education SGTVice conference program. Funds for the construction of the building 20 were donated largely by the W. K. Kellogg Foundation together with a grant from the American Hotel Association to aid in the establishment of the Division of Hotel, Restaurant and Institutional Management. On November 12, 1955, an extensive remodeling program was completed along with significant physical additions to the Kellogg Center building financed through an additional grant from the W. K. Kellogg Foundation. These improvements added much needed meeting and dining room space as well as a larger conference registration area to provide better facilities for conference groups. The growth of the conference program had often made it necessary to request the use of other on-campus meeting and dining space with attendant problems of parking, separation from housing accommodations and arrangement inequities. It was necessary, during the summer months, to utilize residence hall facilities. Many groups, however, were too large to be accommodated at the Kellogg Center, while others preferred a residence hall setting often for reasons of economy and informality. On September 1, l9SS,a reorganization of the Continuing Education Service was affected which dissolved the Department of Special Courses and Conferences and formed in its place a program of University Confer- ences. The ODJBCtive of the reorganization, as it affected University Conferences, was for each college, and the related instructional department within the college, to assume wider responsibilities in Sponsoring and planning conferences. A staff position in the office of the dean of each college was created to serve as the key person for the development and coordination of continuing education programs in that college and to secure planning and program personnel to represent 21 appropriate departments in the performance of planning and program functions. It may thus be understood that the conference program at Michigan State University has been an undertaking of considerable educational significance. As Vice-President Varner (th:l) stated: Not content with teaching and research on the campus, this university has accepted as an integral part of its educational responsibility the development of programs that service the needs of the people wherever they might be. Since its inception it has been the objective of university conference programs to emphasize the role of the conference as provid- ing the finest possible learning experiences It is assumed that the main purpose of the people attending a conference is to learn, and that it is the responsibility of Michigan State University, as a public institution, in cooperation with the conference group, to provide the resources of our university to insure the most logical learning oppor- tunities possible in line with the needs, interests and goals of the group being served. With this overview of the development, philosophy, purposes and structure of the conference program, he reader may be able to better analyze and interpret the succeeding portions of this study. 22 CHAPTER III REVIEN OF THE LITERATURE In Chapter I it was pointed out that most of the published literature on conferences was concerned with conference techniques and methodology. Information pertaining to conference mechanics, group processes, planning prOCcdurcs and other components of the methodology has usually appeared in totality within a report, summary, or synopsis of a particular conference. In presenting the review of the literature the writer has selected references which illustrate, for the most part, philosophy and principles that may be helpful in serving as guideposts for decisions. Such references, in the opinion of the writer, are representative of the available literature on conferences and are presented in four parts: Historical Background of Conferences, Conference Group Discussions, Conference Planning, and Evaluation. Historical Background of Conferences It has been mentioned in Chapter I that a conference for teachers, as an organized activity, found its origin at Ohio State University in 1936 where 35 teachers of science and mathematics discussed curriculum problems of mutual interest. This meeting was followed by'a second workshop of 126 teachers from a wider range of subject fields at Sarah Lawrence College, Bronxville, New York in 1937 (17:251). Additional impetus and cognizance to the growing use of workshops was given by the General Education Board which set up four workshops in 1938 and by the Commission on Teacher Education of the American Council on Education for the Cooperative Study on Teacher Education in l9b0 (17:252). This cooperative study was an experimental program that work- shops might well be recognized as a normal part of the graduate programs of our universities and colleges. Barr (522613), in stating his impressions of the educational implications underlying the adaptability of workshops to both formal classwork and field services, made the observation in l9hl: There are ordinarily some basic needs, principles, and conditions underlying the discovery and application of new tech- niques and devices. For some time college instruction, including work in professional education, has been under attack as formal and academic and divorced from practice. Vickery (36:293) indicated that there were often wide differences between the objectives of workshops at this time and what was actually accomplished. He states, however, that the workshop was fairly well defined by 19h2. In l9h3 the Department of Education of Kentucky, in cooperation with the Council on Public Higher Education, the University of Kentucky, the state teacher's colleges, the private colleges, and city and.county superintendents, set up an emergency program for the education of teachers in service. An important part of this program was the educa- tional workshop (58:7). Barr, Burton, and Brueckner (lhz713) relate this observation: A visitor who had never seen a workshop in operation visited the curriculum workshop at the University of Maine during the summer of l9hb composed of 172 Maine teachers, supervisors, Superintendents, and normal school staff members scattered at long 2h tables, working as individuals or in groups....Groups broke up, reformed, changed membership; the scene was one of movement, bustle, freedom. Anderson and Long (Shz209) describe a further application of the conference. Through a cooperative plan shared in by the Oregon State System of Higher Education and the Portland, Oregon Public Schools, the teachers of Portland in l9hh, attended summer workshops in the school environment in which they worked, learned and solved their problems by on the spot analysis. Haskew and Smith (56:205) provide an account of the notable and widely quoted Atlanta, Georgia workshops which represented one of th first references to the importance of conference planning. These work- shops, in the spring of l9hh and October of l9hS, were studies of planning contrast. The first workshop was planned by a steering commit- tee of teachers and administrators during the conduct of the workshop. From this experience the October workshop was planned by teachers alone through committee pre-planning. This second workshop, attended by 300 teachers, concluded in its evaluation, that although teachers can plan and will plan to meet their own problems, the success of planning "engenders more planning by more people." This brief overview of some of the early workshops for teachers presents much encouragement for the literature on conference methodology that followed. The several references to actual workshops conducted during the first 10 years of the history of workshops for teachers further illustrate a relatively successful attempt to experiment with new techniques which Kelley (26:Forcward IX) describes as "a more effective method of putting into practice the truths that have become 25 kmnalabout how people learn...and to enable groups of people to learn frmnench other and help each other toward the solution of common problems." Conference Group Discussions In presenting this section on Conference Group Discussions the writer has selected significant references relating to pertinent opera- tional principles and philosophy. For information concerning the myriad of organizational details related to group discussions and the several t.‘fpes of 'roup processes, the reader is invited to refer to the bibli- ography. The development of a literature of methodology came as a result of the experimental ideas of interested educators who were seeking more effective ways of achieving certain educational objectives. The work— Shops that pioneered this new learning environment were also symbolic of the growing acceptance of democratic procedures. Anderson (17:253) summarizes a popular and representative opinion when he states: Those of us who have participated in workshops for several years do not consider them panaceas for all aspects of professional education...It (a workshop) provides a uniqve opportunity t0 learn to use democratic group processes in attacking practical problems. The heart of the conference and the core of the workshop is the group discussion. Dickerman (8h:2l) states, "the basic unit of produc-”' tion in the work conference is the small work group." There are many references in the literature to the advantages and benefits of this a technique. Typical of the comment is the following related by Simmons ‘ . l and Senkewitz (2:h) who list the benefits from group discussions as follows; i 2. 3. h. S. 6 workshop: H (\J '1‘he two foregoing li emphases to which the benefit: (1) the workshop as a Learning and Ford3 cc (16:71?) 11: t thes .— o——v-—.—— Participation Pooling experiences Covers wide areas of problems Self-confidence Respect for democratic processes Developos logical thin. (ing ha its Leadership training Promote the individuals "sense" of sharing. advantag es for the It is conceived witn the felt needs of participants. The pa: rticipants develop indivir.ally, so ocially, emotionally, as well as proiess sionall3. It provides an opportunity for participants to make a constructive contribution on the educational frontier. It provi los a means of supplyin: more practical assist- ance to field workers. It provides easy access to competent assistance It provides individual attacks upor educational grohlems. It furnishes a stimulation to continued professional grohth in service. Tie .ateri ls and ideas developed in wormshops are usefuli n school situations. sof advanta. ges inc icate the two basic 1 of the workshop seem to be directed: situation to be evaluated on its educa- tlonal achievements, and (2) as a learning situation to be evaluated in 26 27 terms of the intrinsic human values benefiting both the group and the individual through individuation and socialization. Hall and Nugent (h3:22) describe this dualism as follows: The participant is a oerson with ice s, knowledge, desires, and the right of partici)ation. This right, however, implies a concomitant re sp onsibility, which onligates the participant to recognize the group goal as his own. He then is able to share with the group his personality, ideas, knowledge, and desires in a way consoructivcly effective in accomplishing group objectives. This View is exorcssed and assumed in countless ways in the literature. Zeleny (31) erprcsses the opi ricn tiiat the onlv nethc‘ ePOUp 1:: :.ders is through the experi.e nce of tie rroup process. Hall and utgent (h3:18) state three specific and measureable benefits to the participant through the medium of the 5-iou p process: 1. The opportunity for grow h and leadership is implicit in the group process. a. he exchan5o of info mation is one of the gre est benefits of group discussion. 3. The feeling f belcn5ir g, of being a member, or partici- pant, in a common endeavor is one of the most gratif'Ving experiences a man can have. hall and N~gent (h3:6) point out three rather common practices which are a detriment to the effectiveness and reputation of group meetings: 1. Laissez-faire - the group has no direction, no infor- mation and no responsibility. 2. Controlled group meeting - the group has little or nothing to say about the decisions which are made, the policies which are formulated, or the plans which are constructed. '3 .2 . The Manipulative process - the leader goes into the group with his own solutions and decisions already 1"" formulated. Through manipulation P discussion he proceeds to "lead" the group to his decisions. Bradford and French (63:70) point out that "the method of group discussion is an cxtremel3 complex oduC1tional process." Jenkins (62:60) outlines the following principles: If it is to be an effective produci.ng unit, a discussion group must rive attention to its mechanics oi Operation. Awareness of its direction and goal, its rate oi progress, present location or its path, u so of the members potential ability and its ability to improre itself are important iactors which end to increased efficiency. There are other oner1t10ral princ ipwl that abound in the litera- ture several of which will be mentioned here. Kelley (26:12) suggests that each groups .1ould be made up of not less than 10 or more than 15 members, who have similar into ests and who want to work on similar problems. Eckellberry (6:2?) comments that groups must begin their discussion at a point clearly defined and sufficientlv adv1nced. Haiman ..0 ' - ~ 1 ‘ - (h1.31) pelnts ou, that one cannot understand the dyn.n1cs of a small group without understanding the p s3chology of individuals. The success Of a group discussion is largely dependent upon the leadership of the discussion loader. Such leadership is not only based on knowledge of the subject matter area but his fa miliarity with principles of inter- action, role pl:Ving, and other facets of group processes. A considerable proportion of the literature on group processes :1" -0 made up of philosophy, concepts and objectives particularly the values .bonefits the individual teacher should expect to receive from Partlclpation in a well conducted group discussion. Barnard (22:273) lllustrates th's point by stating 29 Workshops (groups) are places where there is an inter- action which challenges each participant to develop a working philosophy of education. He is challenged to test the validity of his beliefs in relation to the cultural setting in which the educational program is conceived and in relation to what is known about the nature of the learning process....If we accept changed behavior as a desirable objective, the learning by doing feature of the workshop has possibilities. 'Workshops are places where the spirit of inquiry, research, critical thinking, and creative endeavor are natured. Benne, Bradford, Brownell, and Hallenbeck (lehl) discuss certain values which seem to result when people participate actively. Sheets, Jayne, and Spence (2h:91) made this observation: Active people in various agencies, and organizations, group workers, and educators have become increasingly convinced that workshops anc work conferences, in which the emphasis is on group thinking and decision by all participants, on problems defined by participants, offer distinct advantages over information- SiVing sessions in which conference leadership assumes responsibility for defining the problems considered and for getting "experts" in to give "the answers" to conference members. Included in conference methodology are several relatively new techniques each of which is useful according to its particular ability to meet a certain need or objective. These include such procedures as PSXChodrana, socio-drama, problem census, panels, and Phillips 66. Psychodrama and socio-drama, as devised by Moreno (100), are quite involved encompassing a wide latitude of Operational principles. Thelen (613191) summarized a valuable critique in the use of techniques as follows: A technique is in itself neither good nor bad, but it can be used effectively, with little consequence, or disastrously. 3019 playing out of place can be gruesome; buzz grouping when there is nothing to talk about can be downright embarrassing; discussion by a panel of "experts" who have had no experience relevant to the needs of the group is simply maddening; problem censuses before 30 people feel able to formulate their "real problems" stick them with goals they will reject later...The critical technical questions are: 1. What is the main thing this technique should accomplish? 2. Under what conditions does it work that way? 3. What are the other things it does, too, that may not be desirable? b. What pert of the technique is "given" and what things about it are modified in accordance with each particular Situation? Conference Planning More and more emphasis is being placed upon the planning aSpect of conferences. Much of the criticism of conferences stems from evi— dences of ineffective planning procedures. Hall and Nugent (h3z22) state the problem in this way: Preparation for meetings has received much attention, and rightly so. Upon this foundation, to a large extent, is built the initial attitude of those who will attend the meeting, as well as the ultimate effectiveness of the meeting. While it is not always possible to develop a chronological sequence of planning procedures authorities are gcnerally agreed that the determination of goals is the first step. Raven (21:318) points out that: In a workshop, as in any concerted group endeavor, it is important that those involved be aware of fairly specific group goals. It is the formulation of these goals which is then the first task of the planning committee. finderson (17:255) illustrates the importance of individual goals by stating: 31 Each workshopper continuously evaluates his progress in terms of the purpose for which he ame or the goals he sets for himself in the workshop....The purposes of a workshop should be in keeping with the expressed needs of the participants rather than on what someone says they should have. Parsey (27:2) reaffirms this viewpoint by suggesting: ”The planning committee might take as its first task the setting up of objectives for the conference." Cooperative planning is another important principle for effective conference planning. The Issue Committee of Adult Education (h0:2h) suggests, "one way to improve the quality of meetings is to involve all concerned." Anderson (17:256) points out that careful pro-planning should be done in advance with reference to those who wil participate. Hall and Nugent (h3:S) state: "The meeting....is, or should be, a process by which all individuals are given ample opportunity to share their specialized preparation, experience, and individual ideas in planning." Luke, Anderson, Bockhard, and Smith (82:13) concur by saying, "delegates (participants) are likely to work harder and to assume more responsibility for the aims of a conference if they have a part in planning it." Parsey (27:2) suggests a preliminary survey to identify: 1. Specific problems within the general area to be considered at the conference. 2. The major needs, interests, the background, and other characceristics of potential participants. 3. Leaders, resource persons, and other consultants. h. Materials and other resources. Parsey states further that this preliminary survey, plus the experience 32 and insights of the planning committee, are the basic ingredients of the conference plan. It is Parsey's opinion that if the outlining of objectives, content, experiences, and procedures has been adequate there should be relatively little difficulty in setting up a tentative confer- ence scheiule and making preliminary decisions regarding speakers, consultants and discussion leaders. Related to the principle of cooperative planning is the need for pre-conference orientation of the prospective conference participant. Jack (13:13) comments, "every one of the participants should be advised, well in advance, regarding the purpose of the program, how they are to participate, the time element, the type of audience, and other pertinent information." Benne and Demorest (31:9) describes three types of confer- ence attendees as the tourists, expatriates, and the learners. A conference planning committee should begin to work against "tourist" reaction by early pro—conference communications. Andersen, Davis, Johnson, and Sillars (85:23) also mention the trend toward pre-cenference correspondence between the planning committee and potential participants to give planners "essential information about the people who are going to come to the meetings..." Carskadon (86:3) emphasizes the need for pre-conference communi- cations with the en ire group by stating: We can see that our thinking, planning, and acting must begin long before the conference gets under way; must consider the needs of all the people it concerns, not just those who can atterld . . . Carskaden further suggests the need to send materials to all concerned in advance for reading and study. Coffey and Golden (83:18) suggest a 33 pamphlet be sent all prospective articipants outlining goals, proce- dures, problem areas, organization, and a description of the earning process. The significance of facilities in planning a conference is emphasized by Luke, Anderson, Beckhard, and Smith (82:15). Anderson (17:25?) presents a representative summary of suggestions: 1. Comfortable and even beautiful surroundings, if possible away from distracting influences. ° dining and housing arrangements in the conference center. 3. Rooms ani laboratories for small groups, general sessions, disclay....recreation. b. Movable furniture for various kinds of informal group work. 5. A quiet place to study, think, :1: write. 6. Ad quate equipment and supolies. 7. Community resources. Jack (13:1h) suggests another facet of conference planning certain to increase in prominence in the literature on conferences by stating, "the benefits a teacher derives from a convention in the final analysis depend upon what that teacher carries to a convention." Hall and Nugent (L3:29) lists five specific responsibilities of the participant in relation to pre-neeting duties. Benne anl Demorest (31:10) list three suggestions for tre— conference planning by participants: 1. Choose groups carefully - assess your own needs. ?. Consult staff on possible home problem areas. 3h 3. Clarify conference Solutions to t1es 6 areas before applying back home. Directed to the selection a: ld make-up of the planning committee is a comment by Tnelcn (61:323) who writes, "probably the best method of selection of menbers depends upon the specific functions of the planning committee." Luke, Anderson, Beckhard, and Smith b2:15) suv three criteria for selecting the planning committee. (a. n ,. -... -n- t t -, ‘ fuf: lore-301.113, rein-reflexes 1.0 Conference v‘l: 111111111, are representa- ' tive of the literature concerned with the ma jor concerns of conference planning. The bibliography contains entersivr resources pertaining to 1 ,r _- w-...,.,, f‘ ‘r' . tee man, details ano general aspects Ol thlS are Conference Evaluation he area of conference evaluation is generally cons'dered to be an essential part of the conference ornanizational process (23:23?) As such, conference planners should recognize t at the purpose and method of evaluating an educational meeting are directly related to the purpose and nethed of the meeting itself (h3z25). Knowles (71:39) Profit} emuup +1031 means (iste mini"? 110'." “201 cessfullv t {rig him has accomplished it objec ctivcs. ”"Fluation is +1! 