A STUDY 0: ms PRACTICES, USED AND VALUED BY'TEACHERS or THE. ' ' MORE EFFECTIVE AND LESS ‘ ammve Anon FARMER PROGRAMS m , 7 ’— MICHOGAN A Study for tho Dooroo of M. A. MacNIGAN sure course:- I Josoph Dor Hovanesuan L ' I954 A STUDY OF THE PRACTICES USED AND VALUED BY TEACHERS OF THE MORE EFFECTIVE AND LESS EFFECTIVE ADULT-FARMER PROGRAMS IN MIGHIGAB A Problem Presented to the Faculty of the School of Education Michigan State College In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS by Joseph Der Egvanesian June 195% ’/ 2-: [/59 ACKNOWLEDGMENT The author wishes to express his sincere appreciation for the generous advice and aid given by Dr. H. P. Sweany, under whose guidance this study was conducted. He is also grateful to other members of the Education staff from Michigan State College for help they have rendered. The writer is also indebted to Dr. W. P. Schroeder and Mr. R. E. Moeckel whose data from their studies were used in this problem. TABLE OF CONTENTS CHAPTER I. THE PROBLEM AND DEFINITION OF The problem . . . . . . . Statement of the problem Importance of the study Definition of terms used Adult-farmers . . . . . . Adult-farmer class . . . More effective program . Less effective program Adult-farmer program . Practices . . . . . . . . Limitations of study . . . Assumptions . . . . . . . II. REVIEW OF OTHER STUDIES AND RELATED Organization . . Planning . . . . . Conducting . . . . . . . . Evaluation . . . . . . . Summary of other studies . Organization . . . . . . . Planning . . . . . . . . . USED . . LITERATURE E; V3 (m o~ ox kn -P 3' tr \0 \n x» u: to In F‘ k4 b4 P' i4 F‘ t4 h) to (D H CHAPTER Conducting . . . . . . . . . . Evaluating . . . . . . . . . . III. METHODOLOGY . . . . . . . . Securing the data . . . . IV. ANALYSIS OF DATA . . . . . . Comparison of practices used and valued in the unsuccessful and successful programs. Classification of practices . . Practices proven best . . . . . Administration and policy . . Public relations . . . . Planning a program . . . Planning the instruction . . Conducting the classes . . . Conducting on—farm instruction Providing teachers and teacher time Supervising special teachers Financing . . . . . . . . . . Evaluating . . . . . . . . . Social activities and special features. Practices proven good . . Administration and policy . . Public relations . . . . . . iv PAGE 13 13 1h 16 18 18 19 22 23 23 21+ 2h 2h 25 25 25 25 25 26 26 27 27 CHAPTER Organizing class groups . . . . . . . Planning a program . . . . . . . Planning the instruction . . . . . . Scheduling and locating courses . . . Conducting the classes . . . . . . Conducting on-farm instruction . . . . Providing teachers and teacher time . Supervising special teachers . . . Evaluating . . . . . . . . . . . . . . Social activities and special features Possibly good practices . . . . . . . . Public relations . . . . . . . . . . . Planning the instruction ._. . . . . . Scheduling and locating courses . . . Conducting the classes . . . . . . . . Conducting on-farm instruction . . . . Evaluating . . . . . . .~. . . . . . . Social activities and special features Unproven practices that show promise . . Administration and policy . . . . . . Public relations . . . . . . . . . . . Planning a program . . . . . . . . . Organizing class groups . . . . . . . Planning the instruction . . . . . . . PAGE 27 27 27 28 28 29 29 29 30 3o 30 31 31 31 31 32 32 32 32 33 33 33 33 33 CHAPTER V. Scheduling and locating courses . . . Conducting classes . . . . . . . . . . Conducting on-farm instruction . . . . Financing . . . . . . . . . . . . . . Providing teachers and teacher time . Supervising special teachers . . Evaluating . . . . . . . . . . . . . . Social activities and special features Unproven practices . . . . . . . . . . . Administration and policy . . . . . . Public relations . . . . . . . . . . . Planning a program . . . . . . . . . . Organizing class groups . . . . . . . Scheduling and locating courses . . Conducting classes . . . . . . . . . . Financing . . . . . . . . . . . . . . Providing teachers and teacher time . Social activities and special features SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. Summary . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . vi PAGE 31» 31+ 34 31+ 35 35 35 35 35 36 36 36 36 36 37 37 37 37 38 38 39 1&0 vii PAGE BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . “2 APPENDICES . . . . . . . . . . . . . . . . . . . . . h“ A. Schroeder's ten criteria . . . . . . . . . . . 45 B. Moeckel's original questionnaire . . . . . . . #9 C. Practices used and valued . . . . . . . . . . 57 CHAPTER I THE PROBLEM.AND DEFINITION OF TERMS USED For many years, programs of adult4farmer classes have been conducted. The combination of practices that have been used are as nummrous as teachers that have conducted adult- farmer classes. It was known that some programs are more effective than others, but what makes these programs more effective was not completely understood. There has not been any real conclusive evidence that shows some practices used in organizing, planning, conducting and evaluating of adult programs as being more effective than others. The writer realizes that it is not only the use of certain practices that makes a program succeed, but there are also other factors that contributes to their success or failure. Such things as community differences, the way in which practices are put into Operation, etc. all influence the effectiveness of an adult- farmer program. In this