3 process qut O" .r;-~WS Jitll 053(77U'-41~V":S and 3nd?) lT—Ltll OllthblVQS...it is an integral part of the planning process and should b» built right into it. The Issue Committee of A’dult Leadrgrship SL 1bstantiates this point by stating, "it L). t if) important that he purposes of the meeting and the collection of data about its success be planned together." ku \J‘L Lippitt and Schmidt (72:11) list four evaluation tools but ' 3 ‘ ‘ "fi ‘1 rV - -\ w . ‘ v\ -" ‘ .' r- w": “x ‘\ I ly . ,"w a $ifidCNS, "ueflqae; 3 must feel sure SOvahlfiS nill naps n as a Teudlt o; rhir effort to comply w7th evaluat on re izests." Kelley (26:37-39) suggests ttm as areas of evaluation; self—evaluation,c :1all-group evalua- tion, and total-group evaluation. Rice (20:273) points out the necessit* ofrue~pl anniag evaluation as basic to the over-all conference plan. Hall and Nugcnt (h3fl 5-27) outline re pt onsibilitie cs cf an evalua- tion commit+ ee wrich they suL . st be cre atei by the planning committee as an integr a1 part of the conference work plan. The foregoin~ references comprise the most relevant contributions in the field of conference evaluation. The genera pursose of these references was to vauaint the reader with principles and techniques adaptable to the needs or purposes to be served. Related d search The studies presented in this section represent the research in the conference field relevant to this stuey. Evaluation studies were Often reported within the conte: {t of a reference dealing Iith a partic- ular conf Hr N100. The first study related to this study was an investigation by Meier (99) who studied the use of the work-group conferenCe in testin a group of teachers and staff members of the Citizen Educe ation Study of Detroit in promoting the e- we ination of certain curriculum areas and planning, executing, and evaluating spec cific experimental curriculum Ch“180$. Meier concluded: \u f. 1. ”1e aspirations, expectations and sensitivity of group menoers to the pronlifl under consideration ““0 4- als important factors in d2termining a groups' success. 1. When orientation to the met od was not "nfticlentlv complete, the etpectations of the group members or sub-groups tended to be coni'used. 3. The work-group conf3r~nce method was helpful when there was group: 1greement about th e existence of a proble cm, but aid not function well as a vehicle for "snock" techniques usei by c-ne sub-group to increase the sensitivity of ancth 1er sub-group to certain ideas. h. Nien a sub-group attempts to superimpose a purpose “hi:h is not developed by the entire group, there is li.ely to be resistaxce and group Clea vage. S. The acceptance by the group of lengthy, involved forrula tiens sunni.ted by in<1viduals or s b—groups is not lasting unless it is the subject of consider- able total groip activity. ,, Jse of tie work-group confer re me method increased tenehers' professional intere sts and led, in the .9bscnce of threats to perS)nal or professional seeirity, to decision maki ng eased more on educa- tLonal theorv and values than on pe*sonel loyalty end e133; “lie ncy. 79 n Dign (L O) interpreted and evaluated 303 conferences, worM liops and conventi mus held for scrool 31min. stretors in the state of Michigan from October 1, 19h? through September 30, 1950. The major instrument was an interview schedule used with the persons who, because of their positions, were most likely to have the most complete and accurate infor- mation .eocut the meetings. Bertne an 1 59V vage (33) sumzHar zed tr e findirg the study as follows The audy revealed little evidence of problem solving opportunities; objectives of the me) etinss seemed seldom to be def ned; planning sessions were oi'ten monopolized by such leaders as executive secretaries, sponsoring organizations, or small power *roups, tr e meetings were concerned with seeking support for 3? established ideas rather than re—thinking ideas and developing new concepts; there was little effort for formal motivation; since objectives were generally vague, evaluation was indefinite. The study concluded that social fellowship was a major attraction. Mitchell (106), in reporting on the characteristics of the work- shop which distinguish it from other in-service education procedures, concluded that the major factor in the success of a workshop was its staff. The staff must possess competencies and personal characteristics desired for educational work of this nature. Mitchell also stated that there is danger in overdoing the w rkshop Ly making it too common an experience. The workshop must retain its freshness, pioneering spirit and uniquenes U) 0 \v " - all; m er}; The review of the literature revealed that most of the literature was concerned with philosophy and oncrationol practices dealing with group discussions, conference planning, and evaluation. The general Character of the references illustrates the fact that a sound philosophy and a defined body of principles have evolved dealing with the afore- mentioned areas. The review of related literature also showed that there is a scarcity of available research in the conference field. The study by Meier (99 presented pertinent conclusions relative to the utility and helpfulness of the work-group conference method. Van Duyn's Study (50) of the conferences, workshops and conventions held for school adminis- trators in Michigan has limitations of applicability and relevancy to a particular situation since the study did not differentiate between types of meetings. However, the Van Duyn Study did reveal problem areas of concern which require further ansldsis and research. Mitchell's Study (106) revealed significant findings regarding workshop characteristics and principles useful in workshop planning. b) \0 CHAPTER IV I'IETHCDS AND PROCEDURES H It was mentioned in Chaotel that considerable preparation had gone into the pre-planning of this study before the final decision was made to propose the study for consideration. Included were extensive consultations with conference authorities in the Michigan State Depart- ment of Public Instruction, Continuing Education Service Staff members and the Committee on Conferences of the Curriculum Planning Committee of the Pachibin State Defartment of Public Instruction. A first step in determining the potential merit of this investigation was the planning and conduct or two pilot studies. It was hoped not only to illustrate the presence of factors which might substantiate the existence of indi- vidualc conference go oals butt identi if: then and the status imliortance of certain influences that may, to some degree, motivate a decision to attend the conference in question. he results from the pilot studies were, in part, the bases of the questionnaires used for the final study. Pilot Studies. On September 23, l95h, the Eastern Michigan Section of the Association for Childhood Education held its second annual confer- ence at the Kellogg Center.* T.elv ve personal interviews were conducted during which 10 questions were asks d to reveal the above information. The interviews revealed interesting results since all 12 teachers interviewed reflected personal or professional needs as evidenced by the desire forr new teac .ng ideas and tr or yis, professional problems to be discussed, interest in the profession, and common group interests. "The outline and results of this study are presented in Appondix.A to On November 20, l9Sh, the writer conducted a second pilot study during the Second Annual Basketball Coaches Clinic held at Michigan State University.* The results of this pilot study, like the first, rewafled.a near complete expression of needs and problems which, it may te assumed, motivated a coachs' attendance to the clinic. The results of the two pilot studies helped form the basic format for the questionnaires which were devised for the final study. Preparation of the measurino instruments. In order to fulfil the .51 Purposes of this investigation four questionnaires were resigned: l. A questionna'rc was designed to secure information from the teachers attending the conference. This instrument was called the participant questionnaire. 2. A similar questionnaire was devised for distribution to those members of the sponsoring teacher organization who were unable to attend. 3. An evaluation form was made up to be administered to conference participants at the conclusion of the conference. h. A quessionnaire was designed for the respective planning committees of each of the five coiferences participating in the study. The items used in each questionnaire were obtained from the following sources: 1. The results from the two pilot studies. 2. Interviews with representatives of the sponsoring teacher organizations. “The outline and results of this study are presented in Appendix a L1 3. Suxgestions from stajf memz>ers of the Continuing Education Service. h. Some of the items were selected from measuring instruments used by the Michigan State Department of Public Instruction. 5. A member of the Committee on the Evaluation and Improve- ment 01 Conferences of the Michigan State Department of Piblic Instruction, 1Jho is trained in t'e area of confer- ence methodology and who has had wide experience designing and working with conferences for teachers and public school? :35tczns, assisted in the desi5n and content of the questionnaires. The professional opinions and reconnen- dations expr med were most helpful in the selection of worml , in the content, and in the format. Selection of the garticifntin;_conferences. For the purposes of this study }1e teacher org aniz: tions which carticinated in this investi- gation represented public school teachers of Michigan. It was desim rable to obtain an adequate sampling of Jenchers which w 11d nrovio e a state- wide representation. The conferences selectedr on‘resented e encntary' and secondxry teachers with varied subject matter of ocialties. It was furV crmore deciled to c} zoose conferences which followed a similar co1fere no e pro ram design. All five conferences began their progr ms with a night session; used keynote speakers; nrovided or5anized social recreation; and had, as a prominent feature, group discussions. The five conferences utilized the two basic types of group discussion: (1) those discussing one general theme or topic, and (2) groups discuss- lng several different problems or topics. h2 All of the conferences would thus lend themselves readily for comparative study because of their similarity in administrative structure and educational purpose. At the same time, the sampling would not pre- vent the conclusions and recommendations from being applied to other teacher organizations sponsoring conferences with similar design and purposes. Procedure for the collection of data. This study was carried out during the calendar year 1955. The participant questionnaire was administered at the first session of each conference prior to any other portion of the conference program. The Department of Elementary School Principals of the Michigan Education Association, April 12-13, 1955; Metropolitan Detroit Bureau of Cooperative School Studies, April 21-23, 1955; and Michigan Association for Supervision and Curriculum Develop- ment of the Michigan Education Association, November 3-h, 1955, were administered the participant questionnaire at the conclusion of the opening dinner. The Michigan Speech Correction Association,* May 13-14, 19; and the Michigan Counselors Association, October 31—November 1, 1955, began their respective conferences with an evening session. The partic— ipant questionnaire was completed by the group before the opening general session. Oral explanation of the purposes and methodology of the research, togather with a statement of full support for the study by the cooperating teacher organization, was provided by a conference representative in all cases. The evaluation form was distributed to the participants at the conclusion of each conference. _- as I O O I C Now identified as the Michigan Speech and Hearing Ass001etion. AB Table 1 presents the summary of participant questionnaires and evaluation forms completed by each conference participating in the stu , TABLE 1.8UHHARY CF COtisRsNCE PAR'FICIPANT QU“TIO”"AiRFS AND EVALUATION rCTTS CCTIPLETL D BY EACH PARTICIPAT NG CONFB NCE Number of Number of Conference Questionnaires Evaluation Forms Departnrrt of Elementary School Prll”li‘lL 309 333 Metropolitan Sureau of Cooperative School Studies 52 YD Nichigan Speech ace Hearing / ‘3 (Correction) Association 07 J0 Michigan Counselors A.so ciation 239 th Ezc igan Association i'or Sunervn sion and Curriculum Developnent 208 209 Tot’Py $15, \- ~33 Tie non—portici ant questionnaire was nailed to all members of each oi"r he five educational organize (ions who were unable to attend the conference of their particular group. hose members unable to atteni were ietermincd by comparing the conferencer reg ietr ation list with the total membership list. Three mailings were completed to menaers of sec; conferg nee not attending the conftrence. The first mailing consisted of a non— participant questionnaire, a letter from the writer explaining the purposes of the study, a letter from a representative of the stonscring group in sunnort of the 01 ganization's part1c1‘wtic“ in the investi; a- tion, and a self-addressed stamped envelope. The second and third mailings consisted of a letter from the writer and a post card upon which the individual could request a non-participant questionnaire be sent him. Host of th3 plannin' comlittee ques t::onna ires were completed by the members of each conference planning committee at t e beginrfi 1mg of the conference. In several instances, the questionnaires were mailed to those nembers of L119 }:lanning commiti ee who were unable to attend the coni‘ercnce. Table ? shows the record of the three mailings, the number of questionnai“es returned, and the percentage return in each category. An examination of Table 2 shows the complete mailing record of questionnaires,e explanatory letters, and return post cards sent to each non-participant. A total of 2,535 que tionnaires were mailed with a90 returned. The percentage oi return varied fron 23 per cent from the Michigan Speech Correction Association to L9 per cent return from the Department of Elementary School Principals. The average return for the five participating teacher organizations was b2 per cent. A summary of Tables 1 and2 ' reveals a total of 915 participant questionrlaires completed and b? O non-particip ant questionnaires returned. The total salnle of l,hO§ teachers reanSC-nted the five teacher crganiza~ tions which participated in the study. I N .:r O C -3 \O IN U\ n (U LA CA ') on. 134 +1 11 HMHOB \ ) \ “no .1_\ .U1 am He new rcH :uH mew pzmscoae>em EdHSopr: d Cosme» z: o c: . .prczm pom cOHteHOOWme eemazoaz 1.x. u.\ 1 1 “LC 1 > [c CL Hcc mx om Hzfi COHHrHcomm « mpOHmdeoo cm CHcOH: mm m4 0: HOH mmH mMH COHHQ - and ACOHpo.§ Hfloov mCHpmvm U“ sommflm :mmHSOHt mg mg Mmu or Hm «CH . mmHeSpm Hoozom o>Hpmeoeooo mo sempdm smpHHcpoeHmn ms smm omH.H mew 0mm mam maweaocapm Hoosom hhmpszOHm mo pcmsphdmca undamm we>Hmomm pcmm mcHHHeE quHHmz mnHHHmE mocmhmmcoo Ho memz mmmpceoaom Hmpoe Hmpoe UHHnH decomm vaHm moneeNHzeome memoeme ameoeqmm ach QB nJeHaamoHe 1c ezzmHoHee<11202 mo weaznem ezHaHes .m mgmee r..— ')\ Tabulation of the Data Information on the questionnaires was first coded in anticipa- tion of anplication to IBM fiachine tabulation. The open-end questions were recorded, classified, and coded. Information recorded on the evaluation ferns was tallied and the responses to the essay-type ques- tion pertaining to goal satisfactions were classified and coded. All questionnaires were assembled by conference grouping, numbered, and the coded data key-punched on IBM cards. CHAPTER V T:’ ANALYSIS OF TEL DATA As an aid to the reader the nurpo es and methodology presented in Chapters I-IV will be reviewed here. It was pointed out in Chapter I that this study w.as concerned with an analysis of the conference go ls of public school teachers attendiné five e«ducatien al conferences at the Kellogg Center for Contin- uing Education, Mich:gnn State University and these teachers who were to nenhers of the sponsoring teacher or;:1niz ation but who were unable attend. Such anyll-;s es incluled an analysis of biographical character- istics of teacher participants and non-participants with appropriate comparisons and relationships; the relationship of conference goals to certain biographical characteristics; planning committee evaluation of such conference goals; .n:l an evaluatim of the participating confer- fihces in terns of indiviunfl and. over-all corfe:rence goal satisfaction. A further objective of the study was to analyze the several conference nethods or t nes of program format in terms of participant, non-participar t and planning committee preferences. Statistical rrocouir‘s and techniques were used to aid in the interpretation of the data, and to assist in the analysis and comparison of conference goals with selected hi 0 graphics charsote ristics of the participants and non-participants. In order to oceomnli sh three osjectives, iive eu ucational confer- ences for teachers meeting at the Kellogg Center for Continuing Education, Michigan State Univer . f1ty, were selected to be administereo the measuring instruments. All five participating conferences followed a similar program format and shared common over—all conference goals and educa- tional objectives. Each conference was sponsored by an active teacher organization representing a erticular sub je not matter a.rea or gr: 1 classification. A ere-conference questionnaire was 1111nisterretation of the question. The reader will recall in Chapter I that the Hichigan Association of School Udn.m mtrators ad expressed concern and opensition to the anparcr t large numbc r of teachers attending conferences. This question pertaining to conference attendance by teachers W13 intended, in part, to reveal information re5ar ing this subject. The information pertaining to the number of conferences attended 1 by teachers, both of the . mi at ions lyirtm cipating in the stuiy ano other organizations, is pFESTDtdd in Table 5. The data is shown by numerical frequency and the percentage of the total found in each class interval. An cxaniration of Table 5 snows that the median number of confer- ences cf or5~n1'o+ o-s ft?thiP2LiR5 in this investigation attcnacd b; tne conference narticinants curin5 the oast five years was l. 53. The median number oi COHfOFGUCCS of 0th r teacher cr5 iniz.:t;ons attended by the participants recrez;c .in5‘ was 6.12. itcrval on2-int out ’+‘ O r,- 6 fl kJ :3 (1) LR til. The writer separated the zero the number of participants attending the conference of their nrc_cssional organi7ation for the first time which axounted to .h or 29 pe r cent of the total 5r04p. It is interesting to point out that only 59 teachers 0? 7 her cent of t o n: Hrtic _;ants res m'ordin5 had not previously a tended A a confe ence of any teacher organization. 1\ L \l-‘ T}.9LE 5 DT,TR1CJLI 3 CF DARTICIPfiJ HF ACCORDING TO CO'FL1 NCE ATTENDANCE _/I IN PAST FIVE YEARS Organ. Part. Tr d1e-r 31°88 in Study Gun. Organ. Can. ' m _ 7'1 Interval r cit J ‘ \R ‘O \1 KJ H I N \D :\ r\‘ L- I N \al L ’V\ H PO N 1.1 40 H w l \H \ 2, \ '\ kg +—' ’\) O \ 4? ‘ n _, \ I \J‘L {\J F\) \fl PO (A La N ’ ’W , / / MC :3 ) 07 (99.: 1h). 1 3 'J3 R) co R.) 1 63-111 - - - 1.2 lgj‘UVti‘ - - Total 915 100 381 100 T:{- LU? , n I" Yq‘v-,'_"'I («tn (.,\fiP(.-r._;-,3n‘-r~ r‘i‘ ‘I'.“I ' r y"! f) ' V‘fiM'L‘ pi l+i!'-,-r " 1 - J*.L1 L‘ ‘\—L \JJ. 1/le L. x C 1, L'.1\_ L) -‘L UL... \ -"1 Oi b zJ-—~-s ' -L - 'J 4 '- ~ V «10 i-Il " ‘ x“ " 1 ‘ o -- J - F ‘- r s- -. - v‘ r! -‘- ‘ -: - \ -- v n J‘ P‘ . - -4 -- 1 ”'8 T" 1.4-111 21th:. 7:; ext/11611111.; «f ) 5'.”th3 1.") “Rt :1 Lil. 1‘ JJL'b 1"“ S L1 .1. l v"; z'tu'l‘i‘ " 1 9 ‘j Nan—2.. 1. r1 '1 J.-, ,-., ' , . - 1. .. _- 1“ . ‘t‘v‘kfi';n nUJYldel‘ C'J. COALE; 1“;I -\Jv3 OI Ut:‘\?C:A-(.r 0:49 :11 LagL-t.‘ L T‘L) ‘LOU p‘-‘.rb.t.r:l at .1. .1; 1 1 . _ 1 . 1 --. 1 i a 1n uhlS study attended 0y partic irarts narnrg gast €179 “EWT' — .14 ‘ V! ~ f’“ 1 4'1" r“ p " 'J "" ’ V“ I r‘» " ' I‘- v A *rox11ct ‘v EL per Ccut oi udm r¢ru1c1h¢ntq Lad cttumcvu 110 635 conferences of thcir crg"n eticn which ro1cupswéd in L.J a (3?“ Study 1n 18v past five yuars as comrdr§d to 21 per cen+ n11had attgnded D tne sane numb r of can,¢rcnces of cther teacher orgadizations. Another int ceresting co1parisc r is that 95.§ of th1 tarticicants attended five <1 .,J less conference: of 1hoir proLcsuiOWal teacher créanigfition rhile per cent had at end~d e.11fi. or less conferences of other teacher organi- Zdtlons 1n the pLSt ilvq years. e. n analzsis of the biogrgphicel claractaristics f (+- :1” “\D -’) O a, (T) 3 b O (D i non-yarticinants. The conference noc—rxrticiuants have been identified as those teachers who were members of the crcaniyation sceneor c“ +Ve flfifl \ v' 1' a ‘ - : - - a. ‘ 4}} -,--v. cc“-erencc, but ”no were unasle to attenc. The queotlonna1re aQWAJlStuted to the teachers attcnfling the conference and the instrument commlutcd by A 4' ‘5 "\ . {‘1 ¢“ -‘ I" I . '1. ‘ O “ ~ 3 1‘ f v'r r ' . .1 '. \Y t‘ P A D UhObe not 1n flttcuc1nce jTOJlUEd tnc sAJc «Fogrnr1101l Adtc. The 1P8- QU1ncy distribution of the conference non-particibrnts is shown in Title 6 TABLE 5. DISTRIBUTICN CF COYFERZNCE NOE-P. TIC PANTS BY AGE AHD “EX LJLJ 3e Class Cum. Sufi. % Cum. ” ,0 4 A Interval F % N Z N F-Male Male F-Female Female P D l [:3 H )\ L— L4 LO 1 J l J L- J1 f 3 VI 1 J ‘O \.,J 3 CO 1.; I Q ,1 .. 2 1:: 131 111 KAI (-\ I w 1:“ L“ f... O 1"») r. .1 2 ?7 18 16 C1 l k J \1"; ‘ "L J>\ .— 1-4 D.) u Lo Lo [.4 It I\) T3 l '2‘ 1: U1 \0 *4 - b.) _J\ D ‘ _}\ c ) \c-J U1 1» 4- \"l (L I c L L“ 1 .~;\ n 3 PJ ‘1: T‘ \, 1. .-/,1 f, I , q p 1 u2~OVCr ,3 _< 1J0 ch 139 - Total .1157 1'20 173 2311 iecian are non—participant: - MS.TS chtan age non-participant females - h7.65 Median 33: non-participant males - h0.85 \n \n_ Table 6 shows a Pro ressivo increase in the nnnhcr of 'roqurn ies v. .': variable increases, with the exception of the of the grcnn as t} rbc \(‘_ 1" L » last age class intervs l of Sfilyeepemer~oldcr. Tiius, the non -partic11ants are not evenly'distributed throughout the class int«rvals, s ut ratler h J ‘ r ' show a skcqec ilctiicut on. :i itv-four per cent of cue non—garticioents r oloer. The medign arc of the non-participants (A0 (F: 9.) *1 0“ 0 Hr: r J O O . r“ 1 . ’ ‘ 'L ‘V V - ‘v w‘ ;- . ,‘ I" -: . ‘w J- V',‘ ,. A COHqJFlbOD 0; L46 nnHJcrs o. wen-narthipuns Males and female 3 s "I shows th14t SO ,er cent of tne males or? 33 per cent 0' the females were 1JL3 We rs of a e or younger. The KPI-pflfthlfiint males were rather evenky distributed thronghopt the age class intervals Jh ile the females showed an increasing number of frequencies with each corresponding age increase with the excention of the lost are class interval of over 55 years of age . Table 9 shows the distribwtion of conference non-piirt mnts by - ' “I" a n - ”a ' 3'1y1-\ ~ ‘ “ " . ’I‘. 4' \ 1 mar-it’ll SUiitLLS (“I“); bfflkg my I‘QI‘ e‘lt 0‘. Lui: I:Oh~g,‘cl‘thlpanuS 14618 married and hO per cent Irere sincle. Of he 295 married non—pa rticinents, :4 O I”) R 1.4 \\ 5) DJ U) th :5 CD 1.4 (D D; per Cent were sales and L5 per cent WHTQ female: non-partic' fonts 7 per cent were H&l€8 eni 93 1ter cent fem? 2]. es. Fifty-seven ner cent cf the nonunarticipsnts taught in Class A schools, 31 per cent in Class B schools, 10 per cent in Class C, and 2 ncr cent in Class D. Eighty-five per cent taught in so hools locretod in the southern half of the lower renins‘ a) of 15C1l’3n. To illustrate the years in teaching category of the non- participants, the tabulated data is shown in Table 7. \1 CR TAB W 7. DISTRIBUTION CF CONFE.7YCE HON-PAPTICIPAWTS BY YEARS IN Years in Teaching F % F Cum. % F O-h kc U1 \1 N] Y1 \O \l w [.4 U1 [\3 f\\ a ) C-) l 3 _\ \\ H I... \VL U1 P.) U1 I h) ‘0 73 (D H O .‘3 L‘— BS-over 51 11 100 Total RES 100 Median number of years in teaching for non-particirants - 22.9h .) J “1 examination of Table 7 reveals considerable variation of the TPGponses between class intervals. Howevcr, the amount of variation (0 85 i } oetween class limit frequenC' quite small. The median number of years taught by the non-particinants was 22.9h. The mogul class interval is from 25-29 years in teaching containing 19 per cent of the responses. ‘ v1 ‘ 9 u . Table 1 also shows that sl rer cent o- tnc non—,articipents had téufiht 30 year or less with 25 oer cent teaching over 25 chrs. The 1cm— 6 U) '5 FJO‘t " m-er-lr-s _-: q v , ~~L3LVHC;CD were cuni Within the svro to four and lO—lh class intervals. The factor of conference attendance of non-participant teachers fl in Table w. The zero to two class interval is sub-divided O 18 firescnto ,L f“ 5 ‘J UI to point out the nunoc :r of non-participants who would have attended the conference of their professional organization for the first time and those teachers not having previously attended a conference of any other teacher organization. TABLE 8. DISTRIBUTION OF NON-PARTICIPANTS VUCRUI 3T0 COVTTW‘T"B :5; .42....“ LJ' -\ tarrv— 1Yr'1Y' T‘Y “.5 fl ' ,3 ‘ -,. A', " TT; ‘13.. 1' di.) .L" P-1JT E. I‘le F:‘.R.D Other C‘I‘gf’fi 0 Part 0 T830118]? Class in Study Cum. Organ. Cmn. Interval F S F T F F % F % F o 151 33 33 59 12 1? 