study, the author was concerned with the influence of certain practices with more effective and less effective programs. I. The Problem Statement g£_the problem. It was the purpose of the study (1) To determine practices used and valued by teachers 2 in the more effective adult-farmer programs in Michigan; (2) To determine practices used and valued by teachers of the less effective adult—farmer programs in Michigan; and (3) To deter- mine if there are any significant differences in practices used and valued by the above two groups. If there are, these differences in usage of practices may have influenced the difference in effectiveness of the educational programs for adult—farmers. Importance g£_the gtudy. In 1951-52, there were 157 adult-farmer programs in Michigan with each characterized by the use of certain practices. These practices were probably adopted because vocational agriculture teachers believed they were the best for their programs. However, it was the opinion of the writer that despite the usage of certain practices and values placed on them by teachers of adult farmers, many can be replaced by more effective practices which will yield more successful adult-farmer programs. All teachers of vocational agriculture are concerned with the improvement of their respective programs, thus the findings in this study will be of utmost importance to them. The finding of approved practices through objective and scientific evidence can aid Michigan teachers of adult-farmer classes in selecting and using better practices. These practices can and may result in more effective programs for farmers. II. Definition gp_Terms Used. Adult-Farmers. This term includes farmers that are established in farming, usually 25 years old or older.. They are primarily tenants and owner-Operators, but they may also include farm employees and small acreage or part~time farmers. ggplpyfarmer plppp, This term refers to adult farmers enrolled in systematic instruction over areas of their interests and needs. The class is under the direction and supervision of a certified vocational agricultural teacher or someone appointed by the board of education. More effective program. A program of adult-farmers that make more than average progress as a result of systematic instruction. The relative progress or success that determines the relative effectiveness of the program is measured by Schroeder's1 ten criteria. Less effective program. This term is used to designate programs that do not measure up to average progress resulting from systematic instruction. They may be called "unsuccessful,“ 'least effective" or 'ineffective' programs. The same criteria 1Walter P. Schroeder, 'An Analysis of Practices Used In Evaluating Local Programs of Adult Education In Vocational Agriculture,“ (unpublished Doctor's Thesis, Library, Michigan State College, E. Lansing, Michigan), 272 pp. u as used for determining success of the most effective programs were used in determining relative success of the less effective programs. Adult-farmer program. This term designates one or more adult-farmer classes conducted by one or more teachers from a given school service area. Practices. This word is used to describe techniques that are employed by vocational agricultural teachers for organizing, planning, conducting and evaluating vocational agriculture classes. The word includes techniques used for: (1) handling administration and policy; (2) informing other peOple about the program, (public relations); (3) planning a program; (4) organizing class groups; (5) scheduling and locating classes; (6) planning the instruction; (7) conducting classes; (8) conducting on-farm instruction; (9) financing; (10) providing teachers and teacher time; (11) supervising special teachers; (12) evaluating; and (13) conducting social activities and special features. Limipptiopp_p£_8tudz 1. Because of its length, the original questionnaire used by Moeckel was split into two parts, schedule A and Schedule B, thus making it impossible to get a complete list of the practices used by each teacher. 2. If the criteria used in evaluating programs of adult farmers are not of equal value, the methods used in scoring the programs are incomplete and may not have preperly ranked all of the programs. 3. The sample of teachers may not have been large enough since each teacher only responded to half of the questionnaire of practices. 4. Practices that are successful in one community may be unsuccessful in another community due to community differences. 5. Certain practices may work successfully with one teacher and unsuccessfully with another due to differences in the teachers. Assupptions. This study is based on the following assumptions. 1. Practices of high value will be used and valued by teachers from the more effective programs of adult-farmers. 