1-2 1&3 29 62 78 1A 23 3-5 180 37 99 112 23 SI 6-8 6 l 100 72 15 66 /-11 - - — S9 12 7b 19-1L - a - 12 2 30 lS—QVF - -- r 98 20 100 Total u9o 100 A90 100 Median nrnbe r of No To crcnces of teacher or grm .i izations participa’r ing in this s3udy attends-d W) HOn‘Paitlclpc nts- 2’ I” Med is n number oi conferences of teacher orginizations not participating in this study attended by non-parti c rants - ).hl Table 8 shows that 62 per cent of the non—participants had attended two or less conferences of their professional teacher organiza- tion in the past five years and 33 per cent of the group had not attended a conference of this group before. Howev:;r , only 12 ner cent of the group had not attended a conference of any teacher organization. Thirty- four per cent hnc attended over nine cor f6rences during the past five Lears with 20 rer cent attending ever lh conferences. It is of furthc interest b0 note that 30 per cent of the h90 non-participants attended 3 " +15 -.' . J. “Mp-” _ 7. ' .. 4.1 A 4‘ .- ‘ ' L Jr" .LCOS J”? 4. bio- U CUfz...(,‘fC.;CC:.> (~13?an v.36 11.31:; l‘vU :f‘dcer T‘Tlt‘l vile denier} S.hl conferences. Summary Conrerison of Bi05r an. nhiCel Charicteri. mti of Participants (rd n-ParthisJLss ccfinprison b? are. A comparison of the data shown in Tables 3 and 6 shows that L6 ncr cent of the na ticipants were 39 years of age or less as conhqrofl to 33 Der cent of the non-participants. Fifty-four per cent of the non-partic Cip ants were over M iyears of age while Ll per cent of the participants wrre over bl; "ears of J3. Since the teachers attendin* the conferences had a median are of h1.lS as comnared to h5.7“ u L: - 1 i0? the non-perticinants, the participant 5 represented a son Nhe t younger portion of the total teaching sample. A composite tabulation of five biogranhical characteristics: sex marital status, marital status by s,x, class cf school, and geographic location of your school is presented in Table 9. Comparison bx sex. Table 9 shows hat hh per cent of the partic— ipfints were males as compared to 56 per cent females. The non—participants had a higher ratio of females -5h per cent to 36 per cent males. A further comparison shows that the group of teachers “an ble to at tend contained 8 p r cent less males and 8 per cent more females than did the iroup of teachers attending. 0/ fix m.) n. A) mo gpsom gppoz oazmwhmomw m 3 U m d Hoonom Ho mm: 0 ii». [\— CH mama mamcflm Pmopc “"" \- ‘ V*, J 1 .HH .uw.4u 3a m: mm 0% JV WM +mefl0flp- D r6: mm mm mm wm :4 pngflowmem mamfimm madm macho Umwhpmm OHS—mmwb deHm Xmm "t‘, mm¢qo .m:e«em gaphagz .xmm 14.144- MO m0¢92flommm Mm mhaO'\-.1 .l .1 -1. . \o 3 .2 D). ”:4 . .. , . cH mpmm. Wicca” I .6. pmN.:f.Lo pcdpo I )JL:)2).L om mnOHLmNHrmmao assay I uHmn..u. Ir: upCdp (HOthmmnzoz m.nmmHonpmM i‘lrr 1.. 4A-“; #1113 i i . d u.) URN/4H5.“ -43 4-H: )Wwfliu“ HQJ ”“3”...“ \l... WHMMrw :«H .41 \I .._.H PO,” ”1...... CL. E2. r. fr... rN. a. ‘f. Efl\ .fwnr- Urltrr ”NWT“. NH. .xll‘i..4 .1. . fii r..w._..U UF... IMF-.4 m... J) .9. 1|..| I. o WJWA. -zpn.2 o 2H .oHN aLcHgn7”. v—-4 1nd J. However, tion of ? Q and 11 per cent respectively I‘S not large on ugh to merit detailed 3relvsis. A com.arison of me 111 values for each goal lixevi e 1’0733 general n‘recaunt. thi1 invostigc+ ion Vas to connare the goals IOSFS 01. One of the pm? of tho nenbers11, or the total samnle of teachers, w.iti1 tie QChlS of the menbership as jUdéEd by the planning committee The obje ective of this procedure was to deternine the degree and ways in which the planning conmi ttee no1bors of +‘o ro socctiro conf13rencos Vere co m*.izant of th goals of their own membrrship. A comnarison of goal nrefcrenc es of the particinents, non-participant: and planning comaittee mxsm -rs s' the nlannin; committee members 3rd the nerticinsnts and non-nsrti01r1n13 re1rtivc to other schoolw 1: sin doin;," was retvd vsr tIe n3rtici11nts and 46 per cent 11 the non-n3rticio3nts. Lith 50 nor cent 0? the pldnning ocmnittee nevbers. This goal Vas LQOCd 1M“F“‘*I* to “orti3 ww-nt and non~r4“1?'inynts as shown by the low mean values of 1.3L 11d 1.39 recncoiively. Gcsl F, "I wanted to he informed of new illustr3ted tip 13r353+ v1rL t on betwe; n the n11nn:ngccnnitte= menoers 3H1 tre n- rti cinsnts 3n1 non-nsrticipants. Seventy-five per cent of on~ particinants and 31 fier coat of the on-n«rtic1> nts rec on ding consider; I o ‘-.‘ 4 av v9 -. \ I‘ ~ 1 ~~ 1') .n ,1 I N. y“ ‘ ._ this goal as yer; invertmnt. Tn-s comr1ros to only 11 .er cent oi the 71 planning conmittee. Furtfiermore, onlv lL ner cent of tqe ten hcrs consid- ‘113 .‘i " '71 :: ~“j "v". \ '~ ‘fi ‘i‘CY‘O" ‘7‘" “‘TT‘T‘Y'”": +0 P" V'- ""‘A‘ + Fl. +"“ 7“. 3"vl-“lil‘f (*‘Le' s.C-'c. 1.1 Ci. -ul’luI‘ 1.1L0ru’uth 9.0 CO .‘U‘HM‘J. "1 ~,' LT “‘1.ou dd. v-1 §~l-«_-1l:._-;," vs ' , :1..- . .3- ,L 00713.1- Apt .1: {O‘HI‘S o 3" -\ -— » -. ' :\, : 1 ‘3 , . no3l :, ”— Harte: to rtneV iccg312tinces wit; iclwnl‘ " '1» u ‘ n ‘ rs 0. \ I I ..~c . J v 1- t -’ C’. - - :- . . 1.. - - . . -J..L, -1 (oncileren wary 1mnor,3n n} 1: Ser Can; 11 the rraunlnu ccnmlcu‘e ‘- -~‘y~.— .~ .~'7 ”3'7 x " ".— . -' ' ,._ 1‘ ‘ 4-: “ ~- ~ -.+ 4- -‘ :)~_-..u.~ IE. Clliy- ...f p61“ CERT- C‘- [.11. Tirt 1C4-“1 .41; ?;-.\1a 1. 11:1" C3313 '-‘.L 4.1K? non-nerticirants considered fflfll F as var: iinort nt. Thin ccw' riscn 223 f rticr illustratci by tFe n63n values. TE“ - “t c *"nt 11s at:- parthir at M111 v”1"” warp '.l“ 'u; ”.2 fl~b'\L+1JLlf ”nil: inc ”l'nnizg ccnnitfze e ‘ V1lue *1: 1.97. m~.,. -, ,' .3 ,1 . ,1- . -4-f ,, r. _ - - r. 1., 0:.-.1 1:1: varigrtaeryrw-tirlln tur r 2118 :2.»1Tk, DO»J_1I, "l 4: ct(.; u; 111~1 (-1 V P‘\-Q> - ,-. f. ‘ -2 1 .» ‘ u x -: _.‘ I: ' v . I ' ' A‘ . I -—. . .‘ V (wt rent new flfihprlq e " nthllc1tlons," J1: not o11to so prnglKLLp s.) . Lat “orthy of note. Thirty-nine per cent of the participents and L” nnr cent c? tfifi :MH;4ri“+fci*~_vt: ccnrfigicx;J.Jydl J :3 very iwqxx“uxrt. This comrures to 17 n’r ce't of t‘r olinnin; committe“. T‘: 2 +.‘1 _ 3 1'. 71*rv r51rfe 1 ’r1 cz*”*r :3- ‘“r"; Irr1“c ‘fi' ‘ I: tuzu.c s10”“8 Til“; t‘° m"? "“lnes for 3:“; 1-‘1: "" +3“ 3”: s1cn RnfiE Irrre~ Participant - an—Particibant r1 = .31 Planning Co mittee _ Particinant Tr = .,o Pl3nning Committee - Hon-Participant rr = .;; “3 .,' O‘._A ’ ‘_v“‘ 1. .-' 1 - . "‘ .»_.‘.. ' 1 3.. 1.1L)? '. '18 LIM- {1‘0"le SJC'LUu "fl", “U‘I'CCC age 011lkir';1.21~..21.1.C‘T;3 .LIl 13 \" 'T‘ ‘9 "3 .-’ '1 .—I "J .) f3 .4. H .1) ““17 four goals and relatively small fliffe ence? withi f)‘ q'ln . ,l-4—' - .. ""_-' .' . : I . . 1:. 4- .. 1-.-: :- ' . .. Oc ”L“, t’xe C‘ 2‘1": 11111011 L? ", .. ,1 ”.1. «111 Q g‘ . \‘Tk' _- " 1V3 CLVILILL. . .J ('1'. pore»; Lullu 4.1; L' . 1”; 1:) . l _ ' 1 : } '1”, ,-A... __,.'. A . T‘_ A .. .3- . _.‘ ‘, ‘ 1 A -._f,.' .. m1 0f uhe rsnaln» of tin 1e1n uslch to we here nouexorthd at enllgsis. -11 O "ff." ~ r . _‘ +._ . b 1- - ‘ ~ -.- - . . A ' .. > -‘ ‘K ..‘- -. . -. t. ‘ 9.11133 39,; roe-right nc ot‘Ci .Fw-scn tzw 775-374; 1}”) 3‘ ~22 11:11 3;<_>2’l-p«wt;;l}an .3 as 72 . 4’. / - ‘ Q L' 4- '--- -L'« ‘.-.' <‘ ,... 7.. -' r3 3‘ -;'~~--+ ~.---'L~ '1“ 1 "“ ‘..3\ . ‘ " '3 2‘ 'Ld I.) f U; L(.‘ 11-! ' "1 '3' -‘ films: < 3._.(\71 (“IOCZL .L .L’vl-‘.-:l : 1,“): '- _L J. I'LL ‘JJ 0 .4" — o a‘1-_‘~-=.\—‘ 313.15 , .5“ I I ‘ _ ‘ '... ‘ .3 ».. r----. 1 .3 3H”; v3.3rrc1a" 10 on 1nd,}: :3}: ._'/.i,: ()6 bi-SEL'CT‘; t‘jt: Tiliil‘_nl.’15 C(,>T"l‘1-;tt(w: «4-3... 122;». - J»: ' - . .3 — ~, J ' . °. ' 1‘. J‘ ‘ - ‘ x -. J -'n. * .1~ ’ 4-, IJ'.r-J-r3,--nJ . it»; T'C'L"'J£V:’ ”‘313/f'3‘wd 1-}.-\‘:‘-:f.l‘4‘ U ' I" : 'lI‘C '5‘}; -U 3-1»‘4’, v-1 .rrxlqu ' .. .lg ‘i-n’. 5 (5r. "E"‘-‘ \‘ 4-‘-I(. +1, . ‘) (_. vv‘\I~-I !l\ r“ \n} ‘ ‘ l {‘12} J .-«. . L .L'--;J.v(, LA.-- J _ J‘ C) .L‘uku .. :u'u _. .1 v.1.” _ .3 4.-L ”4.". ,0 1 . . "t -- A 4 - f yaw, V1 .ufiJUAQH U1 « ~wrw~ “hr” +~w ~ ”r3353tdtlon c meNv srrulu 0' a BO 0 4.1. .1 1 , vs .—~ .. ~~r -31; mug]. 01.. [C -, a U, ,s . +7 n ‘- p y. ‘ r-Al.1 was-1‘- xv}. 1 'J « vr - .s» l I > f 1431131-}.(3 C 0:. CF‘VLA‘L ENC!) ”-2..- L _ Cl‘-I-C‘3.A1’lu.‘ 1.Lu-'3't._2‘5‘. 0 w "L. ,1, .._ _'v ‘ .L‘ .. - - " , \ , . ‘1 L - , . L Lib—13“ 1x? 15-. '11:; “.9. . P :'.l' Luw'i' L .. I'Cp‘. inw I; u. . Lids,” 1);. “LI, - .71 :9, v ‘ V") 1" , “L, 4 .. .- 3" 4n... _. .1- .- , _ 1. - .- . 3, 4.1 - . ‘r , 1 p 1 (Jimmy/{2:26 L,. 9;;t 1‘4“.“ 'x",.)’ .f" THC" CStr‘x‘QCIQV’ (glib _’-1’CJ: I': in 278.4119 OJ. tfle 4" participant, non-waltic LU;Lt cad glgnning Ccv lttCC nemocr gen pref€r~ ’ ‘ *- .‘ .. 3 .' . '— O-v-l . 5"1 .- 4" ‘ 1o 7 A thceb. The follovlpg u*scn3510n W111 antlJ e the Life uop I-n,¢rfi 55:10. p‘ -_ .. ~. 1 . n. 1 .0. - - ,. 3 fi..: .t. . ' _ .-. C‘ - I‘, . ' .H ‘ xix/M. ;, "I lL'lt 41.3119 CCY‘Vu-I‘LLCS 7rcv LI...(-T'LA C"?‘Ol" v‘l-;4.'...:u LOT l'ar-J‘mi‘__'u-u.-’.l .r‘\1"\v 0+!” t: ",1‘ .‘rr' '/""',"-‘ D. J: -“ , ' ‘7' ‘ I“? garvicir Lt: in“ 1.1? for manufattiejganfs. Tn; staunfl lfircht nunbgr of very importrnt responder v~s fauHN under goal 3, "I wanted tc Fe inferncd of new flu axing ifiuas v74 ~.4_3n.:1.<3," '3fh §€2 partinijan+: and ,‘5 non—pbruicilants responding. The partic- ."‘ —‘ .- .- - a“ V w “A. . r. f‘ 7. Ah ‘I r" J" r‘\ L '. '3 r —~, A -- . ~. - lpulit {It—x; I; V‘.r«;‘._LI_J_E'fi J. 7‘3.“ “C‘r .3 L; 7‘: -..3 104,2 Y’Ihilt 1.13.5 “23'3"”:7ra .3447;th fit." I; x’cjwle YY- - I .,‘. ‘ » - ‘v‘ ' - ' ‘ - y- >.-, ~ - ‘ ‘r . 7‘. 'L ' v._~y- n was 1.22. Rancln» txlrd Ln tau auNbcr of Vera 1n organ: rho oases W48 4) c r‘ . - ." . v '\ V -'- - 0 5‘4 -‘¢“ goal G, "I wanted to learn more Pflectlve Haws cf Q:-llng vgth lgwtrgd- tL'Z‘r'fl. 1 ,'.‘;:';;7.]_;;__'31-~‘ " r‘ - H -\ 0 v‘ « - r .‘\ ’4‘ ' . .1 I" 1. 5 p ‘- . -. -5 ,- \. A KLl G g‘“bic if-** mcnj J -lu Wdo 1.,1 WHILG tne Lon—part;3¢,wnt mean 1 ’C’ L.L/. yaluc was . ‘ ‘ . ‘7'.'r\ Fourfh in Tgfii in bnc xvii i .,L.: fl - n- " « ~rn"nuin . . ‘ .l -'L‘- o. y 1‘- CL‘( ‘ E) " qr‘" ‘ J 5" “ r‘1+ w‘H- “‘ 04:73:?" ”C" < V10 {cI'L Amiga: 4 i 3 Y" ‘ "5'." -"_ J.’ L3. x" J ~,.'L1l..J J.A\3.— - U, .L 4.(.-‘.-3L.4\A. vk _ .. /" -r~ *' ' ny'gc ‘7‘ OOH-parullewJuoo V n ' f“ ..—, ~ 3 v r flfiv"h a: -r 01. “0-1-1. \J * C.£J -0) ' ch: vb .‘Jc. ( u. .- A I” \( \ \ ‘1' " YT _) ‘t ‘ "7 q 1 "Y‘ . .+ - n1 - r + ‘ J '7 fi‘ ‘7 2“ l ‘7\\J} I_u_‘r) '1 .L tb’- u—Avr-b, “‘ T‘q( .L 4—; I . .. \J": _' .1 LJ' 1 A‘ U\. L~ _ admmic "timulation and inspira tic:1, ” account- ing for 313 partic pjnt rc:¢cnses with a Nina vaiua cf 1.;9 cmi i» ”“7““"”tLL'3'P+ with a mean vglue cf 1. 3. It ‘3 2130 iitcrrotinr o0 note that the five goals rec ivin; ug: - -. .. . A far i: i . r.ufi. {m 38."est nu"aL1 of very imnortanb Tfibw nga ;-ru iuuyiicallg ruin J -u ” '.°-~L;..-,1 _ ,._..,.4-°.,.' ,.. CT FF L" ‘hc Lart:,ipanu; ALL ncn~piiiigicinfs. . ,. ..-,: _ h h r“ .r 'Y‘ "-\V‘ _f_ 'V 9' I! ’ . ‘ . : --I - 7 rinhuu ”3:13. UOmJ R, "‘ ~untru to 31nd out abuUt new Job CpFUrtdnitipJ)" ”N I ‘I w] 4- - I -‘ - 3 "o a V , r — ' v- ‘A Kn. ‘ ‘. ‘. l\ '7 1 vu-m . unc. C -LU-: 'J I3()n~pgr31 _L Ci}; .n+' r “ {J1 )OolU-lJ—lf O T if: .’ "1“4'J.C .ijLint 1.29:1. *f. .1116 3.35.153 A ’7"? r ‘ f r‘ . :w- 4 ' ,--.- .- -‘-a~ — ‘ ‘ I- , a... JDd tn: non-Dirtic hint mean Vilma wxs a.» , ;gg Pechd lowest ‘ v -- r‘l ' 7'} . '~ -‘,» v -- V . ' ' V A V‘ '~ “ -‘- r 1 ,.~ R v - . Th”k‘fi ¢U71 335 b“«1 3, '3 fi~ntCu to Dot uflfly lfufl antncl rcutfbe“ " r ”k iVind >9 ‘V'CTJ l *ortnnt pfirtlvlflCKfi rvshonsrs with a m 3) q ‘f‘ r u -- \' n 4.79 and 11 non-part irm ipo nt respons u hltu a mo”“ Vain; Ci ° it was NUTficncd 1? G;n“t~r III fgc+x the Jan Burr 53va (So) 1‘ - .‘ 1-1 -n' ,— _._ 0,. ,,. ‘3 ‘ h”. _' o CuflCldatu fhut 060431 ththoLJP W;o a maJcr éttraction cf t‘ in“: cthwrwrPQS Ffld honvontJC!? Fr7€ Por “u,]j c ~~Ln 1 FA“ , — ‘ a ‘ 1. . J . . .4 ._ . .AAL‘ _...-._. J- , ii“_ . 0(J~.\J(3 “A 2" . ,‘-. ,- .:< I F...” a 1-. “*1 .F -- 1 in LLC 7 nfrom 1CL7 ta 1;;O. aOdL r, "i wanLC; to rxncu QCFWGthfnpnp 1-» -1. ““439 Try ' ‘c (I ‘41 3 '7 f‘ ‘t T, '\ F‘ a" '- 4‘ ‘ C‘ “ 1‘ r ”' \I' " N" J.» 11 ipnio, Jig LA: mii dloxrcot rmA ,d gal ‘35 Jot}; {3:17th “hf rm”. . L' 4-, i m.‘ w“-. , ,, , non-p TulC-ithu. ihu Mean Value for 6021 F 7&3 ‘ 10 for Firtic~ .1 , AK '-'.‘ Y1‘A (_ . I" I fcr Ion- . rtici“ nts. 1 .' '- _ , .1 ‘3. f .““,';17“"1_LC«11- . - - 0 .-.~l<: t, Fhiliiluc-t Li,).1.i,. .‘_ __W r’m] q.t-’OI]S}H1~YJ C); Ccm.... ‘1'" C " £ . M -— ———— . . f. ' Vipt‘flih CA Ifllfith-‘ESZLPD -‘ -~"‘.'Y - lf'f‘l ’a‘) J t" .\l ’ " ‘v -. - r7‘ ‘3' I_ L‘1 .4 L I14.-. _ - 1 furthcr‘1vfr*m13c7 O: +JN7 otui' L. , ' , I A I. .‘ ~J' -. ”\f— . \‘g .{ "1“,3" ‘Jln'LI Lang. “ l" nvfl nrr+p=m b1rvr213i011 CJ-iva» vr : A - ~~ --,_, betwcon the copierenCJ U03 3 L., w 4‘ J- j‘OtUigé: I -' f‘ categnr 16m ? goaio do the goals \ differ from the goals of other 356 r teaciers vary or change according t years in tnxw hinb? qiiagli' +n‘2C1uarws? + what is the 35? CL fien nt 1“otvxm tne 0:13 0f talc toaCh TS as compar~d “0 female teachers? Thase are acre of Duo int Nm-mH 7:35 398 ow< 3 mchhooBH mwmcogmom .300 8:83:00 pcmmHoSmeICOz USN pcaHoSHmm .Ho ommpcmgom .: 0.3m: 2 8 n N H H N H n N H m N H n N H 0 N315 a! o L \ \v L L ‘\x oN \ \\ ON 1 \ \f \ “T a o o: \ \ a + x x, x \1 oeflg “ ~ ‘N so r x k om.g rmm 1cm H Haoo H Haoo H Haoo m Huoc o Huoo . ooH OOH H N H m N H |m N H‘ n N H ‘m N H! m N H o e 5 d o \ . 1 \ r oN ‘\ oN . \ r X ' 04.. nu o; 1 \ a l L 8 Ca a0 . H :8 < Huoo v 83 gag. 44.3 3:33 363 03 3 9320004 nmmcoamom .300 3:33:00 9533993352 98 «caHoHEm .Ho ommpcoouom .m 33 o n N H m N H m N H n H H BIN H3 2 U x DH 1 \ 1| 3 L x N a A X \ \1 3.. Y x xrg .. \ x \H n n g 81 18 g \ Y \r \ x l“ 81 \ #18 A #HHNS HHdoc HHNS mHaoo oHNoo . OCH 8H H N ,Hl H N H m N H H N , H. H N H H N H o H. duflmj E: Hm o 8.. r8 .. We: 8h madman manma .95an «8.8 ow< 3 5000.4. mmmcommom Hdow 8:93.300 pcwaHoHfimmlcoz HEN. panHoHaHmm Ho mmapcmouom .0 933m H N H H N H H N H H N H H x N H u G \N n“ Dmfl%w NT 3 \ x x \ \H \ x } x \ x \ \ Kn: \ x \r x x x i x u? u \ IT 3 .Kg md8 Tags oQS r H N H H N H H N H n N H H, N, H- H‘ N 5 _m x u N X \ a \ U \ x .3 I: H M I K\\X\L\\3333\\ n x ‘31 8 Godl J '23 8 E: Earn t—E\\ \ \ \fiw Eng” 3H :5.“ E\\XX\\\\Y\ H &3X\\X\S\\\\\ " 2|: 3% 65‘“ fiH flaw LJ\\X\XKfi \\§ "‘ ' I r’ I T 1’ I 8 8 3 8 ° 85 Figure 7. Percentage of Participant and Non-Participant Conference Goal Responses According to Age Class Interval 50-514 years 86 ON HaphovcH andno memo» hobo om< ca McAvaooo< monsoawom Haoc oocouomcoo achHoflphmmlcoz one vcmaflOfioAam Ho owmpcoopom .m on m w .n m‘ m‘ H m m H n m H m m rm mm: H o OOH :37 m 3 O 0 :3 c'r P :1 ( l4 ,zrticihants anfl 1.13 to 1.?7 for non~ a- 1”T1 n Gcsl I a] 1 -.,~ ..hn - 1..-.” :2 'v 1,. . . r'm‘l ‘ .. 1 4-, " "N‘ "r‘ nie lehbg- Mx,n fiLuLc Lor cot; groans. 11b FLCC9HUme range 01 lg- / "‘ r1 ‘ ‘ ’ " 'L .5 : V‘ r ‘ ' I a of f“ r"‘ f in -1 r 3" i Q: 'L‘, ... T'*' A “2.111; tiff l-‘tr 'u‘-—C.L[JLur-L+:’:: b-1(i (3-...z H lug]: Ckfit’ -- (Jr .-OVl-P'QT'DlCiT‘..1t‘. T“. ‘./L1-L:". 3011 I for the night 3;: C1833 intervals also pointed out tie closU agreement ("on all ‘c class in+srvsls as to the signlf‘canc: <1; 11' ' - A: ' ..-L,.‘ .. \ .-. .- all .‘ -s ,, THW lachor Q1 lhmurpfll obfloemurf 10? ~.r£;01grnus -w; nod— _‘ 'O_ n >._ n ‘J... o p. . a 1 ‘ J. 1 q " r‘ _O o - f‘ w. ' I 1 yaerch nus 712.11r1ner :1--:Surated.tyranonnlnlng grmfl_k;, "l wanteu to learn norc effective wavs of dealing with ins tructionel Droblsns." The range of the mean values is 1.21 to l.h3, showinv again the rscgptnncc Q1 5531 G 35 TipTCSCHQLIC 1 prominent o 1 to 311 of the she classes Ior Goal K, "I weH.ed to find out about new1pb Oj:p0 nit'e s," rebrs— ‘I "“ 'v- .rJf .‘ ‘V‘J‘V. r‘ Yw-" 1‘ vv‘l‘ “’ " n \’J r--‘ 'V"‘ ssnts the goal vi): the 111est range DvLTJC? 161L values 01 the art clues 1 . . _ 1 - 0 m1 .3 r‘, v 1 ‘ l , _. :1- our" 3 , 4? I ‘ ~ . ~ A N D r ' P7 ~. , r . . d V J - ldu-IJJLS of pwrtlc3rants. 11c a.€ grunt LC~¢4 nan . noun VulW‘ cl L.b, Whi1e 1&9 highest mean Vf_Ln: of this ~ocl was . ‘ .'_' ‘ \ vn '. v P. v v- ‘ V ,~ - ~ 0 .' .' f I f\ (9" '\ - "—~ - LDtFTle or SO—WL fie rs 12131 had s mega ValUU g1 L.;L. hOWuvhm Rule " O. r . . . ,3 v- \f p‘ ‘ . l\ lfl “ ‘p . ,1. erldthK d11 not rCthl Pf ob: rv an e pattern of 50ml 3 ~L;e Cr ratlnb. m_ .. K _.,..,. To non-p2rt1c1pants r fed go: 1 , "I wanted to as more 139nt1flcu Flt} ‘l'w‘r 0 . F'V r. (94 n o - ’- .. . vulS crohp," ”1&4 a m\ A lnr Ta :e a: 1.13 to ..07. If 1; irst. mdtlié .1. - ._ .L r,L . H .: H 4.- : .° - .r .. :. .‘e ,. ”-14. .l- -1 -..- US not« uhgu groin 3dflJuLfLC3tiOh Ha: LL st lmpurtlno no the Juznber ' ‘JV- .‘ ' - .1,~ .- n . . r— -' i r r - 1 ' fx ru’. «» ,,.- bLuCIlGrS, 1/11t11 {I lf‘xréj \_;_::Cl"‘:.;z.S€: 3.1". 7160.11 IllUBS dftC—l" til ’ 3_"‘39 ci'“ 73""3’8. v . .- ' , ' . \~ p . 1 r- ‘L ‘- ' .-» '—P g HP‘ : - r It may be Slbflliltwut to n01nt out than tnc e u Clss- ntsrval cf ....) fn \ :3 (4 CL) I...’ :4 p ( 1—1. H [-1 (f (H ‘ : 'i 3 M F- ('1 *s _ or over For participants conteir1od t} 6 lowest 1 the 11 goals and was second lowest in two other 3oals. Of the non- ’1‘} C.) *‘S 5" H. C) t—Jo E :1 C“? (O M d- :3‘ (D 1‘) C) O lass interval of 25-29 contained the 1m res mean 88 value in four goals and the as: class interval of QO-Zh was lowest in U f. three goals. 1 An examination of the individua 3031 histograms rovcelca but one . 1 - - - N r. __ '3'-.- n q -,. V_ _« q, n A goal 3:103 seemed to inlicaue any CJILLUCG oi pos51ble goal chambe. goal A, "I wanted to he more identified with this grove," indic1ted that QTGQP J .o ,--\ . . .. fl., ' F“ ’11,} ‘. ‘ ,. I'.‘ r,‘ . J» 11“ ‘ ‘ r. ldtnjlfLurtl n oft;ru to become more inportent .o thw 3ro p oi non- . yin; . . r<--\ q . ‘ - rs -. r- ,—c ‘ ~. q ’- .\ ‘. v r I ~.\ .-.-y ,- parthlDdhtS Blth eaca lUCTCaSe in the in? close .nterv 1. T1: ng group 17”“ I)" L . ’E’ u-nq ‘ 0? had a flfafl value of 2.07 which soiled down to 1.67 ior the in over age class interval. Thus, vroun iCc otification w: more innortont to the hon-rirti inonts over hO years of eye then to the tenchers from 20-30 yes~e of 236. The ti) 1rd objective of the st fly, concerned with the relaticrctip ‘LJg'- of conference goals to age, was to examine'possiblc differences between the particinint one non-jirtic intnt age class intcrvals. An ex w1niz1ation of Figures 1-3 reveals but one go al which seems to illustrote some degree of Jif_tr?r"v between the nerticioant and ron-perticinont res onses. Goal F, "I anted tn renew sco11i nt .- ces with iricnds," showed variation within the 20-2h, 35-39, hO-hh, hS-b9 and 55 or over aie Cls ss ' mtervols . - n . ry/o-s -. x-LI-C V W .- .fi'.' "1‘ fl 1’1 ‘A“' Otherwise, the COWFaTlSOH of a“: class iLJQrvels o; hdrflblpuptb tr. Hon- part'cipants showed consist nt close agreement. (C Reletionshi 1p 0 conference goals to marital status of Prnftretnc Egrticinants 3rd non—nrr,ici. nts. Table 9 TCVC led tint 62 per cent of the participants and £0 per cent of the non—participants Ware married with 38 per cent of the participants and hO per cent of the non-participants being single. This close divi31on of both groans poses t.e interesting iuestion as to whether differences exist between the goal selections of - -' — u \r rw ‘ - * r‘ n .rr-x 1" ‘1‘» « v” A 1. .4 n . fldFrJud +a cqer Jhd oluhlc tCaChurS, Jet een nurzle Dartl Clpants now-~nrt1(1“‘rtn and between : g1e h~wu1c1P ,3 emu non-ta rticip _ \ I Tables 16:1nd l7 i11us tr ate the conf: and sinj1e participants and non-MaruiC1C1rts resngct1"'lv. .3 2 - somewhat importart 198 g - of miner innortance cathorie" g. A m- rm . r‘:~"' n “x" "‘ .-- '1 4-1." '“0-1" - 9-. \ Ccntw- o1 racponsan 1n 213d Cuttporda eJh bum wunh Jziur (.1 \ l..- G . '“P‘r‘ I, fi‘ ‘fi "‘ 1' " ' 1w: 01+ 11‘. 11,11? 13, :;-C*«'3 0:1,; tare-0 "1‘13 that s.- in mean values to exceed .10, with Cr u, "I w nfiea +3 fie? C” L)"; "‘{‘]_7 V1“+P Y: ”1 an J 7*.11‘ 31 \ ,‘xf + . n'r‘f‘ n! Y‘ fi‘l‘ . T" " "»‘,\ 1-\M~-, ~+ )‘1'— I V. 3 l.\.. .“‘.-" .1. ..« . S J ‘.. ‘- .- ‘ '...\.- .l,‘./,...l;-.‘ U..- C'.-.¢11 3 / 'CWLL‘ (, .15. Table 17, derictinf ”0&1 ereferences of married end 0 x \ '0 a ~ ' (‘ rer C tea» 1 nrelaiwzwces (a -he data are the number of resnonses in each of the 1 - vary 1 , "Pe $01" '1 - .L..'— J. x .‘ [‘1 ,. . 11 ?C1\.;H32 89 F Il:l nts narTLQd 51,- IRC Quad . L" ’ ’2 (~‘ v“ '1- V a r ’ . V- I . ‘ §?TVJC1F¢flfP Plno 2:0JS 010%0 3”“FFMHW+ b€.”'UQI Slntlt and mgrr;gg ;e*:h values, hOV‘VTr, ineic fie fhat Foal H was of minor iTn gecrtan a 0“. '. - VV. 1 'r ‘ A (a. ('1 as f~ l/‘I p." ‘ f" ‘- 0? ManT 11ncrt1nce Vttn mCWn valued of 1.11 1n“ ..;0 runpcct1.:1;. we Urltrr next ecwnuted SVN'FW?N'” R nc CCrrC19+i 011 93: ;“ I ‘ .’ u (145:2:7) to Jetnrfllue 5k; 3 at pr 24r1.fent bmtwwcn the *1 , pp -. 1 1 1. , .' .4 :.~‘- 1, : 3 1 11?? 11. » n-L‘. "q'l .l q. --~1.x ‘ : o 1 x. .< 1'- —: t" ('1 uun-Cr«1rv -011 ury131enc C 1nd Cue $11 010011nnlc1 -nerncverls 11. ! " -- _ -.- L~., -1.'.t :~ , .. , ,3 "-1.-.. - , 1 m 111 013.161" LO CELL-.179? wit, TUC'LMOH OJ. w-.€t..t,l‘ 1111.10 111;. W1.“ LGJCFUI‘D ‘ v‘~+ F731 I~ H.“ l .vaf 'l\' .' th. L.‘ Lx- .- - -. - ‘1 .- -..—'L- -. 1 29—. gttenfi tlflfi’t11 n31 C011?ruhb€3 upplfatpd by a -fnrc -r~ . . ‘H .» -‘ ‘ n -p A .-. CA 0 ‘j r‘ r‘ rs-‘h- -. ‘A h x1r1et10n 3n tn: arrr;. o: 1npUrttnce uttgcned to 1 pan1C11Cr Lo 1, 1 111.13. M . - r r- :4 l— r- s ' ... ~ ~- ~‘.' ‘11; . lablus l» and -10 w—re daflsed. IncluJ.J 1n emnh teblm 1rn the Ld2n1_cxl ‘1“ ~ I. J- A “r, , .. , , J .. - - 3 ~ , 2 ,2 -: ~.~ , r. ”I -. - -.~ ,‘1 ,7 T€.;.i30r‘1;4~° a“) ("v-NC-) 311.11 11': 3”,. . [8 Cu. 1 - Vb?" ...-"Tertnnt, :1. " {JV-1'; .Jilmt -. . h -. 4. .1 .1 4v.— ' w 1,, ‘1 Tm - rm . .2 .. 1npurtenu mun 3 - 0F m1wQF Jpnrr. not, tue gzrcentdue of rzch res . . 1n tires C? tee Cfine cn+c*nr ? I , c ( b m \D 3 :_}. r a ,3 .‘J a ‘1‘. L, 14 r1 9 C] Table 13 :nowe that the confer ncC goal mt'n vwlues of $19 f. b (C o- 91:11 C91A,; 13'. participants were lewcr tkan nele prvticinents 1h 13 of ”he ll venls. v ,.-,. 1 ‘0‘” n - 0‘ ' _' o"’)_o r ’ 7' n ’. ~ . 1' 1““, 1.. D I, 101% e1, tne 1c1116 ItFthlJ(NLo 11:1 Ca+EL a h1bner fclpcnt; c 01 v1 inporfant r sponges ICC 111 11 conference go1ls. 5 far as the ncn-rartic in This ccrzmit1on W85 nofi in evidence 1 V‘ w - u ‘ “av." r‘ 'xv- 1‘ m 1 ‘ ‘ “ ”WC" 3‘“ ",~'- 7 -'-‘v " PLFC consernw . 15 1w{”plLd 11 11b1e 1C, tLL conlere.,e .111 Hfiuw v of gne fraaale non-p1rticinnnts "ere lower than male Len-participants " a r“ «r , v ,"v ' C} "‘ r r n -" . r r- . -: -L .. ‘5‘. 0915, 1nd e1CeCuen tn: nedn v1lucs of Male pdrtlclpanus 1n 1 .nts glues . 11" 4.4. 4-. a. . m ,- n : -' r~ 1* n r - - . I‘" ‘f‘ -\ 5 -~-- .~ -~ gufilt. HOWCVQP, the female non-pertlc1pnnuo natwd a 11 Aer .erpentgge 1.1portant re sponscs in nine goals, Jith snall variation bctveen the vercepuare (f ve-J iCyortant rrsnm ses o1 Che rema1n'ng two «0313. TC dCtGTfi1lfiF the n mt béL‘J een LO”) nrefere ences cf narti C‘Cznt, Y f‘ H r —- - 1"- -V . n o 'w - n \ r~ . - ~ “also 1nd $1131 a; hen—191 ulC1Pmnt male and lemgles; nr'lcip ant anJ non- a “?rt.0111.. mnlrs: enfl participant anj non-p.rtic1pa nt females, Sneern2:'e 93 3.4. 5 03 p 3 m 8 $3 3 R an 3 3 m3 SHAH o 93 35m 33 .3 «8 3 3 o 3 3.3 m we 3 :3 an a 3.3 u o 3 S 8 3 can...“ u A j w H m u n w m u .n x8 103353098 no» .52 1733:: .52 538m 3. 18 _. d8 Wflwmoafim ... .1“ . . . N 2 a 3 3 3 2. 3n 6.~ mm a R a on 8 mm.” w 3 a 8 2 3m .33 «N.N 6 :8 3 mm a 8 RA p 3 3 m. d. «.3 3.~ S 03 mm m3 .3 3 mm; m mm um i 2. m3 .3. - - .. .. N 3. M % M R N R H M R m R N R H 80m 388m :2: he: ...-398m 53 5.3 3.4 3338.2 38m 383. .. 8.3 .52 m 78 a 3-8 m #8 a d8 53 a «n on a 8 «3 33 m 3 mm mm 2. «3 2.3 3 mm 3 a 3 .33 c3 3 R R M3 3 .3 cinch 3.3 3 3 3 83 cm m3 3.3 m 3 mm 8 2. mmm .33 «N 8 3 .3 R . 8.3 3 3 3 «a 3 N3 .3. Humuuua humuwuauuMRNua unmuwua now 83.3% 3533 .. on 92 3028 3.8 32380 :88 838583 «38 a doc o 3.8 m 3.8 4 d8 Hum Mm @428 HamHOHamfim ho snag—“an on." a 9h Nam 8 g angfimlzoz ho EHBDmHfimHQ 31» ca N n Mm; 38 R a. mm djaém 0 23 mm 08 cash um.~ mm mw ... h m m 2....” NH NN mdom 0: mm NN.H: 0 ma on 2. ad” 03 Mmmumwfl mwnmmufl Munuuma x3 0 0 ID a a Hggfladmooon H. z dwfiwsdwmozoz 5.320 Mgdwwwwowgm “a.“ .33." a o a n 34:2 :3 2‘ «3 Ram 28 mm mm 8 2 mafia m 2 mm a «a 33m té 38 p p c c mwémm ma 3 2. 8H ad «a 2 S S 3 on wmém p ma mm 2.3 cam: Mmmumun MmmmuuHMmmmmuH Mumnmua H8 328 38m .3: 83me 2:5 £3 3. aflucfig 35m 85.5 .. 88H .82 mice ciao nice nice RA 2 a on 8 «m 2% 3.1:: 38 S 43 93 an mm #8 R .2. no.” 8 5 an E 36 ciao“ $4.33 3 mm .3 mm Ram p mm 3 3 R 34 mm on 3% mm? mm; mm mm on 3 RS 23 Hmmauua Manuuufimumumaa Manumua n8 83:33 33334 9:8 92 aflofiom 3:8 38.58 38m nag-cagnsH 38o 918 odoo mdoo «Woo .3“ an. / ' "‘ ,. hf; - (1"‘Joj'f'fl) ’.'.‘7.,-\ srm1 t r ‘ p31, 'IIIC Carrel—Qt’lon UQ'fL ‘ 1.0- 6:1“:3 —‘/ H 04",! I.\ .. x..- L\) nu ed (1:3501107‘78: “.4 " I -. -". \ Prr‘f. 3 ré1,“-',:".’C. "1f 7:; - '.‘: 19.16: 3: " -.- .151 on—Pcrticibgtfi éwle - f’lfile r” = .¢§ . . - -. -. - 1‘. v r " q Pftr'tlfl'f‘)flnt. "Kilo " Don-'T‘BI‘LLCLT’gfit Jclle llf‘ 7- . _.3_ ' ’rn f F 761* - nan-narficih3ri ”r‘“7e ” = 0‘ Part1CLQanI ~€MA w ~~ r“ I“ ;=*« *~-4~ ‘w .,/ ' , ‘\ ‘5‘: I - ‘N '\ v' ‘4' - ‘ ' ’. ~ A . - Tlc carrelgblon CCCjL;Clcntm 5004 Surong relatLORSulfis Ln all four categories with the onLy alscrepancy of note bnlng h +wcen the a I . : 1 1' il’ .“ ' YT". \'V"‘A1 ‘. . I‘ J-/-' L-_V -_r‘ ‘_ _‘ f‘c.rt;_clrj‘tn‘c i'_r1‘;1 Y‘LC)n-partlc'3_n_‘.nfij "Lf’l;-L' . 41")..{LU‘ '._ , f. 1(‘ _|‘—’ i) t/Vi i ..U (‘ii U J‘L‘L) ...— .’ $1” 7'0 Vfi‘f‘ f (\f 63‘." C r‘p ”V Wnr‘ . nr“ h vy; hr V‘ U ‘Y‘f‘f 4113;” 2 _L"V 0 LL;. ..Lp / 04. s O- - «.1 ..AM\, -1, 1.0. ..J :71 Another intcrestini 0~¢CTW tion 5 cometrued vzth fhv fiercents a of J 9 very impor .ant rearsnsrs. 96+: 1 the p“rt131wpnt figlg; _p* I“1alug 9A A ‘ , ‘v‘ y "‘ ' 0‘ _. 'gfi \VflIW“TSCQ ' hfi"vsr 1H9T3'Tjfiy55 C) v “‘ :Llnorfuzz- Fggymjjgug'_Ln L_L.:+ A x " _r\_ . . V- ~-_‘ A ~ ‘I 1 -— 7‘ - 0 7 Q I o 1 -n‘~ __ ._ 1.... - '\ n v\'~u* :ra/«v‘ '{f 4" t9 - y‘c,":~ A-p3 {- y.-". . _ 'I tan 11 non4v20¢39 .9 Lb Lh VGJPerJQH nluH 4v nun— 110 ‘ n J¢Lgb flu . _ . ‘_, f. ..- I ‘,_“l "f'" “7‘01“: n." v"*(\“l;'.“xw."x."-“- 'f“) C' +,,"; 'Yv‘ “Y +f' ’3‘} '11:. Thu," fir-mn ‘1‘ 1..-‘-L\..s"’ 1“ ‘_ ._ _ 1-“ ¥;" L_ K \> J ..A #0 A- . .. L“" - ‘ —- “W l* *9“ '- “ww—N 0 ~ I ‘ I n ’. - .2 -. “. A. . -.f - /' an“ a,» 1-? ,‘ 1"24‘ " 411' 171 ":17 ': ”V“ ”‘r:‘ ‘ ." r. Y‘ ‘ now“ P -. - \w .. -L, {If-1.1““) ~ “SKI'A‘”; ‘(‘_,_’ ‘ 114 UV 7 . ‘. .- .. . ’4L " . .L (A. ‘J..L‘»J-m ~J— . u 4. -I .. x—-,-'-» U6 ‘ 1.57 [1'3 a m.w: :1-““ A» pal n%«r +«ws~+:pc mun x~«» mvpcaa+ a -~ c: t (40:. den L)-:*‘H.(_l,"* [L1 ”:1” \...’.'.m (10 2‘ L ”“4 -‘Lv-J, .u‘»._ ‘)tttri- fl; vx)‘.‘.u VJ. _J._A: k n’ 101‘ u - .- - f. , «- p .‘4 x ,- . ,,.~ \ .- fi‘ ‘ A F” A _" J, ‘ ‘ j I . '. ‘ . ti-“- .~'.‘-.—11¢E‘- 1.1.». -.'«01’;.LL;].“;3‘.'.‘1, 4.“C‘L‘._:. --J.) lgot "4. UQOEJFS ..J‘k -1"(1Pf1.1.C<'.11 C’lffl”2‘"‘ V‘ . ‘ ‘ , - '~, A. . :‘ - . ‘/~“— 1,» '. -- A --‘~._ -~r-. I“ . .. ,V ' r ‘ - rHTFCSKL an w CQrJFS 6* a; ;U ,L t; :HJ rlbur;p “—13 “not Lg; - ,‘ -‘ ., /\ a‘ ~ '. . s p- A. \‘\. A. 1 *’ '-.- . : .. -L 4 - . nee Oi PJHf;1phic voal fbmew3FS LE yuar- , ,w;n vp IVfl4L'm", - ... .‘-. .- ~ T-‘ - ' ‘1 7' ‘ ulbgu“'Jj)‘N'.wfh“.P .ae :zrr«u ¢.f¢:cmf°“ow‘l 11P“‘ ‘”‘ iv ....‘ H ‘ ‘ 1-- ' \cfifi‘r‘ a ,t ~ .. - A. ./ u -_ ” ...u l.",‘ _ ” - ' " - .. t» I it Q’- {1-1.§‘_C D‘LEJ I‘M-A‘— Vr-fl-‘ -“ ‘ “L “ ‘I '-\\*' " "u ‘ "yr-r .‘y A 3"‘LL1’1C1LJgLnu l OCH) U lleS “PC. liluxu'll 1.0(1. N.H N H ad N 8 m NH N HN NN .83 mm N: 4N NN NH N.H N N NN NN 8 N am NN Hm cm an .. om 9 mm HN NH H.H N N NH NH 3 N H Hm Ho No NN .. N «N mm NN on NN N.H m m NH NH 0N N mm NN Nm N: 2N .. oN NN an NN mm NN N.H N o NN NH 2. NH Nm NNN Nm Nm NHumH NN an NN NH H .H N N .N NH No N Nm HN am on NH . 0H om Nm N: NH 4N n.H m N mN gm NN «H mm N: Nm NN N ..m on NN 8 NH NH H.H N N NH NH mm N HN NN on 2 a .. a N N N N H N N N N N N N N N N N H a 323:3; 35m 3:22.. . 983 .82 833.53 02884. NNNHHN mfi8 wig afi8 : N NH N Hm Nm NN.H NN 0H 8 HH Hm NN NN.H OH : NN HH no NN .88 mm o m NN mN 8 Na HN.H NH 0H 3 Hm Nm 4N NN.H 8 NH om 4N 3 NN 3m ..0m m m mN 0N NN oN . .H 0H m on 8 an N: NN.HNHH NH NN 0N N.N om NNumN m n 9 NN N.N NN .N.H NH mH Nm Nm 9 mm NN.H mN NH N: am mm mN :NuoN o N NH 0H 9 no N.H NH nH on N N: Hn NN.H ON 2 mm mN Na om NH... mH N m 8 NH No R NN.H NH HH 3 NN mm NH HN.H MN NH mm NN N: NN fiuOH m N NN o: No Nod N.H NN NN N: NN mm :1 .N.H NN Nm 3 N.N R o: N-N N m NN NN No Nm “NH Nm mN Hm NN N.N NN N.H 3N NH mm NN mm NN .73 N n N N N Hm M N n N N N H m N N N N N H 3288 9:8 84 .HoBom .350 _ 3828 35m aoHpoodHacoE 98¢ Emma o d8 _ m Huoo 4 Haoc SHEEN 2H 23» a. 348 gfiogm no zoflaafifln .8 $9: 97 NN.NNN NH 0 0 NH N 34 N N NN N NN NNN .33 NN NN.N NN NN o o N H HN.H NH N HN NN NN NH 4N- ON NN.N NN Hm N N 3 N NN.H NH NH mN NN 3 NN NN .. NN NN.N mN Nm N a N m NN.H NN NHS NN NN oN NNN-ON NN.N NN 2 N N N N NN.H HH 0H NH NN NN 0N H. 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Ttble 2: {recenfis these Lachnlvues as 0 revealed by the planning ccmmlttee members. fif‘\~r*"‘"'?‘1'fim~fl,fif fV'Y'a mv‘ V .-':1 flvffinv-W w~~ "3 "iv’V v”) vr" - Pfifl H1-\v 11‘ 5"\ TABLE 230 'v\’-. J; 1&1.‘\’A—J lulu/,7. J...,‘J..J‘) lJ .'.) - 3..) 4.1 .J -.L.L JPT“ W... :4. JLLX n3 JKR A - THEI WI I; P‘I'I"*“h-IM" COYFSIZLILS ‘, . s A‘L . p v t1(rwl (r "row m.eulnpe 5 r‘ . we a: r. ~ «2 ~- +n . m an m. 4~ 4 m. --’ d1 0'13 '.;\.) ...” ...”)CLISI . n'; ' ‘J IF: KC; {.14. firL’w’lL ’1 L'Ol: cal—K tJ ‘4‘ K" - 2 ”3.4 a. " . ‘ ' (0% ve Sfiemeb 2&3 group eeselons 21 Program nersonnnl 5 T, _: ._ _ .L ,. n. .0 ‘1. J I‘-.-_C-u.‘.» z, cum. FUFS L. 1' . h _.. .3 Lhfilh-t-0f1 J I (J i J. p j: :5.” e ;;1(‘c» : ;J“L,T_:; ”{32-CJ1 3 73n~\- ,) ' '5 a a: z ;« ~1 ulcC¢SOJOn J 7 P- n h ”1.1 ., , 1 K L Oi ‘ rm. 61.1 ( ¢I11Co ‘3 — ‘ -'-,~ -‘ \.-‘-'v- 1‘ . ‘ nguhouTmthnS 3 / Total 36 .1", ~r‘ r .‘.. A, - m,“ . A." ‘ LL 4.. ~ . Av: 4:. * 4.-.}, '-.--p Inn LLLQJ rm~r~ IL 3 1? 141316 c.) bCCvVI Uipa -. J 3*; If Ci v:e5YU. ¢UD ' - - ~ . . ~ . . u «f- n L.“ ’n "4 VI‘ ~ '- : \ . \w r -. flare missussed ?5' five'elennjn; comm1fteee 0; put LLve y Tixhl at;ag ailoble 0C (—.’. “IV WLE Ir nm \.U l~ AJ‘J ETI“T nary 't-xfl V I 1L? -I,-I(“’.:Z-“Y.].:L"VLI’.~ pro-“nine nt 0: f. - .. ° .- J 31:3 menfizouCg *éal fir 3 uncs;um t.°v n»p41u; 1- A. L.’ "J 4- . ‘ n as LNG nurposks ;I61* h“r+ _CiW +( 1.2. —' 1 .Cl? I-.'_,..1._'-.. C: ‘JJ-I‘VL Id! C:<;Cr13.11t; -avrrL1 ccnffircncc meetiW U . “.r- - 9+ \: "TO U}; - \.:..:w ..w .'.- ntL —A‘ ‘J\. am\m~w m m ...—4' AuJJJa ‘) LC‘ VATILILR WITH THE «7"- m .H v 1A CC? LT EL .LCL "1U " r If'l r0 w ‘ \J Av- 3.4. ‘../. i; ‘9”: «.'- v' nit—x m ‘4' 4“ l ‘hJ 3 RE 1*» WM. 11101.: «Dow Ifi'lr‘f‘q Of. a ?T\ “tam pL‘x.i!kT1.Wi I ’55" 7.13333 ”4.4; n * nrwnmv'f UABA'JLI xviCA .,....l -‘.]:- \U‘ T“I"'Tfi1fiufi1' AS... . ,, .- L GUILD. J n‘ <. I C \l|4‘ x.‘:‘ tw‘rzzs ( ‘ 3(T' (q\- .33 -- . . . 1 .‘ ’\ lir; fr\(«.\".' tr; (1 p; 19;; " Ja-L-) l.’ fl . fizllrljf .-bkl 7 o :‘;“‘“T"" J 1.; _ 0 Don't know -- " .. _ . . ' , 1-: J. 9 , ,w - 00(1. - ”A Y‘ 1.5 f; I Lt'f \;(\?n'1 LS*‘)_’_(‘."+I€'.. I: ._ _ A . 1]" fir" ~ ,m-w-f n r.1 10‘ CL .-.‘ , ‘.‘-.:A LFJA.C_LQ .4 :7f Y‘(;\.'\ _ 7‘1"l::.f+ )«..~v~ , +3415! ' ’ 16h" nnvlf. ‘1‘": CBS 7 Total An examination of Table 29 shows that 30 of the 3b responses indicated some familiarity with meeting techniques with 23 of the group stating the committee members were experienced and well informed. The last question in the area of conference meeting techniques was concerned with the important factor of planning committee orienta- tion to conference meeting design. The procedures used to orient committee members are stated in Table 30. TABLE 30. PROCEDURES USED TO ORIELT PLANNING COMMITFEE MEMBERS TO CONFEnENCE IETHODOLOGY _‘ Number of Procedure Responses Meetings held by committee during the year 7 Meeting prior to conference 3 Rotation of planning committee keeps experienced people on the committee 9 Specialists from Michigan State University 2 Don't know ll Total 3h An examination of Table 30 shows little in the way of positive attempts to orient committee members to the various conference meeting techniques. Seven members replied, however, that orientation occurred during the planning meetings held during the year. Since most planning committees use the rotation system with a fixed number being appointed 120 each year, nine planning committee members expressed confidence in such a rotation plan to keep teachers experienced in conference planning on the planning committee at all times. The fact that 11 of the fit committee members did not know what procedures were used lends credence to the conclusion that the subject of planning committee orientation to tech- niques of conference planning needs further investigation. The third question was, "Were the chairmen, resource people and speakers briefed about the goals and purposes of the conference?" The planning committee members were asked to check any of the three categories which were so briefed. The chairmen received 31 yes responses, resource _people 26 yes responses, and speakers 30 checks indicating yes responses. Conference planning_by the membership. The importance of partic- ipant planning for both maximum individual benefit and effective group participation was emphasized by Jack (13:1h), and Benne and Demorest (81:10). This principle of participant planning has also been stressed by the publications of the Michigan State Department of Public Instruction. It was deemed pertinent to this study to determine what specific planning was effected by the participants who attended the conference and by the non-participants who had originally intended to attend the conference. The data thus revealed is presented in Tables 31 and 32. TABLE 31. RESPONSE TO THE QUESTION “DID IOU U0 ANI SPECIFIC PLANNING IN PREPARATION FOR YOUR PARTICIPATION IN THIS CONFERENCE" Category Yes % Yes No % No Participants 210 2h 67h 76 Non-Participants 59 28 153 72 127 Only 2h per cent of the participants indicated they had made plans for their participation in the conference. Of the 212 non-participants who by responding to the question, inferred an intention to attend, 28 per cent indicated planning activity towards conference participation. The ways in which the participants and non-participants planned to partic- ipate are presented in Table 32. TABLE 32. RESPONSES OF PARTICIPANTS AND NON-PARTICIPANTS TO THE QUESTION "WHAT PLANNING DID YCU DO" No. of No. of Response Part. Non-Part. Member of the planning committee 2h 2 Read materials on the topic 83 15 Discussed conference with administration 28 25 Arranged for travel — reservations at Kellogg Center 25 17 Preparation as a group leader 18 6 Arranged for substitute, made lesson plans 36 .3 Preparations for participation in group meetings 22 5 Made necessary family arrangements 3 2 Reviewed last year's conference 6 1 Total 2&5 81 Of the 2h5 participant responses to the question, 157 were related to planning which might aid the attendee to more effectively participate 128 in the conference. It is worthy to note, however, that 70h participants indicated no specific planning activity. Benne and Demorest (81:11) pointed out an important aspect of the factor of pre-conference planning by individual teachers. For maximum utilization of the benefits received from conference attendance such authorities suggested consultation with the staff to determine what information might be of assistance to the local situation. Approximately one-third of the participants indicated they had discussed the conference with fellow staff members. Related to this application of conference information "back home" is the opportunity to report to the staff. The writer asked both participants and non-participants two questions regard- ing reports to the staff which are presented in Tables 33 and 3h. TABLE 33. RESPONSES OF PARTICIPANTS AND NON-PARTICIPANTS TO THE QUESTION "IS PROVISION MADE TO MAKE A REPORT TO THE STAFF" Category Yes % Yes No % No Participants 337 hO 509 60 Non-Participants 199 as 2h8 55 Total 536 Al 757 59 Table 33 reveals that to per cent of the participants and 16 per cent of the non-participants were afforded the opportunity of reporting on the conference to their school staff. 129 TABLE 3h. RESPONSES OF PARTICIPANTS AND NON-PARTICIPANTS TO THE QUESTION "WOULD YOU SUGGEST A REPOhT BE MADE TO THE STAFF" Category Yes % Yes No % No Participants 5&2 67 267 33 Non-Participants 3&8 78 100 22 Total 890 71 367 29 Table 3b shows that 07 per cent of the participants and 78 per cent of the non-participants suggested that the school administration provide the opportunity for the teachers who attended a conference to present a report on the conference to the appropriate school staff. The fact that 78 per cent of the non-participants favored a provision for reporting conference results to the staff would indicate interest and need from such a report by those teachers unable to attend the conference. Conference Administration The Van Duyn Study (50) revealed that planning sessions of meet- ings covered by the study were often monopolized by "such leaders as executive-secretaries, sponsoring organizations, or small power groups... The dominance of a self-perpetuating leadership group seemed to have inhibiting effects on intellectual and professional growth..." (33:3). It was considered a purpose of this study to investigate planning commit- tee make-up and seek information relative to planning committee selection, operational patterns and decision making processes. 130 Selection 2: resource pegple. The qualification.most often expressed as being the most important when selecting resource people is that they be authorities in the specialty or instructional area to be discussed. There are other criteria which may be peculiar to the tradi- tions or interests of the particular conference group. The data presented in Table 35 are responses in reply to the question addressed to the planning committee members: "What procedures are used to select resource people?" TABLE 35. PROCEDURES USED TO SELECT RESOURCE PEOPLE FOR FIVE SELECTED CONFERENCES FOR TEACHERS Number of Procedure Responses Geographic representation 11 Merit or experience 29 Recommendations to planning committee 3 No criteria 3 Other 3 Total h9 The Van Duyn Study (50) revealed that resource people were usually obtained from institutions of higher learning and the Michigan State Department of Public Instruction. Although provisiion was made for plan— ning committee members to check these two sources, only one committee member indicated that their conference groups considered selection of 131 such personnel as a significant procedure pg§_§g. The utilization of personnel outside the public school area is subject to the other criteria as suggested in Table 35, the most important of which was merit or exper- ience with some recognition given to geographic representation. Orientation pf ggoup chairmen and resource people. The success of group discussions is considered largely dependent upon well trained and informed group chairmen and resource persons. Each has a particular and vital role to play in the conduct of an effective and purposeful group discussion. Hence, an important principle of educationally sound conference planning is provision for thorough orientation of group chair- men and resource people to the goals and purposes of the conference and a clearly defined understanding of their specific duties and obligations. The planning committee members were asked three questions dealing with the subject of orientation. The first question was, "Are there specific provisions made for the orientation of group chairmen and resource people?" To this question 30 members replied yes and three members replied no. The second question asked: “If yes, what were they?" Table 36 presents the data in answer to this question. From Table 36 it is observed that most of the conference program personnel, excluding the speaker, received orientation to their duties and responsibilities at a time prior to the opening of the conference, usually a few hours preceding the first session. 132 TABLE 36. PROCEDURES FOR ORIENTATION OF GROUP CHAIRHEN AND RESOURCE PEOPLE Number of Procedure Responses Meeting of personnel prior to opening of conference 22 Material sent through the mail 7 Assume leaders are familiar with techniques 2 Kellogg Center provides personnel 2 Total 33 Operation pf the plannipg committees i2 group session. The admin- istration of a conference, as particularly concerned with the internal functioning of the planning committee, is a factor of utmost importance if the conference is to adhere to principles of planning that are educa- tionally sound and philosophically defensible. The oft mentioned comment that some conferences are dominated by a clique or power group within the membership was confirmed by the Van Duyn Study (50). To determine the operational practices of the five conferences included in this invest- igation, the_following two questions were asked of the planning committee members: (1) How does the planning committee function, and (2) How are decisions made? The results are tabulated in Tables 37 and 38 which follow: 133 TABLE 37. TABULATION OF RESPONSES TO THE QUESTION "HOW DOES THE PLANNING COMMITTEE FUNCTION" Number of Response Responses Through individual committees 5 Through full planning committee meetings 32 Through committee chairman assigned responsibilities 15 Other 0 Total 52 Table 37 reveals that the conferences participating in the study functioned through committee activity. Consultations with representatives of the five conferences revealed that all five groups conducted planning activities while meeting in full committee session, but because of the complexity of certain details it was necessary for the chairman to appoint sub-committees, which in turn reported to the full committee for action. Some committee members were assigned to, or volunteered for, specific duties such as chairman of the planned recreation program or chairman of group discussion assignments. Some committee activity was carried on by correspondence, much of which was directed to the Continuing Education Service coordinator at Michigan State University. 13b TABLE 38. TABULATION CF RESPONSES TO THE QUESTION "How ARE DECISIONS MADE" Number of Response Responses Majority vote of the committee 30 By the committee chairman 7 Other 0 Total 37 v_ m‘.—-—-—4 4—... -—nd——.-’ _ “-..-'0'- ~w-a~-“—:fi Table 38 shows that 30 of the 37 responses indicated that decisions were made by a majority vote of the committee. The seven remaining resnonses stated that the decisions were made by the committee chairman. However, while consulting with representatives of the conferences the writer was informed that the action on the part of the committee chairman was con- cerned with minor details which occurred during the performance of assigned responsibilities by a sub-committee or an individual. Such action by the chairman was in reality a recommendation or suggestion and not necessarily a decision. In no case was the committee chairman permitted to make unauthorized decisions on his own. Plannipg committee selection and term pf office. Other important facets as regards to the operation of the planning committee are concerned with the manner of selection of planning committee members and their term of office. The question, "In what manner are the planning committee members selected," was asked not to obtain a list of qualifications but 135 to determine the machinery of planning committee selection. Table 39 reveals the data concerned with planning committee selection. TABLE 39. RESPONSES TO THE QUESTION "IN WHAT MANNER ARE THE PLANNING COMMITTEE MEMBERS SELECTED --- - -.-— ~-~--w-m— ~—— Number of Response Responses Vote of last year's conference participants 2 Appointed by the organization governing body 16 Representation by geographic regions 12 Poll of membership by mail 1 Other 0 Total 31 An examination of Table 39 discloses that the majority of plan- ning committee members were appointed by the governing body of the organization. Twelve committee members represented the various districts in which the groups were organized.* Only two members were elected by the conference participants at the time of the conference while one member was elected by vote of the membership by mail. Nine of the planning committee members served one year while the remainder served different terms utilizing the principle of rotation. Seven committee members served three year terms under a rotation plan. *The Department of Elementary Principals is organized according to the regions of the Michigan Education Association with a representa- tive from each region serving on the state conference planning committee. 136 Conference Planning and Administration Summary The analysis of the data concerned with the important area of conference planning was presented to reveal planning procedures of both the planning committee and the teachers who attended or planned to attend the conference. Certain basic principles were outlined, most of which formed the basis for the questions included in the measuring instruments. None of the conferences conducted a pre-conference survey but instead relied on information obtained from an evaluation form completed by those in attendance at the conference of the preceding year, and from a limited amount of personal inquiry. Most of the planning committee members indicated that the needs and interests of the membership received considerable attention during the conference planning sessions. These conclusions were supported by expressions of confidence from the member- ship. Ninety-eight per cent of the participants and 96 per cent of the non-participants responded that the conference was, in their opinion, planned to meet the needs of the majority of the members of their profes- sional teacher organization. Technique B, "Theme, Speaker - group discussions on the theme," was the type of conference program design most preferred by the partic- ipants, non-participants and planning committee, with those programs utilizing group discussions receiving 75 per cent of the number one partic- ipant reSponses, 78 per cent of the non-participant number one reSponses, and 88 per cent of the planning committee number one responses. The planning committee members indicated that group discussion chairmen, resource people, and the principal speakers were briefed con- cerning the goals and purposes of the conference. The usual method for 137 such briefing was to provide an orientation meeting for program personnel prior to the opening of the conference. Program personnel were selected by merit or experience in the majority of cases although geographic representation was also a prominent factor. The planning committees of the five educational conferences for teachers participating in this study functioned through full committee meetings with some particular duties and responsibilities assigned to committee members by the chairman. Decisions were made by a majority vote of the committee in all cases. Most of the planning committee members were appointed by the governing body of each organization, served terms of varying lengti, and were appointed according to some principle of rotation. Seven members served three year terms while nine served one year appointments. Seventy-six per cent of the participants and 72 per cent of the non-participants who had planned to attend, but were unable to do so, made no specific plans for their participation in the conference. It was significant to note that while hO per cent of the participants and hS per cent of the non-participants were given the opportunity to report the results of the conference to their school staff, 67 per cent of the partic- ipants and 73 per cent of the non-participants favored the opportunity for teachers who attended a conference to report conference results *w \x.) + . a the appropriate stnfi. Conference Evaluation It was mentioned in Chapter III that conference evaluation is generally considered to be an essential part of effective conference 138 planning. It was further mentioned that conference evaluation should be conceived in terms of how successfully the conference accomplished its objectives. It was a basic assumption of this investigation that the confer- ence, as a method of learning, should be designed, planned and structured to serve the needs and interests of the people directly concerned. By the same token it was also a basic assumption that the conference should be evaluated in terms of participant goal satisfaction as well as the evaluation of individual features, methods, or techniques included in the conference program. The evaluation process, as concerned with this investigation, consisted of administering an evaluation form to the conference partic- ipants at the conclusion of the conference. The evaluation form consisted of questions related to three categories: (1) questions to provide data relative to the satisfaction of individual goals as a result of attending the conference, (2) questions pertaining to an evaluation of the main features of each conference, and (3) questions inserted at the request of conference representatives concerned with membership preference on choice of days, length of the conference, and suggestions for increasing interest in this particular conference. For the purposes of this study the first section dealing with individual goal satisfaction as a result of attending the conference will be analyzed and presented here. To determine a measure of the degree of participant goal satisfac- tion, the writer presented the following statement on the evaluation form: "I feel this conference has completely met my personal and 139 professional goals." The participant was asked to rate his own personal evaluation by checking one of four evaluative measures: true, mostly true, false and mostly false. The results are shown in Table hO. TABLE NO. REPLIES OF CONFERENCE PARTICIPANTS IN RESPONSE TO THE STATEMENT "I FEEL THIS CONFERENCE HAS COMPLETELY MET MY PEdSONAL AND PROFESSIONAL GOALS" Number of Per Cent of Cumulative Category Responses Responses Percentage True 195 23.8 23.8 Mostly true 579 .70.6 9h.h MOStJJ false 241 S 00 9901.]