2. The teachers with the less effective programs will use and value both more effective and less effective practices. CHAPTER II REVIEW OF OTHER STUDIES AND RELATED LITERATURE As has been previously mentioned, there have been no studies conducted that provide objective evidence to validate certain practices as being superior or inferior. Most of the related studies and literature reviewed below deal with the selection of practices on the basis of usage or on the basis of personal selection which involves judgment and bias. For convenience, findings and interpretations of other studies are divided under four categories. The first is organization, the second is planning, the third is conducting, and the fourth is evaluating. Organization Moeckel1 with his work in Michigan found the popularity of different practices and the value which vocational agr— iculture teachers placed on them. Moeckel states, ”some adult- farmer classes are very large and might be separated into two or more class groups."2 1Rolf. E. Moeckel, "A Study of Practices Used by Teachers of Adult Farmer Classes in Michigan,“ (unpublished Master's Thesis, Dept. of Agriculture Education, Michigan State College, East Lansing, Michigan, 1953), p. 10h 21bid., p. 82 7 Shockley3 in his review of other studies found that it may be advantageous to divide adult groups according to age. This review of studies indicated there are three important leaders that can help in establishing a class. They are: (l) the teacher, (2) the minister, and (3) the progressive h 'The use of a large and active advisory council farmers. often aids in getting the classes started on time.5 Shockley found that another good technique is to secure 6 names of interested farmers through all-day pupils, along with 'personal visits, mailed notices and telephone calls . . .‘7 Brown, with his work in California found the “enroll- ment may be best secured through personal contact with the farmers in the community though visits may be supplemented by form letters and newspaper announcements."8 3Alonzo H. Shockley, Jr., 'A Digest of What Studies Show to be Best Practices in Conducting Adult Classes in Agriculture,I (unpublished Master's problem, Michigan State College, East Lansing, Michigan), p. 5. “Ibis., p. 12. 51bid., p. In, 6Ibid., p. 17, 71bid. QRalph N. Brown, 'The Development of Agriculture Evening Classes in California. (Thesis, M. 3., 1926., University of California), Summaries g£_Studies In 55;: gpultural Education, Vocational Division BuIIetin—Nb. 80, Supplement No. I, (Danville, Illinois: The Interstate Printers and Publisher, 19h3), p. 3h—35. Planning Shockley found that the best time of year for adult classes depends largely upon what is to be taught.9 I'l'or some states, January or February was found to be the best time to begin the adult class.'10 The high school or a rural school, depending upon the convenience of the group, was found to be the best place for adult class meetings.11 This is true because at a school better use of blackboards, charts, and other illustrative material may be made. Shockley also found that special teachers who will teach adults should be thoroughly trained.12 Contrary to Shockley's findings, Moeckel recommended that ”consideration may be given to the possibility of holding more adult-farmer classes in locations other than the high school."13 In agreement with Moeckel's recommendation, Schroederlu used special teachers to conduct classes. 9Shockley, pp, it., p. 1b. 10 111bid., p. 15, Ibid. 121bid., p. 19. 13Moeckel, Qp,’ it., p. 83. Invalter P. Schroeder, 'A.Case Study of the Development of a Program of Agriculture Improvement with Adults in the Olivet, Michigan, Community' (unpublished Master's thesis, Division of Education, Michigan tate College, East Lansing, Michigan, 1947), p. 83. Clark,17 with his study in Ohio, found that the use of a planning committee was somewhat time-consuming, but resulted in greater interest on the part of the students. Brown18 found it advantageous to have the teacher outline the course with the help of farmers who attend the classes. He felt that the needs should be determined by observation made possible by means of personal contacts with the class members. Conductipg Retention appeared to increase when motion picture film was used according to Shockley.19 He also found that a teaching plan helped to motivate discussion. Shockley summarized, that in order to further develop interest, “use the supervised farm practices as a means of making the instruction function in the lives of the members of the group."20 He also believed that personal visits to the members of the class along with awarding of certificates at the end of the year to be valuable practices that can be used to increase interest. 17Loy R. Clark, “Developing a Procedure for Organizing an Adult Farmer Program At Frederickton High School,‘ (nonthesis study, 1952; The Ohio State University), 41 pp. Summaries Q£_ Studies Ip.§gpicultura;_Education, Vocational Division Bulletin No. 180, Supplement No. 6, (Danville, Illinois: The Interstate Printers and Publishers, 1953), p. 15. 183mm, 9p. Cit., p. 3L35. 19Shockley, 9p, Cit., p. 18. 20Ibid., p. 21. lO Moeckel21 recommended more participation by school administrators in adult-farmer classes. He also thought that more special features such as recreational activities and award banquets might be used by teachers of adult work. Parent22 agreeing with Moeckel also believes that provision should be made for recreation during evening school (as it was called then) instruction. He listed this practice as one influencing the success of evening school instruction. Brown states that, 'instructors should be selected who are familar with the local farming conditions and are qualified to give instruction, the local teacher of agriculture being the most logical excepting very specialized courses for which the local teacher is not well qualified."23 He also recommended the conference method of teaching rather than the lecture method. ZlMoeckel, pp. Cit., p. 82-83. 