. False 5 .6 100.0 Total 820 100.0 Table No reveals that 23.8 per cent of the participants replied that the conference completely met their goals while 70.6 per cent replied that the statement was mostly true. Thus, 9h.h per cent replied positively to the statement while 5.6 per cent replied negatively. Only .6 of l per cent reSponded to the "false" category. The second question asked on the evaluation form.was, “If true or mostly true, in what ways did the conference satisfy your goals?“ The answers are presented in Table bl. 1L0 TABLE N1. DISTRIBUTION OE CONFERENCE PARTICIPANT RESPONSES TO THE QUESTION "IN WHAT WAYS DID THE CONFERENCE SATISFY YOUR GOALS“ Number of Per Cent of Response Responses Responses Speaker excellent, practical, helpful 136 13 Discussion groups excellent, worthwhile 2N9 2h Topic - theme provided needed information 173 17 New ideas ‘ 8h 8 Helps to know others have similar problems 59 6 Fellowship, meeting old friends 68 7 Stimulation and inspiration to do a better job 171 16 Evaluated my own work, substantiated own philosophy 59 6 Learned what others were doing 32 3 Total 1,031 100 v: The analysis of the data in Table hl reveals that the modal response was "Discussion groups excellent, worthwhile" representing 2h per cent of the reaponses. Seventeen per cent of the responses mentioned the topic or theme of the meeting and 16 per cent responded that the conference provided stimulation and inspiration to do a better job. It is interesting to note that 13 per cent of the responses mentioned the benefits received from the contribution of the speakers. This is in contrast to the data revealed in Table 22 where it was shown 1L1 that only 1 per cent of the participants stated hearing the speaker was a goal of the conference. Also, when tallying the data in Table 13 "wanting to hear the speaker" or an equivalent statement was not added to the list of goals in the spaces provided on the questionnaire. How- ever, in Table 23 the influence of the prominence of the speaker was noted as significant in influencing a majority of the participants to attend the conference. Another pertinent observation is the relationship of the preferred type of conference meeting arrangement which was revealed in Table 27 to be "speaker, there - discussion groups on the theme," and three of the four highest responses in Table bl which were "discussion groups," "topic - theme," and "Speaker." Thus, the data presents a direct relationship between the responses in Table bl and the method preferred in achieving participant and non—participant conference goals. As regards to the conduct of an evaluation of the 195h conference of each conference participating in the study, 31 planning committee members replied that an evaluation was made of their conference while three members stated there was no evaluation. Twenty-two of the 31 members referred to above stated the evaluation was systematic and nine replied that the evaluation was informal. The evaluation was made at the conclusion of the conference in all cases and reviewed at the first planning committee meeting held after the conference. It is interesting to note that 18 planning committee members stated that the evaluation was made by the planning committee while 10 members replied that conference participants completed evaluation forms. Thus, less than one-third of the planning committee members were able to 1&2 evaluate their conference in terms of participant reactions, suggestions and goal satisfactions. It was a basic assumption of this investigation that the confer- ence participant attends an educational conference motivated by certain goals for which he seeks satisfaction. If such goals motivate a partic- ipant to attend a conference, the question arises as to why the non-participants were unable to attend. The reasons for non-attendance, as suggested by representatives of the teacher organizations participating in this study, were presented for non-participant reaction. Table h2 presents the non-participant responses to the question, "Did any of the following influence your decision not to attend this conference?" The number of responses represented those considered important by the non- participants. The non-participants were given Opportunities to reflect their reasons for not attending the conference of their professional organiza- tion in four areas: (1) conflicts due to family obligations and prior commitments, (2) travel and expense, (3) lack of interest in the confer- ence program, and (h) local school problems. Forty-nine per cent of the non-participants stated that they had a scheduled conflict, while 22 per cent replied that family obligations required their presence at home. The second area of responses, travel and expense, received 12 per cent of the responses. Five per cent of the non-participants stated that they had too far to travel, 5 per cent could not afford the expense, and 2 per cent had no transportation available. Area three, lack of interest in the conference program, consisted of two statements: (1) "I did not feel the conference would be of benefit 1&3 TABLE h2. DISTRIBUTION OF NON-PARTICIPANT RESPONSES TO THE QUESTION "DID ANY OF THE FOLLOWING INFLUENCE YOUR DECISION NOT TO ATTEND THIS CONFERENCE" Per Cent of Response . Number Responses Too far to travel , 2l 5 No transportation available 8 2 Could not afford the expense 21 S I did not feel the conference would be of benefit to me 11 3 I could not obtain consent of the administration 38 9 I had a scheduled conflict 203 h9 I could not obtain a substitute teacher 13 h I did not like the program this year 6 l I had family obligations 91 22 Total bl? lOO to me," received 3 per cent of the responses while the statement, "I did not like the program this year," received but I per cent of the important non-narticipant responses. Area four, local school problems, presented two statements related to the most common conflicts in this area. Four per cent of the non- participants stated that a substitute teacher could not be obtained while 9 Der cent could not obtain consent to attend the conference from the school administration. lhh From the data thus revealed, 71 per cent of the non-participant responses were related to personal problems. The nature of the “scheduled conflicts" was not revealed. While Table h2 presented non-participant responses to a pre- determined set of statements in order to confirm or deny certain authority- defined reasons for non-participant attendance, it was considered necessary to pose the question in such a way so as to obtain original expressions from the individual non-participant. Hence, the writer asked the follow- ing question: "What factors caused you not to attend this conference?" The non-participant responses are presented in Table h3. An examination of Table h3 reveals, in greater detail, the reasons why the non-participants were unable to attend. The modal statement, "heavy schedule - too busy," received 20 per cent of the responses. Otherwise, the number of responses were randomly distributed with no particular response outstanding. It would be appropriate to compare responses mentioned in Table D2 with the responses noted in Table h3. For comparative purposes, the responses in Table h3 will be combined, where logical and relaled, to fit the four areas of replies mentioned in the discussion following Table h2. Area one - conflicts due to family obligations, scheduled conflicts and personal reasons. Seventy-one per cent of the responses in Table h2 were related to this area. By combining the statements, "I had a conflict," "Junior High Principals Conference," "previous plans...," "personal rea- sons," "illness," and "family obligations," from Table b3, 50 per cent of the responses would be related to area one. 1&5 TABLE h3. DISTRIBWTION OF NON-PARTICIPANT RESPONSES TO THE QUESTION "WHAT FACTORS CAUSED IOU NOT TO ATTEND THIS CONTERENCE" Per Cent of Response Number Responses I had a conflict - 36 10 Heavy schedule, too busy 71 20 Family obligations 23 7 Illness 22 6 Personal reasons 29 9 Wasn't my turn to come, wasn't eligible 22 6 Attended national conference of the organization - could not attend both 17 5 Junior High Principals Conference 23 8 Lack of information on program 9 3 Previous plans, spring vacation 3b 10 Wasn't asked, administration would not permit attendance 3b 10 Not interested in attending, program is not inviting 10 3 No substitute teacher available 8 2 Miscellaneous h 1 Total 3h? lOO Area two - travel and expense. Twelve per cent of the responses in Table b2 were classified in this area, while only two non-partiCipants responded in this area in response to the question noted in Table h3. lho Area three - lack of interest in the conference program. This statement received h per cent of the responses as shown in Table h2 as compared to 3 per cent of the non-participants in Table h3 who replied, "not interested in attending - the program is not inviting." Area four - local school problems, received 13 per cent of the responses in Table h2. By combining the statements, "heavy schedule - too busy," "wasn't my turn to come, wasn't eligible," "wasn't asked, administration would not permit," "no substitute teacher available," and "attended national conference of the organization — could not attend both," noted in Table h3, h} per cent of the non-participant replies would be related to this area. One statement in Table hj was not assigned to a particular area. "Lack of information on the conference" could possibly be related to area three, but the lack of information might not infer a lack of interest in the conference program. Summary The data pertaining to conference evaluation reveals a high degree of acceptance by the participants of the manner in which the conference of their professional teacher organization satisfied their goals. Nearly one-fourth of the participants stated that the confer- ence completely met their personal and professional goals while approximately 71 per cent replied that most of their goals were satisfied as a result of attending the conference. The responses to the ways in which the conference satisfied the conference goals of the participants were analogous to the preferred lb? type of conference program design. Twenty-four per cent of the responses attested to the benefits received from the group discussions while 17 per cent replied that the information received from the topic or theme was helpful. That the conference provided stimulation and inspiration to do a better job was mentioned by 16 per cent of the responses while the information and benefits received from hearing the keynote speakers received 13 per cent of the responses. The study presented the analysis of the reasons why the non- participants were unable to attend the conference of their professional organization in two ways. First, a structured question was asked to reveal responses in terns of authority-defined reasons for potential participants not attending the conference. A second question asked the non-participants to state their reasons for not attending the conference in question. The structured question revealed that nearly one-half of the non-participants responding stated they had a scheduled conflict. Twenty-two per cent replied that family obligations required their Presence at home. Nine per cent of the non-participants could not obtain consent of the school administration to attend the conference. The unstructured question, "What factors caused you not to attend this conference," revealed a wide variety of reasons with the statement, "heavy schedule - too busy," receiving 20 per cent of the responses. When the responses in Tables h2 and h3 were classified into four areas, comparison of the responses revealed only one area where substantial agreement was obtained. The lack of interest in the confer- ence procram was of minor concern to the non-participants while conilicts due to family obligations, personal reasons, and prior commitments received 71 per cent of the structured QUQStiOH responses and 50 per cent of the responses from the unstructured question. For the most part the data revealed by the unstructured question seemed to be more relevant to the problem and of nore value for analysis and evaluation. 1&9 CR‘LPTER V I Sim-LEE, CONCLUSIONS AND RECCEZET—DATICIJS Introduction Statement of the problem. The educational conference has become a popular and prominent medium for the achievement of certain educational goals and objectives of professional interest to teachers. Although a literature on conference methodology and techniques has be n developed, such literature has lacked research that would tend to focus attention on the components of conference methodology, as they relate to the planning, organization and evaluation of the conference as a total learning situation. D Specifically it was the purpose of this investigation to: (I) analyze the conference goals of teachers who attended a selected group of educational conferences at Michigan State University and the confer- ence goals of teachers who were members of the teacher organization sponsoring the conference, but who were unable to attend; (2) compare the goals of the membership with the planning committees expression of the goals of the membership; (3) examine possible relationships between the conference goals and certain biographical characteristics of the participants and non-participants; (h) examine the planning and adminis— trative procedures of the conferences participating in the study; and (5) evaluate the respective conferences in terms of the ways in which individual conference goals were met as a result of attending the conference. 150 Need for the study. The number of conferences of professional interest to teachers is increasing in number creating numerous problems for school administrators and teachers alike. Conference attendance by teachers creates the need for budgetary allotmean, in-service education policies and the status of conference attendance by teachers in such policies, and the need for qualified substitute teachers to replace these teachers attending a conference. These problems have resulted in organized opposition within the Michigan Association of School Adminis- trators to what is considered excessive conference attendance by teachers. There is little doubt that a sizeable portion of this opposition questions the educational value of conferences. With this situation existing in Michigan it appeared timely and logical to evaluate the conference as a worthwhile learning opportunity for teachers. he review of the literature indicated an apparent lack of published research on conferences although the literature presented general articles with reference to certain conference methodology and techniques. iesearch was needed, however, to evaluate such methodology in terms of the goals of the confrrence as well as to reveal the prefer- ences of the potential participant for certain techniques most useful in meeting his needs and interests. It was a basic assumption of this investigation that a participant attended a conference motivated by certain goals for which he sought satisfaction. The lack of research in this fundamental area of confer- ence goals made this study desirable and purposeful. It was heretofore mentioned that research was needed that would entail the complete scope of the conference as a procedure for the 151 achievement of educational objectives and purposes. The present study included the areas of conference goals, biographical characteristics of the sample, conference planning and administration, and an evaluation of the conferences in terms of individual goal satisfaction. Methods and procedures. After conducting two pilot studies, which served as bases for this study as well as to provide, in part, many of the items for the questionnaires used for the final study, five educational conferences for teachers were selected, and permission for participation in the stu v was granted by the aopropriate governing board of each sponsoriig teacher organization. The five conferences selected followed similar conference meeting design, were groups meeting annually at the Kellogg Center for Continuing Education, Michigan State University, and were similar in administrative structure and educational purpose. Four measuring instruments were devised: (l) a pre-conference questionnaire was administered to conference participants prior to the opening of the conference; (2) a similar questionnaire was mailed to those members of the sponsoring teacher organization who were unable to attend; (3) an evaluation form was administered to the participants at the ocuclusion of the conference; and (h) a questionnaire was completed by each member of the respective conference planning committees. The questionnaires were prepared in consultation with representa- tives of the sponsoring teacher organizations, staff members of the Continuing Education Service, and staff members of the Michigan State Department of Public Instruction. The Specific research techniques employed were: (1) interview; (2) questionnaire; and (3) direct observation. Summary In order to ascertain the nature of the groups under investiga- tion, the study first presented an analysis of the biographical characteristics of the conference participant and non-participant groups. A summary comparison of biographical data was also provided. The initial biographical characteristic discussed was that of age. An analysis of the data showed that the participants reoresented a somewhat younger portion of the sample, although the age class interval for this group revealed a rather uniform age distribution. Both partic- ipant and non-participant groups were composed of a higher percentage of females, with the ratio of females to males larger anong the non- participants. The median age of the male teachers in the total sample was noticeably lower than the median age of the female teachers. Further- more, the data showed a wider difference between the median age of the male participants and female participants than between the median age of the male non~participants and the female non-participants. A majority of the sample was married, with the participant and non-participant groups containing a similar percentage of married teachers. Notable differences were noted between the number of teachers in the sample teaching in the several classes of schools. Class A schools were represented by more teachers in the total sample than the combined total of teachers from the class B, C, D and E schools. The percentage of participants and non-participants teaching in each of the five classes of schools was almost identical. A substantial percentage of the sample taught in schools located below a line extending west from Port Huron through Grand.Rapids. 153 This investigation further showed that the median number of years in teaching for participants was lower than the non-participants with 1 relatively small class interval variations between the two groups. Approximately one-third of the non—participants had not yet attended a conference of the teacher organizations which participated in this study, while a near equal percentage of the participants attended the confer- ence for the first time. A very small percentage of the total sample had not had previous conference experience. Two-thirds of the total sample of teachers had attended less than eight conferences during the past five years. The data showed little variation between participant and non-participant attendance at conferences of teacher organizations which participated in the study or at conferences of other teacher organizations not included in this investigation. Close agreement existed between the conference goal preferences of the participants and non—participants with moderate agreement noted between the planning committee expression of membership goals and those expressed by the participants and non-participants. These conclusions were verified when the mean values of the goals were ranked in order of preference by the three groups and the Spearnan Rank Correlation Coefficient (lofithT) applied. The five goals receiving the largest number of very important responses w-re identically ranked in order by the participants and non-participants. A conclusion of the Van Duyn Study (50) that social fellowship was a major attraction of the meetings, conferences, and conventions held for public school superintendents in Michigan from 19h7-l9SO, was not supported by the data revealed in this study. 15h when the participant and non-participant groups were classified into age class intervals and the mean values of the goal preferences applied, such mean values were found to be randomly distributed. The data also showed that when the mean values of each goal were ranked, using both age and years in teaching class intervals, little evidence ears ('I was noted of either goal change or variation between the age and in teaching categories or between participant and non-participant responses. Furthermore, little variation was noted between goal preferences of married and single participants, married and single non-participants, married particinants and non-participants, and single participants and P!“ L non-particinants. .ae anrlication of the Snearnan Rank Correlation Coefficient (lOS:hb7) confirmed this conclusion. The conference goal mean values of the female participants were consistently lower than those of the male participants, and were in near complete agreement with the ranking of the goals by the female non- participants. Both the participant males and females expressed a higher percentage of very important responses for each conference goal as compared to non-participant males and females. Again the participants and non-participants were in close agree- ment concerning the over-all goals of the conference. The members of the planning committees were in closer agreement with the participants than with the non-participants, although all three groups ranked the four most prominent goals in identical order. Both participants and non-participants disclosed two factors which may have influenced their decision to attend. Thus, the attrac- tion of a "name" speaker, and the recognition by the particular school 1nd system of the conference as a valuable in-service education medium were motivating forces in influencing, to some degree, the attendance by the participants to a conference included in this investigation. Other factors did not appear to have general significance although each no; have influenced individual decisions to attend. A sizeahle percentage non-partiCipants indicated they might have attended the conference of of their interest if consent had been obtained from their school administration. The planning committees, for the most part, used an eValuation form, completed at the previous year's conference, as the main basis for determining the needs of the membership as well as for planning next year's conference. Otherwise, planning committee members relied on their collective interpretation of membership needs and problems. Both the participants and non-participants were fully confident in the planning committee of their respectiVe organization to appropriately recognize membership needs and interests in planning a purposeful and worthwhile conference. A conference meeting arrangenent in which speakers and group discussions were featured, was oreferred by a substantial najcrity of participants, non-participants and planning committee members. All three groups ne-e in close agreement on this point. Group discussions on a single topic or theme were preferred to group discussions on various topics. The arrangement least preferred by all three afore- mentioned groups, was the unstructured conference. The data showed that the planning committees of the participating teacher organizations discussed a wide variety of conference techniques during the conference planning sessions. While the committee members expressed their familiarity with various conference meeting techniques, the data revealed little evidence that planning committee members were given concrete and organized orientation to conference methodology. 1 Most members relied on their own experience with various conference meeting techniques plus the experience of those on the committee who, because of the rotating membersh'p plai, had served previously on the planning connittee. Over three-fo’rths of the participants iniicated they had nade no Specific preparation or planning for their participation in the conference. However, one-third of the participants discussed the confer- ence with fellow staff members with only slightly more in number being able to report the benefits recei*ed from attending the conference to the school staff. A sizeable majority of the total sample, however, favored an opportunity to report to the appropriate school faculty. Most of the conference group discussion chairmen and resource people were briefed as to the goals and objectives of the conference at a meeting scheduled prior to the opening of the conference. The speakers were usually so briefed by correspondence. Resource people were selected on the basis of merit or experience in the majority of cases while some consideration was given to obtaining adequate geographic representation of program personnel. Extensive use of faculty members of institutions of higher learning or of the MichigaJ State Department of Public Instruction was not in evidenCe. The conferences participating in the study were planned in full planning committee neetinfs with the responsibility of some specific task or detail assigned to sub- cornittees or irrividuals by the respective committee chairmen. Decisions were made by majority vote of the full committee. A major rity of the c amnittee members were appointed by the organi~ zation gov rning body while one conference planning committee was composed of a member representing each of the Michigan Education Associa- tion regions. Only two of the 3h planning committee members stated that they were elected by vote of the conference participants. The data further showed th: t the parti cintn s were well srtisfied 1 I with the role 01 tee ccnftrence in fifihlevlfi; their personal and profes- sional goals. Hearly one-fourth of tie participants responding e '*"4 O ICL UC'M. that the (en‘smcvcm conrl ~3tc1v met their cofil erence gee ls, while a ‘v‘A abstential trfority agreed that the statement, "I feel this conference - C ' Y , l -,C , w —' r hPS CC.Molt sly met ny personal and proieSSlonel foals," was nos tLy true. ., - I; f , n 1.1,, ...“ 1. ', . -,. '., ,t- .1. +1, LP? QS ' 111.1... .-' {361" CC-llt 0] bill) pal” ulC1I’7’3I‘t-S I‘C‘QLJOU. llekfiatl‘ft:.i_, cm oil? ~ , 4. St ‘1"; as JD. 3“' ”‘tfi olsc revs “e( t‘0 wt”: in vwieh the conferences abtlsfiei -.--..~ ~"" . " - -—-\ < r' A“ A \ ‘ v“ 'I '. " ‘ J x ’lo" 9 ' \ tufi:fidhal ,oels. T‘s most popular urnressaons nertilrlrp tr -crierezce l ‘ 4‘ *5 n-L' v.5 ~ Mr ‘I 'sr‘ ‘ 41" v-NF W’y‘ .1!- qr~-)n.-LP ”..." ‘ goa I 'L '-L V"3_/-,11 u'I‘ \r .' k‘qu lEil’JK/ .11 ‘151 ‘ 1 ... ‘H -—1 Q F‘Jdl L3¥z¥t n A ‘\ e r- - ‘ . ’- -— - I - m \ y‘r . - 1 AJ ‘ 1 - " - iro~ Drona aim: e won'g i‘ mnnrtxnt 1*;02 » ion rel tie to LL: t1l;r~ ",) 6W1" “""" ‘1‘}(‘r I r‘~-... "5‘0 :f‘r‘t‘. 45“".V'2": 1“ ’1‘1 {1""0 "‘ . ‘ .4__ .,_ 3;. .,1_("(,L.,_ --;‘ .. LJ‘Isoo. t) \J_‘-U.JVL’ LsL_'L l L M I‘JA'A 'AL~ “-13-31! riss 1’ , , ‘1 ' .. ...3 -' -- J'- \ ’- 1 1-,-,‘-‘Lr— -1 ('1‘- ‘ F, \61‘14 IVS 4, If: stirvnua mm: (111,. 4-3187143." u H) . ,C» c." 7 Jthg r‘ 30 l, ~ yaw . - . . .,. ., 4.. f c . 4n , .C‘ 11-», t 4-,. .‘. . ’- M- ...1-: «L ~ UT C Mn1“" ‘15.,”1'1l 1.2301 'Vb'fln'JL‘V-l fu'gl‘C-U'ij‘ \ 1.1111,;le 0.; will: ‘O'JL'tL {Add}? 1C1, Oi ‘ -11 1.1.0“ I h ». V‘ ’F‘ 4,) (q .I \a \ g1 .H' a 10.r1..)C.. Some injecision was noted on the part of the planning committee members as to the provi (.1) p. O :3 U] for evaluation of their own particular 1:33 conference. Over one-half of the planning committee nowhere state that the evaluation was conducted by the planning committee, while less than one—third of the members replied that the conference participants completed evaluation forms. According to the data, two-thirds of the planning committee members were unable to evaluate their conference in terms of participant reactions, suggestions and participant conference goal satisfaction. A wide variety of reasons were expressed by the non~particinants 3“ ~ 5-. "\ l (3,1 t): :C . “ pass -L n . v 01 their teacher ”N K as to why they were unible to attend the con organisation. host o"jressions were concerned with the extensive and tine consuming school onlifiations, frior connitncn,s, family obligations and certain personal reasons. The lack of interest in either the corfcr- ence nrogran or of their protessional organization was not substantiatec ‘f? t77€ r‘r't51.. .5- Conclusions Q J t ‘ ' . - .,.: .’.. .. ‘, t ' .J. V- “,1: J.,. , . :- . The follcning conclusions must ae interpreted in calms ol .n (D limitations and scope of the stud;. The limitations inherent in the data restrict the findings of the investigation in terms of the breadth of generalizations that can be made. 1. It may be concluded from the data that the participants and non-participants, as separate entities, do not have exclusive charactera istics or separate needs and interests. To the contrary, the close agreement noted with regard to individual conference goals, over-all conference goals, conference meeting design, conference attendance, and the other categories and areas discussed in this investigation shows a 159 common sharing of needs, interests and opinions vihi ch reflect the exist- ence of 1 profe5310n 1f teachers rather th1n erbitrary dj.v is ions known 15 conference part cinants an; conference non-n1rtWCit1nt 2. It why he concluded from ther responses of the srrt icip nt 1nd non-participant groups that the particin;nts attended the conference of their vflroi 5510 1L or 1njzation motivated bv certain nrofession1l ‘CI ' o ‘1. ., 21113 ior which they sought s1tisfaction. The goals rate' highest in W preference or the two aforementionei groups reficctc< .1 ‘ K exrrcssions related to the instructi on‘J nr(:cess and prOLcssim val growth. Expressions by th: nerticifiants with regfiri to the wuvs in which 111‘viae1l confrrence 5011s were satisfied as 1 result or Ltexoi* he conference were Like- .i;“ 0 exp ssions rel ted to tnc instructionai process and profess ioxi 11 - ~ ‘ rr“ -a C. ‘ ~u, .‘. s-jww . . . ‘r‘ “LA r.. ’\ groxtn. H6 iceseme ts 01 tqn Umrblbinunts 1nm non—p1rticip1ncs concern- ”1 ing the over—1L1 30113 of the ccnferencs were furthnr evidences ,f eclcirn fin r ?u* TQVDLRY"'O”"I wer' mr ' irtunv 0+3, '1 tin; tr”xfil 3”,:‘16 (if f :.2111“= iflclmflri in i“ls irfestifst or. 3. T‘” Conn riron ~f th ccnierence gu1Ls cf the carticidants I'.‘ H -. r-A . ‘4'v\-\~-.- -- ' - z- ‘ -- u ? “|-I ‘- ‘ : 3. t ‘ - I \‘ .\ --. ..- ,. 1n1 hon—t1jt-crnuhfis Jth Lu: Lewis 01 tue 11rtici?»1ts 111 non-nwrtic1o1nts ’V" r ‘ -. > “ ' - q r -, '.W ‘. \ 7 A ‘\\‘1 ",’ t+ - ' vuf ;‘.:‘ 1 - r‘ "l ‘ “W “'- ‘1 '1 "\ " ’ -, '2' fig) ij I" 35) ‘ ,C‘t, r"; .3“) 7 1.111 Ln". vb . ..L out? J'fl‘q'“. n. J T"; \r‘.'.'. 63:1. 1“. ‘1..- -L'; _">’I‘ :31.— . .. .7.- h ‘1 '- . r‘ J,‘ - . . "v A 3 ' 1 .7 . . .' ~. | .., I l . 1 I \n‘ ‘ 71. a, p . 1; r.’ .x "‘ (V \sy- I . Q ,’»r 5 r fl ‘ ‘- l.‘ 1 "‘.' -’--L ’_ .1 '1 I‘ ”110‘ S ’11. ’ ‘1 .1 ' -'.. ‘ . J-L _ ‘~J .'...t . -'. .3 {.‘l .._L.)l (2k).1, ‘1‘? 1.x.)OYI 3F .’.Lt: -- . ‘ J. , ”V ", ‘- . r v - 'J- 1 " .'.~.-' I a 1 ‘ . r ‘ \~"\ fi"~p\ 3 .— , ». .,. ' 9"§ .- - ‘y| r. n ; A. J 1 v.‘ 1" f‘ _"fi r. ‘V ‘ ,- \‘ ', ‘iL' 1‘ .‘.“ ".'.. .--_L,, F“ f- p z"; ' ‘-L 1 .L‘Iftel - -'.. ...-ch. {1101's -'. 11-; . ‘1 ""7“.“w‘fir“ 3‘ A ’1" 1 run m" rap \‘b'fi' *‘i‘ri'x "'(\ the G?“ ‘Y 2) t b. .'l'T‘f (3" “"1 -\ \»\. —§— 4. ,_ - . r ‘_ ""'.IQ _.\‘_¥ ‘7' _5 ‘, _, , J _ v. .' ’J u ab-eG.-1L’n ‘4 U.!Ka v3.1. 1; -L~—;11~LI 3..) DD ‘1 \-‘. JV. - -- —: ._-V --.- L-z M4 “-3 .- - J--'-.‘ 4, .. .L‘ .. 1111-- .: tee members 1n: 1.; g.rcici.;nrs 11. L~N-ffruihif firs h; 111 .. tic-uic; a ~ « ..~ ~ .- .L' . 1‘: .'-f-.' 1L. 1PI" ‘.4'7 -. . _- - . . , . . _. (— .‘. ‘ w.‘ ,- ~ ‘ 4v. : . ‘ . K k; chit; 5.); <_. ‘..L“. 1:11 .1 JCT- '..)- {UL-L 1) K10. ' -4L.L-'.LJ.\----\J ( --.,.- :4, I) a 1i Cvl‘T'VLC tlUI] C. +‘ r ‘f '0 v--. r‘ P?" 5" . ‘. ‘v‘ 1‘»! 1W ' i ' «a -1 ' .'Y‘.’. ’5" 3"..1 'b“ " "‘ ’1‘ a" U l '- ' 'I ‘ r] H" :1' t ’ .’ L” ‘L ‘ f 1. .._J v‘ l") x. J 1‘. L; 1'. t- e- . 1 ALL}! ‘.. - 1 gtnt‘........o v.1. y -1 vJ-t-L L-J.’C\.Q ,1“, .-1 Ma. .. ,1 ..‘i,+' 1 1. .1. .3e 0.11 currc1-u10r cociiieisLt , .,: _.L-, H ".,.-x -lflr‘ _.. .,.~, 1| LL“ 1 ,,-,: .,-. ,3“... - ‘ -, VIas OLJ t‘d.ll.’\:\k bL U. '(1C‘n It .<.- _' '_'_..‘LU'1Y".,-I \, v.1. L. \J chC unit; iAUI "i. Lil -'...LC.L1.CLil {.13 Jit-Lll‘: P - ",w/ . ‘ ‘,\ ’1“; 3- 1"8'1‘: .‘l‘( ,4‘ ""n ‘ r 4' I .. r, *,' _ - tun mea:; VUJJlfiJ. L c ngul 4 -J.c due nonsparciclpcht ups.rmxn ROJV Correla Jicn CO€=Jicicut was .99. *'.‘ "\ ' I “ ‘ ‘: ‘ ‘ '1‘ “'9' '. ‘ r r ‘L " r x p- “ ".‘-' "‘H ' vr . . ‘L' ‘1 l- uxd at CCDCluubd chub ch guesuica c1 319ndini 00mmluuwe F‘x vdfifwg + H Li '7‘ f '113 ’w‘ 'y. ~ {K ]n h \ v x ~‘q- P: ‘ 1' '.F q\) A I.» )«t;v‘—U.~ .._.—O“ C’ A‘ JL’ a-l) —.. ‘ -:, I, LXL‘V . ’ ‘ L1 \t J- , ..L: L'$.J (J-L » ,. - - - AM A. — 'v ‘ ., ...v-.. -Llr~ -. "7.3,? - . . ,.:-I l P :01 :6? CUIzCul“Il . uteps flu,“- m: 1.1 ’0’: law (.321 .3“! J“; :2 73;; Mill: (3011. ...L [lei-3:3 C; ‘- -_ + 0 .' l l I ., _ - .‘-. gr ‘__O._ _ J_ ’1 . > ’.1' L .’.-O n J ‘ _ ‘ '.-L CC‘IN “K“: (:11 LC) E'Lr‘u4~:+' ’.ijJ'Q 1.- '.'k. s. -'.A L 1;, k. ,',".,.. taxi." J.-'Cv:uL‘ L-L"““ !) 1‘ ’1 a ._ V, 7%.; ‘ '_ r _ : ' H ‘ o A .le n .10: ‘.LLLrLI‘b .L , phi": {2131211 11.230 Scc'BLJlOIEc o ‘ ni- . . — o. - -’ > --‘ - J- .' ' ' 'I ‘v - r ~ - 'l‘ . ‘ -. v <'~- s - a ‘ - I L; o 1;; . 1., .it. :3 VJ .Lurcc 93/1534. "c; ~53 12L: “..-..LYL .4; cc." .‘1 L J -cc ..+ L- ‘ I. 54'?“ ._ ‘.‘wr .,. 1(‘+ jx-‘q .. ..-”,T‘,‘ “1|. fi-\7‘.'\- “\v‘f“)? "i 9‘ x "1‘ ,‘_' n.‘ I .'p‘.“ :. .. Lllxlll LB “Lu. .1. Lb -_,_ . ; L .3.) ., J. J. J"- 'JLL- ., :. . \JUJ '...t.rclu.t u 0 L .13). CI C‘\‘.1;lt_m. clam.) - . ~' 4 ‘ -'- .' .. '.-“ .-L ,n f ,7 4-1.., - .,.J .' .n. ' ,. . 4- . J: .- I-VS-r-t-'1C.A_E":1!IJ.1.LJ ill 21; .LE- Shi'k-I‘ :7?le "...‘..‘3C Ll‘bu'llbu 31311.: [‘(LI f-ll‘chifulJM; 0 in the investigation, Show that there i: litilo cviicnce tc CuflClddb that a small portion of the snarle attended most cf the ccnfcrchcs cf the tecchcr or "h»zn,Lnn rnrt’c 'xnting in Uni: atuif as well 95 cc £~rcncrz of olncr teacher crgshizntlons, or that teacacrs included in the sample attended too many CONEHTFQCQS. It mar be suv'cst ed that allegit ion. of excessive pthnJuucc a: public schcol teachcrs in Michigan be p100 eded “y a closer Kaminction of the meaning of the term "excessive confcrnnce attnndance" as us-d b3 the eaders of the opposition within the Mic big? Asscci Zion cf Scthl Afilivlatlwhbwf t L. ‘11le fact tfilii’ {“q. ::1-:“':Crit/:"pt“e ”cliff/1‘3 .L. Y'C’.nt8 Q, RON-:31 11" 'lCJ-‘ 7.17.35 and HianJin“ Lou'lu+r“ members prcfcrrcd a conference design to ixclude a keynote : eal31‘:uxi group diSCuSSiODS is infliCative o; the sirgiiicance attached by the eacucrs included in the sample to a learning situation or tachnique bcst suitea to meet their needs and interests and to solve their ProfessionaL Croolcrw An 33313515 or the resconSGS to the ways 161 via in which the coxmf rcrce goals ol ufiC aItlc1JAnts 1r erc satisfied as a recllt of attending a conference revealed that the three state 3nts L receiving the largest number of resoonses were discussion groups, infor- mation on the topic or theme, and the practical information received from the keynote sneaker. These three factors also nade up the basic conference design most nreferred by the participants, non-participants and planninv committee no ubers. a 5. The data revealed that the planning committee members u re inconsistent in their responses as to t1c provis icr 18 for evaluation of he conferences partic ipztinz in this study. This apparent indecision and lack of inlolxaolcn raises serious question as to the nature and effectiveness of the evaluation process used by the five partic hgating conferences. 7. The in.l enenta tion of an OT~'c1ni ed orientation program for pl ginning 00.11111th l’le’lbe‘rS to the 0011130216 onts Of con" methods, organization and evaluation is an eduCationally sound and Ifcctive procedure. The data revealed little evidence that the organi- zations participating in the study provided for this significant principle of conference planning. 8. Planning for participation in the conference by the potential participant was revealed by this study to be worthy of considerable attention by teacher organi2ations and other groups cooperating in sponsoring a conference for teachers. It was mentioned in Chzw n tor III that the conference participant is obligated to his group to assess his problems and needs, read appropriate-literature related to the theme or topic of the conference, discuss the conference with the staff in terms of what conference benel its may be anplied in th loc;l school situation, and many other aspects of effective p r11c1ranu ylanning. The rats revea ed that over three-fourths of the 915 participrn...e gave no ind 103- tion of planning activity that might contri but Ids participe tion in the conference of his professional orgganiza Lion. 9. The overwhelming majority of the total sample of teachsrs e ‘lFT‘J, 19h;- Frank H. Walser, The Art g:_oo1:ere c<;, New York: Harper, 1933, 305 pp- " 5'- ' -. yo .. 3» -- ~ ~ \ ' $‘ ‘ ,sn ,’ , r.7—, “ 1 - -' 2’ --. ”Coope1A.1oA Brings Results," report 110m Kentuoxf, bClCJLlCnul Leadership, 701. 3:3-9, October, 19h). ‘ _ _ ‘.. . r" . __ ,- 1 ‘, Journal n; -cc1al Issues, h:Ll«U9, o ring, 1943. 4:, . _, A. \; ',_ ' l he Michigan State Depart.en+ of Pub ic Instruction, ,LJ. n“" --"—‘w” (I ,Q Herbert A. Tf1jen, Lywlrlc' (f Grou s at Ntrk," Chicago, The University oi Chicago Press, 9g4, ~79? vol. :V:oo—o2, Seling, 1,C b8. David H. Jrnki as, ”Feedback 9nd Gro tn Self-Evaluation," The Journal 5 CI Social Issue , :nd Joh: E. P. r"ren h Jr , ”Conclusions," The Leland Brad: orci 3 . -T2, Boring, 19hd. Journal of Secia' Issues, 701. IJ: ,‘How to Te.ch Adults,” Leadership Pamphlet t;5, Alult Educ 111 Association of USA, Chicago 11,111., 1955, h8’pp._ "Teachers Prepare for Discussion Group Leadership," Bureau of Publications, Teachers College, Columbia University, New York 27. enreth Beans 11: Paul Sheets, "FlnCtlLCU111’l'3 cf Group Numbers, - .-- . -1 ...-.- ...:- 1 1;.1'41 '- T1“ 1.1. .. .'. .. 1. -1., “l ‘ " "'"C." I Y LJL1-L.L‘--7u_:.li 00 1.11.1, LuplT#qg),.1in116c 9’ CT} 171 , "How to Use Role Playing," Leadership Pha‘Vhlet ”C, Adult Education Association of USA, Chicago ll, Ill., 1955, hTh pp. "New Ii'ope for AU.diences," National Congress pg Parents and Teachers, 700 Rush St., Chicago ll, Ill. "GrOUp Processes in Adult Eriucation," Cgmmunitv Services in Adult Education, University of Indiana, Bloomington, Ind. , "How to Lead Di scussions," Leade ship Pm mpm , flgl, Adult Education Association of USA, Ch aicago 11,111., 195 5: J PP~ Bruno Lasker, Demogragx_Throurh Di mussion, Net; York, H. W. Wilson COO) 19h?) '0 DP. I "Planning Hetter Programs," Leaciers hip Pamphlet L2, Adllt M. Education Associa.tion of USA, Chic 150 11, 111., 19?)fl Th3 PP- Gordon L. Lippitt and Warren H. Schmidt, :31 Group and I, Arthur Croft Co., New London, Conn., 1952, 2h pp. Pr anklvn S. Hain.1n, Grounthrnk or Group Thinking, ‘The Leadpru. Di- gest I, Adult Education As.“ ocintion of USA, Chicago, T11., l 255, 96pp. Thomas Gordon, Improving Your Leadership in Discussion Grou ups, The Leader's Digest I, Adult Education Association of US ‘A, Chicago, Ill., 1955, 96 pp. Issue Committee, 'flhat Holes Does Your Group Need, The Leader's nges t I, Adult Education Associa tion *of USA, Chicaro, Ill., 1955, 96 pp. Nathaniel Cantor, A Wax_ of Thinking About Learni_g, The Leader's Digest I, Adult Education Association of USA, Chi capo, Ill., 1955, /6’ pp. Joseph C. Class, How to Plan Meetings and Be a Successful Chairman, New York: Merlin Press, 1951, 205 pp. Edward C. Lundeman, Self-Evaluation by Adult Students, The Leader's Digest I, Adult Education Associat1on —of USA, Chicago, Ill., 1955, C0 onmittee, Evaluating Goals, Th e Leader' 8 Digest 1, Adult atio n Association of JSA, Chicago, Ill., 1955, 96 pp. Issue Committee, The Evidence of Things Hoped For, The Leader's Digest I, Adult Education Association of USA, Chicago, Ill., 1955, 96 1p. 87. 88. 92. \O \A) 91-10 Kennethn 1. Denne a1d Charlotte K. Demorest, "Building The Conference Comraunity," Adult Leadership, 2:3-13, May, 1953. Robert A. Luke, Presco Anderson, Richard Beckhard and Wiltrude Smith, "How to Plan and Run a Conference," Adult Leadership, 2: 37- -/'S, May, 1953 o Dorwin Cartwright and Alvin Zander, Grouprnamics, Evanston, Ill., Row, Peterson and Co., 1953, 6&2 pp. Watson Dickerman, "Rehearsal for Leadership," Adult Leadership, 2:21-23, May, 1953. Florence Anderson, Majorie Davis, Ryerson Johnson and Robertson Sillars, "Organizing For dork, " Adult Leadership,2 :23- 25, Ma;, 1953. Thomas R. Carskadon, "The Conference of the Future," Adult Leadership, 2:2-5, May, 1953. Glenn C. Dildine, "The Role of the Workshop Leader," Adult Leadership, h:12-17, January, 1956. Hubert S. Coffey and William P. Golden, Jr., "Preludes to Participation," Adult Leadership, hzl7-20, January, 1956. A. A. Liveright, "First Meeting,“ Adult Leadership, u:2o-22, January, 1956. - Presco Anderson, "Us sing Resource People," Adult Leadership, hz22-2h, January, 1956. Hy Kornbluk, "Back—Home Application," Adult Leadership, b:2b-23, January, 1956. Leland P. Sradford, Dorothy Stock, and Murra; Horwitz, How to Diagnose Gr oun ProblemsJ Lec'der's D11gest II, Adult Elucaticn Association 01' U3 , Chicago, Ill., 1955 96 pp. Dorothy Stock and Kenneth Benne, Stranger_ in the Grouo, Leader' 8 Digest II, Adult Education Assoc i.ation of USA, Chicago, Ill., 1955, 96 pp. Robert K. Blake and Leland P. Bradford, Decisions, Decisions, Decisions, Leader's Digest II, Adult Education Association of USA, Chicago, Ill., 1955, 96 pp. Grace Levit, Learning_Through Role Playin—, Leader's Digest II, Adult Education Association of USA, Chicago, Ill., 1955, 96 pp. Herbert Thelen and Dorothy Stock, Understanding Groups at werk, Leader's Digest II, Adult Education Association of USA, Chicago, Ill., 1.“ /‘SS, 96 pp. 97. 98. 101. "IO2. 103. lot. 173 Paul Band Van Til, Paul B. Diederick and William Van Til, The workshop, New York: Hinds, Hayden and Eldredge, Inc., 19L5. Helen Hall Jennings, Sociometry 9£ Leadership, Sociometry Monograoh No. lb, New York: deacon Press, l9h7, 28 pp. Arnold R. Meier, "A Study of a Nork-Group-Confcrence hethod for Producing Curriculum Change," unpublished Ph.D. dissertation, Wayne University, 1950. J. L. Moreno, Psychodrama and Sociodrama, New York: Beacon Press, 19b6. Fritz Redl,"Group Emotion and Leadership,"Psychiatry, 5:573-596, 19h2. Robert B. Haas, ed., Psychorrama and Sociodrama in American Education, New York: Beacon Press, 19h9. Vector, publication of Continuing Education Service, Michigan State University, Vol. 1, Issue 1, November, 1955. The Center Door, publication of Continuing Education Service, Michigan State University. Margaret J. Hagood and Daniel 0. Price, Statistics for Sociologists, New York: Henry Holt and Co., 1952, 575 pp. James R. Mitchell, "The Workshop as an In-Service Educational Procedure, unpublished Ed.D. dissertation, Indiana University, 195h. Richard Marcus, unpublished manuscript, Michigan State University, 1955. 17b .'. Ijn 'nflrr“ 1f . x -. i_.~‘u -1. A M'rf lgwn ”H N . v—vd A STUDY OF commence GOALS As RELATED TO THE. PLANNING AND DEVELOPMENT OF 175 EDUCATIONAL CONFERENCES BACKGROUND (3]? TIE PROBLEM It is generally assumed that the conference, as an in-servico educational medium is, or should be, designed to serve the needs and interests of the people directly concerned. As such, it is also assumed that the participant attends the conference motivated by certain goals or objectives for which he seeks satisfac- tion. Whether the conference is designed, planned, or structured to meet and satisfy those goals is the question at hand. At the present time the conference is being critically discussed as to its effective educational value both by school administrators and the university academician. Organized opposition is present in the Michigan Association of School Administrators. While the Cushman Committee report was at first Judged to be a minority representation we now find that the adoption of the report by the NASA constitutes a grave situation facing teacher organizations and those conference programs of Schools' of Education of institutions of higher learning which invite teachers as participants. A survey of the literature reveals little in the way of organized research on this question. The only relevant research is a recently completed doctoral dissertation by Robert G. Van Duyn at the University of Chicago who reported an 308 conferences, workshops, and matings for Superintendents of Schools in Mich- igan from 19117-1950. The conclusions were critical of the aforementioned media as pmbl cm-solving opportunities and were lacking as to specific evidence of helpfulness. He found such matings characterized by poorly defined objectives, monopoly in planning, little motivation of attendance, inconclusive and leader- definod goals, little evaluation and follow-up, and a lack of continuity. It should be stated here that there are limitations to Van Duyn‘s study. All evidence was obtained by the interview technique after a meeting had been completed With consequent problems of re-call. No definition of terms was presented and the reliability of the evidence was not established and is open to serious question. I 3-” .uvm .4 . 'a (I) on”; how 1" x.- ‘4‘! I-Lr 1., ‘ it. Prt'q ‘53“ .c I 23, r; l 176 -2... Sich limitations do not alter or influence the position of the school administra- tors. While many are questioning with consequent problems of obtaining substitute teachers, expense, and some local opposition, others feel the conference a valuable in-service training device whose attendance by a staff is recommended and encouraged. Such administrators also feel that the problems of regulation and control is a matter to be decided by the local school and not by a state agency. NEED FOR THE STUDY The lack of research in the conference field is, perhaps in itself, sufficient reason for a constructive and comprehensive rose arch program. The Committee on Conference Evaluation of the Michigan State Department of Public Instruction of which the writer is a member, and which is charged with the responsibility of submitting a report to the Superintendent of Public Instruction in reply to the Cushman report has suggested three areas of needed research. The first area is represented by the above proposed study. The lack of research in the conference field does not mean that there is little in the literature about conferences. However, such literature is concerned almost exclusively with suggestions for workshop mechanics, group processes, and other methodology. While such information is valuable and useful it would seem inportant to adapt such mechanics to the needs and goals of the conference for effective presentation and not vice versa as so often is the case. The proposed study would how to investigate conference planning practices insofar as they are related to this problem. Criticism of the conference as an in-service educational medium is, of course, valid in some reapects. The Van Duyn study did reveal items that cannot be denied Validity when evaluating many conference programs. A great deal of improvement can be made in planning conferences but research is needed to reveal the goals of conference attendees as well as objective analysis of the planning procedures and development of the educational conference. I I .'.I p und‘ ‘3‘. dd 5 m A.