22Weber J. Parent, ICertain Factors Influencing the Success of Evening School Work in Vocational Agriculture, (thesis, M. S., 19h1, Louisiana State University and Agr- iculture and Mechanics College, 61 pp., Library, Louisiana State University, University Station, Baton Rouge, Louisiana), Summaries g£_Studies ;p_Agricu1tural Education, Vocational Division Bulletin No. 180, Supplement No. 2,(Danville, Illinois: The Interstate Printers and Publishers, 1941), p. 80. 23Brown, Qp, Q;p,, p. 34-35. 11 Evaluation Shockley summarized that teachers of adult-farmer classes should I'check all practices followed by the adult- farmers.'2h According to Phipps and Cook,25 an advisory council should annually evaluate the total program of vocational education in agriculture for adults. "Evaluation should be based on the objectives of the total adult-farmer program and on specific objectives of each oourse.'26 Iiltz28 recommends the use of surveys through a period of years to determine the progressive introduction and improvement of practices used by adult farmers as a result of instruction. 2bShockley, Qp_. t., p. 26. 25Lloyd J. Phipps, Glen C. Cook, A Handbook on Teaching Vocational riculture (Danville, Illinois: Interstate Printing Company, 1952, p. 673. 26Ibid., p. 667. 27Ibid., p. 669. 28!. I. Iiltz, ”Adult Evening Classes in Vocational Agriculture,l l9hl, (Vocational Education Bulletin No. 6, Division of Education and Applied Psychology, Purdue University, Lafayette, Indiana), p. 53. 12 Summapy pg_0ther Studies For the convenience of the reader, significant findings from.other studies are summarized here under organization, planning, conducting and evaluating. Organization 1. Large groups should be separated into two or more class groups. 2. Divide class according to age. 3. Advisory councils can aid classes getting started. A. All-day pupils can aid in recruiting members. 5. The progressive farmer, teacher and minister are leaders that can help establish the class. Plannipg 1. There is disagreement as to the place adult classes should be held. 2. Time of year for class depends on what is to be taught. 3. A planning committee may be helpful in planning the course of instruction. A. Class members should aid in planning. 5. Needs can be determined by surveys made possible through personal contact with class members. 13 Conducting 1. Motion pictures seem to increase retention. 2. Use supervised farm practices as a means of making instruction function in the lives of the members of the group. 3. Award certificates at the end of the year. 4. School administrators should be encouraged to participate in adult-farmer classes. 5. Recreational activities and award banquets are believed to be helpful in stimulating interest. 6. The conference method is preferred to the lecture method. 7. Base instructional topics on local problems. 8. Only use qualified teachers. Evaluating 1. Check practices followed by the adult-farmers. 2. Have advisory council evaluate the program. 3. Base evaluation on course objectives. 4. Use survey over a period of years to note change in farming that can be attributed to adult-farmer instruction. CHAPTER III METHODOLOGI This study was essentially a continuation of Moeckel's1 thesis study that dealt with practices Michigan teachers used in organizing, conducting and evaluating adult-farmer classes. Moeckel secured data from essentially all Michigan adult- farmer programs and summarized practices used and valued by them. This study differs from.Moeckel's in that the practices used and valued were summarized from two select groups of adultéfarmer programs in Michigan. These two groups were selected from.Moeckel's original group of 76 programs. The two select groups differed from one another in terms of relative effectiveness. The more effective or successful groups will be referred to as the “more effective programs,“ and the less successful or less effective groups will be referred to as the "less effective group.‘I Effectiveness was measured by the use of Schroeder's2 ten criteria for evaluation of adult-farmer classes. A.list of these ten criteria can be found in the appendix. A raw numerical range of scores of 292 was possible under one criterion and relatively narrow ranges were possible under some of the other criteria. Due to 1Moeckel, o . Cit., 10» pp. ZSchroeder, 9p. Cit., 272 pp. 15 the variation of these ranges, it was thought feasible to change each raw score to a 'z' score. The following formula 'was used to convert raw scores to 'z' scores. X—M 'z' score = 5‘3' S. D. = Standard deviation ‘x 2 Sum of raw scores in group = Number in group R 3 Mean of raw scores Any given raw score After the scores had been standardized, a total for the 'z' scores for each criterion was determined for each program. This total represented a numerical expression of effectiveness of a particular program. These sums of scores were then ranked from the highest to the lowest. The highest score of 413.67 represented the most effective program and 16 the lowest score of ~16.73 represented the least effective program in the entire group. Two groups were then tentatively selected. All those that had attained scores from O or higher were placed in the 'top group;' all those that had scores from O or less were tentatively placed in the 'bottom group.