“ be, : 177 -3' More and more conferences are using evaluation and follow-up. Such evalua- tions are often concerned with an appraisal of certain features of the conference but rarely oriented towards the satisfaction of goals and problems. Likewise, . unless the conference format is designed to provide problem solving opportunities evaluation of a conference often lacks :scientific bases 1 . Another basic need for the study deals with the make-up, selection, and training of the planning committee itself along with planning procedures. Van Duyn's study revealed the evidence of power structures within organizations that may plan conferences according to the wishes of a few seeking to perpetuate a certain philosophy or wishing to deny Opportunities for free participation. Van Duyn also stated that planning committee's are often composed of individuals who are totally inexperienced with the task of planning a conference and lack orientation to the many workshop mechanics and techniques. This whole area of conference planning needs research resulting in suggestions and recommendations for action and improvement. The intriguing question of why people attend conferences points up another need for the study. It may be assumed that there are many situations that tend to influence an individual to attend a conference that may not be associated with a conference goal. In fact, there may be reason to believe that these influences may be the main impetus of motivation to attend a given conference. Thus, whether eJCpenses are paid by the local school may be the deciding factor, or it may be the attraction of a prominent speaker. It may also be the influence of group identifi- cation, displays and exhibits , reward, recognition or approval of administrative superiors. These and many other factors may be very important in influencing an individual to set. If the study should reveal such items and also the pre-dondnance 0f such items in the decision process, the information should be of value to a planning comittee. 178 .. 1, .. METHODOLOGY Essie Hyethesis: Individuals attending educational conferences have confer- ence goals that may be identified with a particular conference. Pilot Studies: In order to evaluate the potential merit of the study the writer conducted two pilot investigations. It was hoped not only to illustrate the presence Of factors which might substantiate the existence of individual goals but to identify them and the status importance of certain influences that may, to some degree, motivate a decision to attend the conference in question. On September 23 the Eastern Section of the Association. for Childhood Education held its second conference at the Kellogg Center. With the help of Dr. Calvin and two graduate assistants, twelve personal interviews were conducted. Each person was asked the following questions: QUESTION ONE . "Why did you come to this conference?" New trends and ideas-“”5 Common group interests-«7 Keep up with things-“mud. Get together professionally-....l Answers to problems----------l Got a lot out of it last year-~33 QLI‘ESTION TWO - "Were there any factors that caused you to hesitate coming to the conference?" Objected to Saturday----------2 Other things to dc— —- —1 Not usually free on Saturday—l Close to DEA meeting-------l Saturday is family day-------2 Wanted to work at home-----l QUESTION THREE - "Did any of the following factors influence your decision in any way?" 1.- Desire to hear the speakers on the program. No - 9 Yes - 3 (Didn't know the speakers of the No group - 2) 2 - The cost of the conference. No - 10 Two stated the costs very reasonable 3 - Influence of administrative superior. No - 11 One stated it a good idea the principal know she came. 179 -5- h - Desire to be a part of the group attending. Yes - 9 No - 2 One had not thought about it. 5 - An expressed personal or professional need such as problems to be discussed. Yes ~10 No -2 6 - Desire to get away from school for a day. Yes - l Nev-ll 7 - The possibility of reward such as promotion or administrative recognition. Yes -1 No -10 8 - The desire to personally discuss problems with members of the conference. ' Yes-7 No-S 9 - The desire to come to Kellogg Center. Yes - 7 No - 5 10- Which of the above was most significant in motivating you to come to the conference. Discuss problems - )4 Be with the group - )4 Get new ideas and trends - h REULTS OF THE FIRST PILOT STUDY The first study reveals interesting results since all twelve interviewed answered the first question with reference to goals and interests. The reflection of personal or professional needs is expressed by the desire for new ideas, trends, PrOblems to be solved, and interest in the profession. §§COND PILOT STUDY On November 20 the writer conducted a second study during the Second Annual Basketball Coaches Clinic. On the evaluation form which was distributed to the coaches attending the following question was asked, "Why did you come to this Clinic?" The ninety-three coaches returning the form and answering the question Suggested 172 items which were classified into nine categories as follows: O. .7, *1 (I, \s, 'D-\ l~¥~ “s I 3‘ ‘a “ 6 " ‘ 180 l u Wished to see Forddy Anderson's system - h6 2 - Wished to get new ideas, pointers, drills - h3 3 - Wished to improve own method and grow professionally - h? h - Wished to meet and discuss problems with other coaches - ll 5 - Timely date and location of the clinic - 9 6 - Wished to get away for a day - 2 7 - Influence of the administration - 2 8 - See the football game - 2 9 - Miscellaneous - 10 It is evident that 159 of the 172 items (total less items #5,6,7) expressed a personal conference goal that may have motivated their attendance. A second classification of the data reveals the items that were mentioned first, second, third, and fourth on the evaluation form. TABLE II .3. ..2. a. a .._..Total 1 - Anderson's offense 2).; 13 8 h 146 2 - New ideas 26 12 5 O 143 3 - Self-improvement 23 19 h 1 h? h - Meet other coaches 1 7 3 0 Ill 5 - Timely date and place ’4 h 1 0 9 6 - Get away for the day 0 l l O 2 7 - Influence of the administration 2 O 0 O 2 8 - See the football game 0 2 O O 1.6% The following is a further classification of the data according to the more specific problems mentioned: TABLE III 1 - Offense - l7 5 - Defense - 9 2-Drills-26 6-Zone-h 3 - Fast break - 7 c 7 - Out of bounds plays - 2 h - New teaching methods - 8 8 - Miscellaneous - 6 B§§ULTS OF THE SECOND PILOT STUDY The results of this study, like the first, reveal a near complete expression 0f needs and problems which may be interpreted as constituting conference goals. Items 5, 6, and 7 are the only ones in Table II which may be interpreted as possible external “influences" that may have motivated a coach's attendance. FINAL STUDY It is proposed that the final study consist of two instruments that would be administered to at least three educational conferences that would provide a sample .. 7.. 181 of about 1000. Consent has been Obtained from the Department of Elementary Principals whose conference will be held April 114-153 The Metropolitan Detroit Bureau Of Cooperative School Studies April 21-23; and the Michigan Speech Correction Conference May lB-lh. The first instrument would be administered to the conference participants during the conference. A second instrument would be administered to the planning committee's Of the three conferences. The preliminary investigation has thus far shown the feasibility of this study and has indicated to some degree the general merit of the undertaking. While the specific practical utilization of such a study will have to await the completion of the investigation, it is hoped that the results would increase the effectiveness of the contribution of the Continuing Education Service, the conference group, and the related MSC instructional departments in providing the greatest possible help and assistance in the development and planning of educational conferences. A STUDY OF CONFERENCE GOALS AS RELATED TO THE PLANNING AND DEVEOMT OF EDUCATIONAL CONFERENCES 182 STATEMENT OF THE PROBLEM While not a new technique the educational conference has become a highly popular medium of in-service education. While many articles have been written concerning the mechanics of workshop operation, there is nothing in the literature to illustrate'concrete-attempts at determining the-conference goals of the participants. - Likewise, little research has'been attempted in-thB"OV&1118P tion of the planning and development of the conference with a focus on education- al objectives. NEED FOR TE STUDY At the present time the conference is being critically dis- cussed as to its effective educational value both by school administrators and Criticism of the conference as an in-service the university academician. The Van Duyn study showed that educational medium is valid in some respects. much improvement can be 'made in planning conferences but additional research is needed to reveal the goals of conference attendees as well as an objective analysis of the planning procedures and development of the educational conference. It may be assumed that there are many situations that tend to influence an individual to attend a conference that may not be associated with a con- ference goal. If the study should reveal such items and also the predominance of such items in the decision process, the information should be of value to a planning committee. MODOLOGY Basic Hypothesis: Individuals attending educational conferences have con- ference goals that may be identified with a particular conference. The writer has conducted two pilot studies in order to The Pilot Studies: evaluate the potential merit of the study and to offer a hypothesis. results were very interesting and are reported in the proposal supplement. Conference Sample: It is proposed that the final study consist of two instruments that would be administered to at least three educational confer- ences that would provide a sample of about 1000. The first instrument would be administered to the conference participants during the conference while the C. A 183 RESULTS CE W The preliminary investigation has thus far shown the feasibility of this study and has indicated to some degree the general merit of the undertaking. While the specific practical utilization of such a study will have to await the completion of the investigation, it is hoped that the results would increase the effectiveness of the contribution of the Continuing Education Service, the conference group, and the related MSC instructional departments in providing the greatest possible help and assistance in the development and planning of educational conferences. BIBLIOGRAPHY "Conference Flaming for Educational Dividends," John W. Parsey, The Admin- Istrators Notebook, Vol.1 No. 10, May, 1953 "Meetings, Meetings, -‘Everywhere,", Adult’Leadership, 1, December, . 1952 "Democratic Method and Experience in Educational Meetings," Austin, Texas Southwest Cooperative Program in Educational Administration, The Univer- sity of Texas, 1952 "Partners in Planning," Adult Leadership, 1,-December, 1952 "Improving Large Meetings," Adult Leadership, I, December, 1952 "Story of a Workshog," Maurice E. Stapley, Division of Research and Field Services, Indiana University, 1952 "How to Conduct Conferences," Alfred M. Cooper, New York, He Draw-£1183. Book Company, 1952 "New Ways to Better Meetings," Bertram W. and Frances Straus, New York Viking Press, 1951 "(Emittees and Conferences, " William E. Utterback, New York, Rinehart and Company, 195° "What Makes a Good Workshop?" W. A. Anderson, Journal of Educational Sociology, Vol.24, January, 1951 "Teacher Conventions, " H. E. Cowan, Journal of Business Education, Vol. 29 January, 195‘} Wanted: Better Conference Procedures," R. H. Eckelberry, Educational Research Bulletin, Vol.30, January, 1951 "How Helpful are Educational MeetEgs?" Administrators Notebook, Vol.2 December, 1953 "How Can Conventions Be Made More Fruitful ." J. G. Withall, School Review Vol. 65, September, 1952 18h "‘ Stud of a WOrk-Grou Conference Method for Produc Curriculum.Ch Arnold R. Meier, Unpublished doctoral dissertation, wayne University,1950 "The WOrkshop As an In-Service Education Procedure," James R. Mitchell, Unpublished doctoral dissertation, Indiana University, 195A "Virginia Teachers Give Opinions on Annual Conference," R. T. Myers, Agri- cultural Education Magazine, Vol. 25, June, 1953 "Values of Conferences and Conference Training," N. W. Simmons and E. G. Senkewitz, Industrial Arts and Vocational Education, Vol.AO, January,l951 "Evaluation of a Workshop in Education," G. H. Hildreth, Teachers' College Record, Vol. A , February, 1945 InsService Education of Teachers " L. K. Ade, Bulletin No. 155, Harrisburg H W Pennsylvania, Department of Public Instruction, 1939 "Survey of In-Service Training," E. A. Collins, Phi Delta Kappan, Vol. 23, December, 1940 "Professional Growth Through In-Service Teacher Education," Domenic J. Guzzetta, Unpublished doctoral dissertation, Buffalo University, 1953 3 "Role of the Conference in Teacher Education," D. Legett, Educational ‘dministration and Supervision, Vol. 37, October, 1951 "Conference Planning and Management Check List for Association Executives," Frederick C. Mosher, Chicago Public Administration, 1939 "Worksho Planning and Evaluation," B. Raven, Journal of Educational Sociology, Vol. 26,.March, 1953 186 A STUDY OF CONFERENCE GOALS AS RELATED TO THE PLANNING OF EDUCATIONAL CONFERENCES Home Phone Questionnaire £25 figticipants SECTION I I GENERAL INFORMATION 1. 2. 3. h. S. 6. 7. a. 9. IO . ll. 12. 13 . 1h. 15. 16. Age __ Male ______ Female __ Married __ Single __ Widowed __ Number of children of school age __ What grades and subjects are you teaching at the present time? Grades Subjects Class of School A___ B_____ C____ D____ E____ School position Elementary Teacher___ Secondary Teacher___ Elementary Principal___ Secondary Principal__ Superintendent____ Other Number of years in the teaching profession GeOgraphic location of your school Southeast__ Southwest___ Northern___ (above Grand Rapids-Port Huron line) Upper Peninsula___ How many previous conferences of this organization have you attended in the past five years? How many conferences of other organizations have you attended in the past five years? __ (Do not include local teacher meetings or general curriculum meetings.) Is this the first conference you have ever attended of _a_n_y organization? Yes___ NO Is this the first conference of Lhig organization you have attended? Yes____ No____ Were you asked to attend this conference by your administration? Yes___ No____ Did you initiate the request to attend this conference? Yes____ No____ What part of your expenses to this conference are paid by your adninistration? Room Meals Fee Transportation___ Substitute Teacher____ All____ None___ 187 (Questionnaire for Participants continued)- page 2 17. 18. 19. 20. 210 22. 23. 2h. 25. Are you required to make a report on the conference to your administration? Yes___ NO___ 0ptional____ (If yes, is it verba1___ written___ to whom Is provision made to make a report to the staff? Yes___ NO Would you suggest a report be made to the staff? Yes__ NO____ Does your school system have a policy on conference participation? Yes____ NO- How many conferences are teachers in your school system permitted to attend each year? __ NO restriction on number _______ Please give your best estimate as to the percentage Of teachers in your system who attend conferences: Less than 10____; 10-20__3 20-30____; 30-h0____s h0-50__; 50-60 3 60-70“; 70-80___3 80-90”: 90-lOO___. What percentage go sometimes _______. What percentage go frequently ________. What percentage do not go _. How far did you travel to attend this conference? _____miles About how many people attended this conference from your school system? __ §§CTION II: INFORMATION ABOUT THIS PARTICULAR CONFERENCE 1. 2. 3. h. 5. Did you receive an advance copy of the program? Yes____ No___ How long before the conference did you receive the program? Did you do any specific planning in preparation for your participation in this conference? Yes__ NO____ What planning did you do? Did you confer with any members I Of your staff concerning information that they Might, gain from the conference? Yes_____ NO___ .SECTION III: CONFERENCE GOALS 1. What, in your opinion, are the goals or desirable outcomes Of this conference? 188 (Questionnaire for Participants continued)- page 3 2. What motivated you to attend this conference? (Please check any Of the following goals which may seem to describe your reasons to attend this conference. Please mark l-Very Important, 2-Somewhat Important, 3-0f Miner Importance.) a - I wanted to be more identified with this group __ b - I wanted to renew contacts in my field __ c - I wanted to find out what other school systems were doing _____ d - I felt a need for academic stimulation and inspiration __ e - I wanted to be informed of new teaching ideas and trends __ f - I wanted to renew acquaintances with friends __ g - I wanted to learn more effective ways of dealing with instructional problems __ h - I wanted to get away from school routines __ i - I felt the conference provided Opportunities for professional growth __ J - I wanted to find out about new materials and publications __ k - I wanted to find out about new :job Opportunities __ l - Other (specify) m - Other (specify) 3. What are the specific things in this conference program that made you want to attend this conference? A. What parts of the program didn't you like and caused you to question whether you would attend? None 189 (Questionnaire for Participants continued)- page )4 5. Did any of the following favorably influence your decision to come to this conference? (Please mark l-Significant, 2-Fairly Significant, 3-Not Significant.) a - Urging Of your administrative superior __ b - Influence of reporting of previous conferences in staff meetings __ 0 ~ Influence Of a friend __ d - Influence Of being on the program __ e - Payment Of expenses by your school __ f - Social fellowship Opportunities ___ g - Influence Of the prominence of the speaker __ h - Influence Of your schools' acceptance and support of the conference as in-service education __ 6. What techniques Of conference planning fits your needs as a participant in attending this conference? (Please check 1, 2, 3, h, 5, 6 in your order Of preference . ) a - Theme, series Of speakers __ b - Theme, keynote speaker, discussion groups on the theme __ c - Theme, keynote speaker, discussion groups on various tepics __ d - Speaker, problem discussion groups, no theme __ e - Panels, Speakers, no discussion groups __ f - Unstructured meeting groups set up at the conference __ g - I have no preference __ h - Other (specify) l w 7. DO you feel this conference was planned to meet the needs Of the majority of the members Of this organization? Yes____ NO___ (If no, why not?) 8. How can more peeple be interested in this conference? 190 A STUDY OF CONFERENCE GOALS AS RELATED TO THE PLANNING OF EDUCATIONAL “CONFERENCES Questionnaire for rNomParticipants'f SECTION I: - GENERAL INFORMATION 1. Age 2. 3. A. 5. 6. 7. 8. 9. 10. ll. 12. 13 . 1h. 15. 16. Male ______ Female _____ Married __ Single ______ Widowed ______ Number of children Of school age _______ What grades and subjects are you teaching at the present time? Grades Subjects A Class of School A____ B____ C____ D____ E____ School position Elementary Teacher___ Secondary Teacher___ Elementary Principal“ Secondary Principa1___ Superintendent____ Other _ Number Of years in the teaching profession __ Geographic location of your school Southeast___ Southwest“ Northern (above Grand Rapids-Port Huron line)___’ Upper Peninsula___ How many previous conferences of this organization have you attended in the past five years? __ How many conferences Of other organizations have you attended in the past five years? __ (DO not include local teacher meetings or general curriculum meetings.) Would this have been the first conference you would have ever attended of 3;; organization? Yes____ NO____ Would this have been the first conference of this organization you would have attended? Yes____ NO____ Were you asked to attend this conference by your administration? Yes____ NO___ Did you initiate a request to attend this conference? Yes____ NO___ What part Of your expenses to this conference would have been paid by your administration? Room___ Meals___ Fee___ Transportation___ Substitute Teacher___ A'l.l____ None“ 191 (Questionnaire for Non-Participants continued) - page 2 17. Are you required to make a report on a conference to your administration? Yes“ No____ Optional__ (If yes, is it verbal___ written“ to whom, 18. Is provision made to make a report to the staff? Yes___ NO___ 19. Would you suggest a report be made to the staff? Yes__.__ NO___ 20. Does your school system have a policy on conference participation? Yes___ NO‘ 21. How many conferences are teachers in your school system permitted to attend each year? __ NO restriction on number 22. Please give your best estimate as to the percentage Of teachers in your system who attend conferences: Less than 10 ____3 10-20 __, 20-30___3 30-ho__; h0-50___5 50-60“; 60-70“; 70-80“; 80-90____3 90-100_____. 23. What percentage go sometimes ______. What percentage go frequently _______. What percentage do not go _____. 2A. How far would you have traveled to attend this conference? _____miles 25. About how many people A attended this conference from your school system? §E9T_ION II: INFORMATION ABOUT THIS PARTICULAR CONFERENCE 1. Did you receive an advance copy of the program? Yes__ No___ 2. How long before the conference did you receive the program? (If you originally planned to attend, but were unable to, would you please answer the following questions. If not, ignore the next three questions.) 3. Did you do any specific planning in preparation for your participation in this conference? Yes____ No_ A. What planning did you do? 5. Did you confer with any members Of your staff concerning information that they Night gain from the conference? Yes____ NO___ 192 (Questionnaire for Non-Participants continued) .- page 3 SECTIOILIIIL jONEEBENCE GOALS. 1. What, in your Opinion, were the goals or desirable outcomes of this conference? 2. What would have motivated you to attend this conference? (Please check any of the following goals which may seem to describe your reasons to attend this conference had you been able to do so. Please mark l-Very Important, 2-Somewhat Important, 3-0: Minor Importance.) a - I wanted to be more identified with this group __ b - I wanted to renew contacts in my field ___. c .. I wanted to find out what other school systems were doing __ d - I felt a need for academic stimulation and inspiration __ e - I wanted to be informed of new teaching ideas and trends _’ f - I wanted to renew acquaintances with friends __ g - I wanted to learn more effective ways of dealing with instructional problems __ h - I wanted to get away from school routines __ i - I felt the conference provided Opportunities for professional growth __ J - I wanted to find out about new materials and publications __ k - I wanted to find out about new job opportunities __ l - Other (specify) 4 - m - Other (specify) k A 3. What are the specific things in this conference program that made you want to attend this conference? ’4. What factors caused you to decide not to attend this conference? (Questionnaire for Non-Participants continued) - page )4 193 " )5. Which of the following would have favorably influenced your decision to come to this conference? (Please mark l-Significant, 2—Fair1y Significant, 3~Not Significant.) a u Urging of your administrative superior ___ b - Influence of reporting of previous conferences in staff meetings ____ 0 ~ Influence of a friend __ d - Influence of being on the program ___ e - Payment of expenses by your school __ f - Social fellowship opportunities __ g - Influence of the prominence of the speaker __ h .. Influence of your schools' acceptance and support of the conference as in-service education ___ 6. Did any of the following influence your decision not to attend this conference? (Please check l-Important, 2-Somewhat Important, 3-Of Minor Importance) a - Too far to travel __ b - No transportation available ___ .. c - Could not afford the expense ____ d - I did not feel the conference would be of benefit to me __ e .. I could not obtain consent of the administration _____ f .. I had a scheduled conflict .._. 8 - I could not obtain a substitute teacher __. h - I did not like the program this year ____ i «- I had family obligations __ 7. What techniques of conference planning fits your needs as a participant in attending a conference? (Please check 1, 2, 3, h. 5. 6 in your order 01' preference) a - Theme, series-of speakers __ b - Theme, keynote speaker, discussion groups on the theme ...... (Questionnaire for Non-Participants continued) - page 5 19h c - Theme, keynote speaker, discussion groups on various tepics __ d .