‘ Next, it was found advisable to eliminate all programs taught by teachers with less than 3 years experience in the department. This was done because it would not be correct to associate practices used by new teachers with the status of a program attained by the former teacher with possible use of some different practices. Then the final selection of the two groups was made. The top ranking 15 were used to represent the group of “more effective programs,‘ and the bottom 14 were used to represent the 'less effective programs.I 7 Of the less effective group, six programs had provided data on schedule A of the original questionnaire. Eight had furnished data on schedule B. Of the more effective group, ten had used schedule A, and five had provided data on schedule B on the original questionnaire. Securing ppp,ggpg, The data for this study had been previously collected. The main concern was to analyze data for the two select groups from which data had been gathered. Moeckel's original questionnaire may be found in appendix A. It was used to secure data on programs under consideration 17 in this study. Moeckel's study was a part of a regional study on adult-farmer classes in several states under the sponsorship of the North Central Regional Committee for Research. The survey was originally developed by a Regional research committee from results of a preliminary Open—end type survey sent to a sample of teachers in the region. Data for the ten criteria used for evaluation of each program were also previously collected and available for this study. Schroeder had already collected scores for each criterion during the same year that Moeckel collected data for his study. Schroeder had data available for each of the programs that Moeckel used in his study. CHAPTER IV ANALYSIS OF DATA A duplicated cepy of the original questionnaires from which the data were secured can be found in appendix B. Data from each of the two groups of programs have been summarized on schedule A and schedule B. Comparison pp_Practices Used and Valued ;p_the gpsuccessful and Successful Programs It was found that 89 practices were used and rated of “much” value by half or more of the teachers from more effective programs. The usage of practices from the various areas as categorized in the original questionnaire was quite consistently distributed throughout the thirteen headings for both groups. However, teachers from.the more effective programs on the average used 101.2 practices while teachers with the less effective programs on the average used only 75.2 practices. Of the 101.2 practices used by teachers from the more effective programs, 67.8 were rated of 'much' value. Of the 75.2 practices used by teachers from the less effective programs, 46.2 were rated of “much“ value. 19 TABLE I THE AVERAGE NUMBER OF PRACTICES USED AND VALUED BYiTEAOHERS IN THE MORE EFFECTIVE PROGRAMS AND BY THOSE IN THE LESS EFFECTIVE PROGRAMS Teachers from Teachers from More Effective Less Effective Difference Programs Programs Average number of practices used 102.2 75.2 2? or practices used, average number rated ef 'mmoh' value 67.8 “6.2 21.6 Average number of practices used and not rated of "much'I value 34.4 29 A total of 167 practices were listed on the original questionnaire. Classification gf_Practices An attempt was made to discover practices used by a majority of the more effective group. or these practices used by the majority, those were selected.that were rated by half or more of the more effective group as possessing 'much' value. This list of practices obtained from.the more effective programs are ones that are used most often and valued most 20 highly by teachers with the more effective group of programs. Because these practices were used most often and valued most highly, they indicate that teachers of the more effective group considered the practices to be most effective in their adult-farmer program. Because these are select practices that were used and.va1ued by the teachers and were associated with successful programs of adult-farmer classes, it is assumed that the practices may be effective. The data from the less effective programs were summarized in exactly the same manner. The isolation of practices on the basis of usage and value by less effective programs does not, however, mean that these practices are effective or ineffective. They have been identified as being associated with the less effective programs so they can be compared.with practices used and valued by the more effective adult-farmer programs. Practices from the original questionnaire have been divided into the following categories: Practices Proven Best; Practices Proven Good; Possibly Good Practices; Unproven Practices that Show Promise; and Unproven Practices. The “Practices Proven Best," were ones valued highly and used frequently by the more effective adult-farmer programs. These practices were called “Proven BestI by the author because they were used by 75 percent or more of the more effective programs and rated as possessing “much“ value. 21 Because of the association of this group of practices with the more effective programs, the writer labeled these practices 'Proven Best.“ The lPractices Proven Good' were ones used by half or more of the more effective programs and rated as possessing “much" value by the majority of this same group. The author labeled this group of practices as “Proven Good“ because of the association with the more effective programs. These practices differ from those "Proven Best' because slightly less of the teachers in more effective programs used the practices. The reader will note this difference by the presence of only one asterisk denoting 'Practices Proven Best" in appendix C. The IPossibly Good Practices'l are ones that were valued more highly and.used more frequently in the less effective programs than in the more effective programs. Less than half of the teachers of the more effective programs used this group of practices and/or less than half of them gave the practices a value of “much! Because of the high value given by teachers in the less effective programs and the significant association of these practices was with the less effective programs of adult-farmer programs, the author questioned the merit of the practices and categorized them as “Possibly Good.“ 22 The IUnproven Practices That Show Promise“ were those that were not used by half of either group, but were given a value of 'much'I by half or more of those using the practices. These practices were categorized as 'Unproven' because of the limited usage. The writer believes the practices have possibility because of the value placed on them by programs that used the practices. The “Unproven Practices" are those that were used and given a value of 'much“ by less than half of both groups. The merit of these practices were not manifested through usage or value placed on them, thus they are called "Unproven.“ Practices Proven Best The following list of practices are ones often used and highly valued by the more effective group of adult-farmer programs. These practices are considered as effective because of the association with.effective programs. Some of these practices are also associated with the less effective programs, however this does not render the practices ineffective and useless. Because a program is not the most successful it does not mean that all the practices used in that particular program are poor ones. Even the most unsuccessful programs are known to use some excellent practices. Despite the 23 association of some of the following practices with poor programs, the author categorized this group of practices as |'Proven Best.I l. Practices 'Proven Best" are shown by the numeral ''1" at the right of the stated practice because 75 Per cent or more of the teachers in effective programs were using the practices and rated them of “much" value. la. If the 'l' is followed by 'a' a similar prOportion of teachers with less effective programs used and valued the practices. 1b. If the "1'I is followed by 'b' from 50 per cent to 75 per cent of teachers with the less effective programs used and thought the practices of "much“ value. 1c. If the '1' is followed by 'c' less than half of the teachers with less effective programs used and/or thought the practices of Imuchll value. Administration and Policy Avoid conflict whenever possible with all-day activities. - la Keep superintendent and/or principal informed at all times. la Secure administrative approval for an adult program. 1b Public Relations Use local paper to carry announcement of the program. 1b 2“ Planning g,Program Offer 'unit' courses, not a series of unrelated tOpics. 1a Plan a long-time program with a sequence of courses over a period of years, e.g., three to six years. 1c Planning the ngtruction Interview class members or their farms regarding the content of the course. la Survey class members' interests to determine the content of the course. la Confer with business establishments regarding availability of specialists, teaching aids, etc. lb Schedule slide films, movies, etc., in advance of the course. 1c Use consultants in planning the instruction. lo Conducting the Glasses Discuss prOposed plans at the first meeting. la Use members in determining class objectives. 1a Conduct group discussion type meetings. la Base discussions on the problems of the members. la Use demonstrations. la Introduce class members at the first class meeting. la Use local data in class discussions. la Ask the members to come to the meetings with questions in mind. la Gall class members by their first names. 1a Provide a seating arrangement so that all persons can see the faces of the others. la 25 Have all-day pupils give demonstrations. lb Use films, film strips, or some type of visual aid frequently. lb Conducting.ggrrarm Instruction Use field trips, tours, or field days. lb Provide on-farm instruction while course is in progress. 1b Take helpful materials along on all field trips. lc Provide bus transportation on field trips. lo ProvidingTeache;g_and Teacher Time Secure relief of school responsibilities for periods during the day. 1c Supervising Special Teachers Observe their teaching. lo Hold conferences with special teachers. 1c Financing Ask members for donations for refreshments. lb Evaluating, Use farm visits by the instructor. lb Use check list of approved practices planned and adOpted. lb Conduct tours of farms of class members to observe practices. 1c Use time at the last meeting of the course for evaluation of the course. lo 26 Social Activitie§.and Special Features Provide refreshments. la Use class committee to conduct activities and special features. lc Practices Proven Good The following group of practices categorized as llProven Good” were slightly less used and/or slightly less valued than those IProven Best' by the teachers in the effective programs. The practices “Proven Grood'I are considered by the writer as effective practices that have much possibility. . 2. Practices “Proven GoodI are shown by the numeral '2‘ at the right of the stated practice because between 75 to 50 percent of teachers with good programs were using the practices and rated them of 'much' value. 2a. If the '2' is followed by 'a' 75 percent or more of teachers with poor programs used the practices and rated them of 'much' value. 