- Speaker, problem discussion groups, no theme __ e - Panels, speakers, no discussion groups __ f - Unstructured meeting groups set up at the conference __ g - I have no preference __ h - Other (specify) 8. Do you feel this conference was planned to meet the needs of the majority of the members of this organization? Yes___ No____ (If no, why not?) 9. Would you suggest any specific changes in the conference program that may better satisfy your goals? 10. How can more peeple be interested in this conference? SECTION IV: #EVALUATION 1. Which of the following days of the week would be most ideal for you to attend a conference? Monday___ Tues day___ We dnesday___ Thurs day____ Friday____ Satur day___ Sunday“ 2. I feel the length of a conference should be: a - one day __ b - two days __ c - three days __ d - four days __ e - five days __ f-more A 195 A STUDY OF CONFERENCE GOALS As RELATED To THE PLANNING OF EDUCATIONAL CONFERENCES W Comittee Questionnam 1. What in your opinion are the goals or desirable outcomes of this conference? 2. Which of the following goals do you feel motivated the attendees to come to this conference? (Please mark l-Very Important, 2-Somewhat Important, 3-0: Minor Importance.) a - They wanted to be more identified with this group __ b - They wanted to renew contacts in their field __ c - They wanted to find out what other school systems were doing __ d - They felt a need for acadanic stimulation and inspiration __ e - They wanted to renew acquaintances with friends __ f - They wanted to be informed of new teaching ideas and trends __ g - They wanted to learn more effective ways of dealing with instructional problems __ h - They wanted to get away from school routines __ i - They felt the conference provided Opportunities for professional growth __ i - They wanted to find out about new materials and publications __ k - Other (specify) _ 1 - Other (specify) 3. Did the committee survey the membership to determine membership goals before planning the conference? Yes____ No____ 33- If yes , how? 1:. In what ways were the goals of the membership recognized or considered in making out the conference program? ' ‘ ; -- "I ‘ .u . .'. v‘ l} g c r. . ' ~§ouo ‘es 3’ ‘.I ~J... , . , . . .. J I l . . _- ~.& n .‘. , .. -,‘ .‘a . . c _ . - .. . n .’ . 7 . ‘. . . . . 'e ‘ a. . . t _ V . no - I ‘- . . _ . v . . . .' e r ~ ' - .4. o. h ' . ‘. ' ..l-I . . . e i . ' .l ' e l I“ ..- .- . -I . n 9 ~ ' A o v.- . a .-.I .. . ‘l o 'a s u v .0 . ‘5 ._ - - . 196 (Planning Connnittee Questionnaire continued)- page 2 5. Were various conference techniques discussed to meet the goals of the conference? Yes____ No Sa. If yes , what were they? 6. Which, if any, of the following techniques of conference planning do you feel best meets the goals of the participants? (Please mark 1, 2, 3, 14, etc. in your order of preferenceo) a - Theme, series of speakers _, b - Theme, keynote speaker, discussion groups on the theme __ c - Theme, keynote speaker, discussion groups on various topics __ d - Speaker, problem discussion groups, no theme __ e - Panels, speakers, no discussion groups __ f - Unstructured meeting, groups set up at the conference __ g - Other (specify) h - No preference 7. To what degree are committee members familiar with the various conference meeting techniques? 8. What consideration was given to the study and application of various conference techniques? (To best fit the goals of the conference or membership.) 9. Does the committee follow the same format each year? Yes__ No____ da‘ 197 (Planning Committee Questionnaire continued)- page 3 930 10c 12. 123. 13. 13a. 11:. 15. 16. 17. If yea, Why? What procedures are made to train or orient committee members to conference methods? Did the planning comittee provide for continuity from last year's conference? Yes____ No___ Was there an evaluation made of last year's conference? Yes____ No_____ If yes, what kind? Systematic___ Informal____ When was the evaluation made? By whom? What promotion techniques were used this year? a - mailed announcement __ c - newsletter __ b - mailed program __ d - other (specify) To whom were the programs sent? a - membership __ c - all in the profession __ b - last year's registrants __ d - superintendents .._.... e - other (specify) Are programs sent to the membership directly” or through the Superintendent's office? __ Are there specific provisions made for the orientation of group chairmen and resource people? Yes____ N0____ 198 (Planning Committee Questionnaire continued)- page it 1780 18. 19. 20. 21. 22. 23. 2h. 25. If yes , what are they? What procedures are used to select resource people? a - geographical representation __ d - school population __ b - college or high school __ e - no criteria __ c - merit or experience __ f - other (specify) Were the chairmen___ resource people____ or speakers____ briefed about the goals and purposes of the conference? (Please check, if yes.) How does the planning committee function? (Check any which apply.) a - through individual corrmittees __ c - through committee chairman assigned responsibilities __ b - through full planning committee meetings __ d - other (specify) How are decisions made? a - majority vote of committee __ c - chairman of planning committee __ b - by the committee chairman __ d - other (SPGCifY) In what manner are the planning committee members selected? a - vote of last year's conference participants __ b - appointed by conference governing body __ c - other (specify) i What is the term of office of the committee? a - all serve one year __ b - members serve different terms __ How many members are on the planning committee? Which conference officers are on the planning comittee? 199 (Planning Committee Questionnaire continued)- page S 26. 27. 27a. 28. 29. 30. Are they automatically members of the committee____ or are they appointed___, elected___. Are there any specific qualifications for membership on the planning committee? Yes___ No If yes, what are they? How much time was spent planning this year's conference? Hours Number of meetings What type of professional or consultant service was solicited to help plan this conference? a a CBS coordinator __ b - Representative of Michigan State Instructional Department __ c - Specialist in conference operation __ d - None 6 - Other (specify) What was the role of the consultant in planning this conference? 200 A STUDY OF CONFEILENCE GOALS AS RELATED TO THE PLANNING OF EDUCATIONAL COIAYFEIOJNCES Home Phone Questionnaire £93 Participants SECTION IV: EVALUATION 1. I feel that this conference has completely met my personal and professional goals. True___ Mostly True____ Mostly False“ False“ 2. If true or mostly true, in what ways did the conference satisfy your goals? 3. Do you have any suggestions for improving this conference? a - Keynote speaker session b - Group discussion sessions c - Social activities d - Conference as a whole it. Which of the following days of the week would be most ideal for you to attend a conference? Monday___ Tues day____ Wednesday____ Thurs day____ Fri day___ Saturday___ Sunday____ 5. I feel the length of a conference should be: a - one day c - three days____ e - five days___ b - two days___ d - four days____ if - more____ I'b ‘ CL ‘1 202 MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE November Ten Nineteen Fiftbeive Dear Colleague: 'WO are very sorry you were unable to attend the conference of the Michigan Association of Supervision and Curriculum Development hold at tho Kellogg Center for Continuing Education, Michigan State University, November 3-D, 1955. Our organization is extremely interested in finding out as much as possible the feelings of our membership regarding our conferences. Mr. J. D. Jackson, of the Michigan State University Faculty and Coordinator of our conference, is conducting a survey which we hope will result in conferences that will attract every member and that will enable us to plan a program of maximum benefit to you. The participants at the last conference were very cooperative in filling out a questionnaire for Mr. Jackson. It is of the greatest importance to our organization, and to other educa- tional groups, that the enclosed questionnaire be filled out promptly and returned in the envelope provided. Thank you very much for your doing this important task for our organization. Sincerely yours, 1‘ . . 1/ III. I ’ . ‘ 1 ('6' (II (#1,. / . 6“-‘1.l'7('// /\J[' L‘ Wk], U Edith Roach Snyder ‘ Conference Chairman ERS:klo CnCe e . 05 ”I '.l.‘ I) . 3'] a . ~',.. . g ' SHED WORK . . . . nnt’). mo TO Br DEDICATED HERE TO THE UNFINI 17o '.. " I ' - - II '5 'OR US IHE LIVING o o 0 (ill 'bllsvnhlu IT LINCOLN ”5“ ...L less-1955 MICHIGAN STATE UNIVERSITY 203 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE November Ten Nineteen Fiftthive Dear Friends I wish to extend our sincere appreciation to the Michigan Association of Supervision and Curriculum Development for the opportunity of administering the questionnaire to those attending the conference, November 3-h, 1955. The attached questionnaire is almost identical to the instru- ment given at the conference. Several questions have been re-phrased and several new questions added that should provide pertinent information useful to provide for needs of those not attending. It is thus, Just as significant to find out the goals, needs, and certain biographical and conference information of non- participants as that obtained from those attending. While the questionnaire may appear to be quite long, most of the questions require checks or yes or no answers. The time required to fill out the instrument is about five minutes. I shall appreciate your filling out the questionnaire as completely as possible. YDur consideration in helping us is deeply appreciated. Sincerely'yours, inflate/M J. D. Jackson Conference Coordinator 8 H! U 8‘ ...-w: ”Ip’ k (3%”: Net 1 .yft'p‘ K?1 _’ ,1 j I! O H' ’.‘Lfil : . F‘r‘" '-"~’” "‘ To a: DEDICATED HERE TO THE UNFINISHED WORK . . . .' I ”IT IS FOR US THE LIVING . . . Carmen“... ‘L'th 3V.“ lass-loss LINCOLN MICHIGAN STATE UNIVERSITY 2011 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE December Five Nineteen Fiftbeive Dear Friend: On Nevember 10 we sent a questionnaire to all members of'the .Michigan Association of Supervision and Curriculum Development who were unable to attend the Conference held at the Kellogg Center November 3-h, 1955. In order to provide your organization with complete information according to the objectives of the research, which includes a comparison of participant and.non-participant information, we need a high rate of return of the nonsparticipant questionnaires. If you have completed and.returned the questionnaire, please accept our sincere thanks for your cooperation. If, however, you have not completed the instrument we would very much appreciate your doing so at your earliest convenience. If you have misplaced the questionnaire or did not receive one, please return the endlosed.posta1 card and the instrument will be sent to you. Thank you very much. Sincerely'yours, y w”. . . Jac son Conference Coordinator I O S‘I“ ””I‘,’ § (03“?! 4’ I; A! J- s‘fi‘ , 2. 6- ans. z ‘... ) In 4- : r-~-'AMIr-:n UNFINISHED WORK " ”E “' Linen-...] ”IT IS roe US THE LIVING . . . TO BE DEDICATED HERE TO THE l855-l955 LINCOLN -' I ext-1| r MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING 205 CONTINUING EDUCATION SERVICE . V'; I: '3 I 1 CE] ... l n, J‘ c. . I r.“ nnnrr‘.‘ {.‘iILJHHE-g;I .4 December Sixteen Nineteen Fifty-Five Dear Friend: We are about ready to tabulate and analyze the research questionnaires sent to all members of the Michigan Association of Supervision and Curriculum Development who were unable to ‘ attend the Conference held at the Kellogg Center November 3-14, 1955. We have had a near 1m return of the questionnaires which is a wonderful response and one for which we are very grateful. If you have completed and returned the questionnaire, please accept our sincere thanks. If you have not had the opportunity to complete the instrument, we would very much appreciate your doing so in order to approximate the number of participant questionnaires completed at the conference. If you have misplaced the questionnaire, please return the enclosed postal card and the instmment will be sent to you. Thank you very much for your cooperation. Sincerely yours, 9/ all: %/¢m/ J. D. Jackson Conference Coordinator 8110. |855o|95$ ”IT IS [OR US THE LIVING . . . TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . . LINCOLN MICHIGAN STATE UNIVERSITY 206 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May Nineteen Nineteen Fifty-Five Dear Colleague: We are very sorry you were unable to attend the conference of the Michigan Speech Correction Association held at the Kellogg Center for Continuing Education, Michigan State College, May 13-114, 195 . Our organization is extremely interested in finding out as much as possible the feelings of our membership regarding our conferences. Mr. J. D. Jackson, of the Michigan State College Faculty and Coordi- nator of our conference, is conducting a survey which we hope will result in conferences that will attract every member and that will enable us to plan a program of maximum benefit to you. The participants at the last conference were very cooperative in filling out a questionnaire for Mr. Jackson. It is of the greatest importance to our organization, and to other educational groups, that the enclosed questionnaire be filled out promptly and returned in the envelope provided. Thank you very much for your doing this important task for our organization. Sincerely yours, Margaret Hatton, President-Elect Michigan Speech Correction Association NH: Ids enc . I”-I"”v"'”" . I0 I35 DEDICATED HERE Io THE UNFINISHED WORK . . . .' .'.-“Luna; ”IT Is roe us ms LIVING . . less-I955 LINCOLN MICHIGAN STATE UNIVERSITY 207 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May Nineteen Nineteen Fifty-Five Dear'Friend: I wish to extend our sincere appreciation to the Michigan Speech Correction Association for the opportunity of administering the questionnaire to those attending the conference, May lB-lh, 1955. The attached questionnaire is almost identical to the instrument given at the conference. Several questions have been re-phrased and several new questions added that should.provide pertinent information userl to provide for'needs of those not attending. It is thus, Just as significant to find.out the goals, needs, and certain biographical and conference information of nonnparticipants as that obtained from those attending. While the questionnaire may appear to be quite long, most of the questions require checks or yes or no answers. The time required to fill out the instrument is about five minutes. I shall appreciate your filling out the questionnaire as completely' as possible. Your consideration in helping us is deeply appreciated. Sincerely’yours, EQIIJKL ‘9JJZLJéNlKAJ J. D. Jackson Conference Coordinator J , t ‘; A; 5 nr‘nnnIn I ; I . ' 1.”. I (Into-mun! ”IT Is FOR us THE [IVING . . . legal .1 ..,,..9,, LINCOLN TO BE DEDICATED HERE TO THE UNEINISHED WORK . . . " MICHIGAN STATE UNIVERSITY 208 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May'Twentbeeven Nineteen Fifty-Five Dear Friend: On May l9th.we sent a questionnaire to all members of the Michigan Speech Correction Association who were unable to attend.the Conference held at the Kellogg Center May 13-lh, 1955. In order to provide your organization with complete information according to the objectives of the research, which includes a comparison of participant and non-participant information, we need a high rate of return of the non-participant questionnaires. If you have completed and returned the questionnaire, please accept our sincere thanks for your cooperation. If, however, you have not completed the instrument we would very much appreciate your doing so at your eafiliest convenience. If you have misplaced the questionnaire or’did.not receive one, please return the enclosed postal card.and the instrument w111.be sent to you. Thank you very much. Sincerely'yours, 4 01.6. 7/ nob/417v ‘J. D. Jackson Conference Coordinator J { Iv» ] BuisvébuiuI ”IT IS [OR US THE: l'V’NG ' ' ‘ .f LINCOLN IOSS-IOSS TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . . MICHIGAN STATE UNIVERSITY 209 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE JUne Eight Nineteen Fiftbeive Dear Friend: we are about ready to tabulate and analyze the research questionnaires sent to all members of the Speech Correction Association who were . unable to attend the Conference held at the Kellogg Center April lB-lh. we have had a near 50% return of the questionnaires which is a.wonderfu1 response and one for which we are very graterI. If you have completed and returned the questionnaire, please accept our sincere thanks. If you have not had the opportunity to complete the instrument, we would very much appreciate your doing so in order to approximate the number of participant questionnaires completed at the conference. If you have misplaced the questionnaire, please return the enclosed postal card and the instrument will be sent to you. Thank you very much for your cooperation. Sincerely’yours, . D. Jac on Conference Coordinator D J O O k 8 H! u S‘ m ”IE, one. s If 'I K I) t {I} I I? A :1 p-az'nnnI'a 5 2' .‘.-h } LII-.GLIIILQI ”IT Is top US IIIE LIVING . . . TO BE DEDICATED HERE TO INE UNFINISHED WORK . . . . \Ia.‘ “I.“ ..f Lass-I955 LINCOLN MICHIGAN STATE UNIVERSITY 210 OF AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May Monty-Seven Nineteen Fifty-Five Dear Colleague: You will recall that at the meeting of the Elementary Improvement Committee at Michigan State College a research questionnaire was distributed to the group. I sincerely appreciate your cooperation in participating in this project which has the full support of the Bureau of COOperative School Studies . In order to provide the Bureau with complete information according to the objectives of the research, which includes a comparison of participant and non-participant information, we need an equivalent number of non-participant questionnaires. Would you please select a member of the staff of your school and ask this person to please fill out the enclosed questionnaire and return to Mr. J. D. Jackson at your earliest convenience in the enclosed envelope. This person should be one who might have been interested in attending the conference had it been possible to do 800 The Bureau is happy to cooperate in this research project and I wish to thank you for your help and cooperation. Sincerely yours, / . I r . . / I 6 ‘Z‘C’v/ //( “ii/"W Robert Hubbard, Director Metropolitan Detroit Bureau of Cooperative School Studies RHSICLs Ono . I! U I,“ ”’5', r G- I. . . Chemo-'0 ? I , oIILoaII'.-.aI "IT Is I'OR us INE LIVING . . '“' LINCOLN ‘ r "‘.. - I055'I935 . TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . .' MICHIGAN STATE UNIVERSITY 211 OP AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May Twentbeeven Nineteen Fiftbeive Dear Friend: I wish to take this opportunity to again thank the Metropolitan Detroit Bureau of COOperative School Studies and the participants attending the Spring conference for their wonderful cooperation in helping us with our research study. As Mr. Hubbard has mentioned in his letter all information from the entire study, including data from your own conference, will be made available to the Bureau. The enclosed.questionnaire is basically similar to the one you.may have completed at the conference. Several significant questions have been added and others re-phrased so tests of significance may be made comparing conference information of the participants and nonaparticipants. My reason for asking your help is the virtual impossibility and impracticability of contacting the large number of eligible cone ference participants whose schools are members of the Bureau. I am.very grateful for your personal attention to our request and sincerely hope this imposition upon your time may be rewarded.by a wealth of significant and helpful information to your organiza- tion and the teaching profession. Sincerely”yours, a or.“ 7mm, L/ , J. D. Jackson Conference Coordinator ~ 8. I! I nnI-nnnunI Kt" .; LIILCIIIIILI "IT IS for us IIIE LIVING . . . .‘I . II I I. _,_ --." IBSS-IQSS LINCOLN TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . .” MICHIGAN STATE UNIVERSITY 2‘12 OP AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING (DNTINUING EDUCATION SERVICE June Seven Nineteen Fiftbeive Dear Friend: On Nay 27th we sent a questionnaire to all members of the Bureau of GeOperative School Studies who were unable to attend the Conference held at the Kellogg Center April 21923, 1955. In order to provide your organization with complete information according to the objectives of the research, which includes a comparison of participant and.noneparticipant information, we need a high rate of return of the non-participant questionnaires. If you have completed and returned the questionnaire, please accept our sincere thanks for your cOOperation. If, however, you have not completed the instrument we would.very'much appreciate your doing so at your earliest convenience. If you have misplaced the questionnaire or did not receive one, please return the enclosed.posta1 card and the instrument will be sent to you. Thank you very much. Sincerely'yours, 0a If 97mm J. D. Jackson Conference Coordinator I . UNI/\nmn 7‘" Clue-uni. ”IT Is EOII us THE LIVING . . . \. LINCOLN I III“ ' IBSS-I955 TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . . MICHIGAN STATE UNIVERSITY 213 OP AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE JUne Sixteen Nineteen Fiftbeive Dear Friend: ‘We are about ready to tabulate and.analyze the research questionnaires sent to all members of the Metropolitan.Detroit Bureau of Cooperative School Studies who were unable to attend the Conference held at the Kellogg Center.April 21-23, 1955. we have had a near 50% return of the questionnaires which is a wonderful response and one for which we are very grateful. If you have completed and returned.the questionnaire, please accept our sincere thanks. If you have not had the opportunity to complete the instrument, we would.very.much appreciate your doing so in order to approximate the number of participant questionnaires completed at the conference. If you have misplaced the questionnaire, please return the enclosed postal card and the instrument will be sent to you. Thank you very much for your cooperation. Sincerely'yours, J. D. Jackson Conference Coordinator outcome] UIILUIIIH'L.‘ ”IT IS FOR US THE LIVING . Iassuosa LINCOLN . TO BE DEDICATED HERE TO THE UNFINISHED WORK . . . . MICHIGAN STATE UNIVERSITY 2114 OP AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING CONTINUING EDUCATION SERVICE May'Eighteen Nineteen Fifty-Five Dear Colleague: We are very 'sOrry you were unable to attend the conference of the Department of Elementary School Principals held at the Ke110gg Center for Continuing Education, Michigan State College, April III-15, 1955. flur organization is extremely interested in finding out as much as possible the feelings of our membership regarding our conferences. Mr. J. D. Jackson, of the Michigan State College Faculty and Coordi- nator of our conference, is conducting a survey which we hope will result in conferences that will attract every member and that will enable us to plan a program of maximum benefit to you. The participants at the last conference were very cooperative in filling out a questionnaire for Mr. Jackson. It is of the greatest Washes to our organization, and to other educational groups, that the enclosed questionnaire be filled out promptly and returned in the envelope provided. Thank you very much for your doing this important task for our organization. Sincerely yours: .4 / Richard Featherstone, Vice President Department of Elementary School Principals RF:1-'-‘,-.—‘-. L1- -LLL .. '-‘ .L 1‘. 2141-”) u x'.'l.1;\'u.:u Please send me a questionnaire for the Cooperative School Studies Conference. Nam Address ‘APlease send me a questiomaire for the Elmentary Principals Conference. w.— Address 223 "V _, . I.-. ‘.‘r 1‘ "'1 a.-- _ ,-I ...nr“.,,... -* 9 I ~ ”(D ' I , .‘ 3.1.- . ..J—J u... . . , _ .I - w -.-..A V.(. J J ,.,.JU Please send me a questionnaire for the Michigan Counselors Association. Name Address MNO 35R W008 Date Due {f / . t UHF 9 £0 US Li —I ‘I 9.00%... 337$ 0““