2b. If the '2II is followed by 'b' between 50 and 75 percent of teachers with poor programs used and valued the practices. 2c. If the "2' is followed by 'c' less than half of the teachers with poor programs used and/or rated the practices of “much“ value . 27 Administration and Policy_ Have superintendent and/or pricipal on the program at the last meeting, at recognition night, or at graduation exercises. 2c Have policy statement regarding adult education from the board of education. 2c Offer courses for any group requesting a course, e.g., adult-farmers, land-owners, farm women, businessmen, persons interested in farming. 2c Coordinate meetings and courses with education programs of other agricultural education agencies. 2c Public Relations Notify public of administrative approval. 2o Organizing Class Groups Use leading farmer in recruiting members. 2a Use an advisory committee to recruit membership in a class. 2b Have high school student aid in recruiting members. 2b Invite the whole community to special meetings of the course. 2c Planning g_Program Offer courses for various groups on basis of needs, e.g., pork producers, grain producers, beef producers, corn producers, etc. 2b Determine with the help of others the objectives of the adult-farmer program. 2b Use an advisory committee or council. 20 Planning the Instruction Organize content on a seasonal basis. 2b Use other agricultural education agencies as consultants in planning the content of courses. Integrate course content of high school and adult- farmer classes. Confer with advisory committee. Scheduling and Locating_Courses Conduct a course of ten to fifteen meetings a year. Hold meetings in the high school only. Conduct a course of ten meetings a year. Conducting the Classgg Use technical eXperts as resource persons. Ask direct questions of individuals. Take time to summarize frequently. Ask members of the class before meeting if they can present certain information to the class. Provide table space for all members of the group. Start and step meetings on time. Use class members to present demonstrations. Give some information about each class member introduced. Keep the opinion of the teacher out of the discussion until the ideas of all the group have been eXpressed. Use local situations as examples. Ask the group to weigh the possibilities of each idea introduced. ‘ Have group analyze their discussions to see if it is accomplishing anything. 28 2b 2c 20 2c 2c 2c 2a 2a 2a 2a 2a 2a 2b 2b 2b 2b 2b 2c Start discussions with procedural question. Ask provocative or controversial questions. Give away educational materials at meetings like gestation charts, bulletins, etc. Use farm.records of class members as a basis for the content of courses. Conducting Qngarm Instruction Visit farmer enrollees before first meeting of the course. Provide a definite system of on-farm instruction visits during the summer. Help locate breeding stock and seed. Promote demonstrations on the farm of class members. Use class time to study the purposes of cn-farm instruction. Take key individuals in the community along on farm visits. Ppoviging_Teachers and Teacher Time Use class members for teaching whenever possible. Secure the last periods of the school day for organization of an adult program and the visitation of class members. Use special teachers. (persons not fully qualified as vo-ag teachers) SupervisingSpeci§l_Teachegg Assist special teachers plan their instruction 29 2c 2c 2c 2c 2a 2b 2b 2c 20 2c 2a 2b 2b 2c 30 Evaluating Measure growth or decline in attendence. 2b Use on-farm meetings during the summer for evaluation. 2c Use advisory committee to evaluate the program. 20 Use other agricultural education agencies to evaluate program. 20 Use production records of class members. 2c Social Activities and Special Features Provide recreational activities. 2c Possibly Good Practices The following practices are used more often and valued more highly by teachers in the less effective programs than by teachers in the more effective programs. This may mean that these practices are not significantly influencing program success. These practices may be actually hindering adult-farmer success because their association is closest to the less effective programs. However, it is the writer's judgment that these practices have some merit, but that they should be considered as 'Possibly Good Practices.“ 3. “Possibly Good Practices“ are shown by the numeral '3“ at the right of the stated practice because less than 50 percent of teachers with the more effective programs used and/or rated the practices as having I'much" value. But, teachers in the less effective programs were using the practices and felt that they had “much“ value. 3a. If the '3' is followed by "a'I 75 percent or more of teachers with the less effective programs used and rated these practices with a value of “much.“ 3b. If the '3' is followed by 'b' 50 percent or more of teachers with less effective programs used and rated the practices as having a value of "much.“ Public Relations Use circular letters or box holder postcards. Planning the Instruction Allow class members to select the course content from a prepared list of problems. Scheduling_and Epcating_Courses Hold meetings in a rural school, church or other neighborhood location. Never postpone or cancel a meeting. Conducting Ehg_Classes Use panel discussions. Use forums. Conduct 'work shop” type meetings. Pass out a discussion outline to help farmers stay on the subject. Use questions, usually, that call for opinions not facts. Assist in formulating plans of action. 31 3a" 3b 3b 3b 3b 3b 3b 3b 3b 3b 32 Have farmers indicate approved practices they will adopt. 3a Conducting ngFarm Instruction Give priority to the farmers needing the most help. 3b Evaluating Study (systematically) changes in attitude of class members and the community. 3b Study regularity of attendence of members. 3b Study enrollment to determine whom the program serves. 3b Social Activitie§_and Special Features Award attendence diplomas. 3b Unproven Practices That Show Promise The following practices are categorized “Unproven,“ but show some promise of becoming pOpular and proven practices. Although less than half of both groups used these practices, the teachers that did use the practices placed a high value on them. It is the writer's Opinion that effective practices may be unpOpular in terms of usage, but they are likely to be valued by those using the practices. 4. I'Unproven Practices That Show Promise“ are shown by the numeral “h“ at the right of the stated practice. Although these practices were used by less than 50 percent of both groups, 50 percent or more of those using the practices rated them with a value of ”much." Administration and Policy Set maximum limits on class size. Public Relations Use local radio stations to inform public regarding program. Use the school paper. Planning g.Program Extend an important course such as soils or dairing over more than one year with the same group of farmers. Organizing Class QEQupg Provide membership or enrollment cards to those who enroll. Have already organized group such as a community club sponsor a course or courses. Hold meetings for wives concurrently. Have members organize themselves and elect officers such as a president and a secretary. Have roll call and check—up on absentees by a class committee or a class secretary. Conduct courses in connection with some business establishment, examples; Welding by welding shOp, butchering by food locker service. Planning the Ipstruction Use a “suggestion box.“ Have members elect a class committee to plan the content of the course. Postpone certain content in high school and young farmer classes until adult-farmer level. 33 34 Scheduling and Lppating Courseg Hold organized course meetings throughout a year. 4 Conduct two or more courses simultaneously (same meeting nights using special teachers). 4 Hold meetings only during the day. 4 Conduct a course of 15 to 20 meetings a year. 4 Limit discussion meetings to 90 minutes. 4 Limit shop meetings to 120 minutes. 4 Conducting glasseg Use speakers. Use I'buzz sessions." 4 Elect a discussion leader from the class. 4 Have farmers, who are non—class members, serve as discussion leaders. 4 Have class members, as many as possible, on some committee during a course. 4 Maintain suspense regarding the solution of the problem. 4 Provide members with written summaries of meetings. 4 Allow class members to smoke during class. 4 Conductinggprrarm ngtpgction Provide cn-farm instruction to class members only when requested. 4 Have class, as a group, visit each member's farming program. 4 Financing Charge an enrollment fee. 4 35 Have class members purchase their own consumable supplies (e.g. farm.plan book) 4 Allow farmers to "treat'l each other as a means of providing refreshments. 4 Providing Teacherg_and Teacher Time Hold meetings during the periods of the year when all-day classes are not in session (Thanksgiving, Christmas, spring and summer vacations) 4 Have a director of adult education in the school. 4 SupervisingSpecial Teachers Observe on-farm instruction of special teachers. 4 Evaluating Use business men to evaluate the program. 4 Compare (systematically) results of class members with non-class members. 4 Compare (systematically) results of class members with standards, averages, etc. 4 Social Activities and Special Features Have an achievement night. 4 Give special recognition to outstanding members. 4 Conduct a summer picnic. 4 Unproven Practices The following practices are categorized as ”Unproven" because they were used and valued “much" by less than half of either group of teachers. According to findings in this study, 36 these practices proved to be the least valued and the least used, thus they might be called the less effective or less successful practices. However, if used by more teachers or if the methods of using the practices were improved, the practice might have a higher rating. 5. The “Unproven” practices are shown by the numeral ”5“ at the right of the stated practices. These practices were used and valued 'much“ by less than 50 percent of the programs from both groups. Adminigtration and Poligy Have superintendent and/or principal welcome class members at first meeting. 5 Inform other faculty members of the adult-farmer program. 5 Public Relations Use posters or handbills. 5 Planning g.Program Use formal surveys. 5 Organizing Class groups Recruit members by announcements at athletic events, church activities, service clubs, etc. 5 Sgheduling,and.Locatinngourseg Hold meeting in homes of class members. 5 Hold some classes during the daytime. 5 3? Conduct a courses of over 20 meetings a year. ConductingVClasses Have a member or committee or members act as reoeptionists during the first two or three class meetings. Use president or secretary of class to Open meetings, and make announcements. Use role playing. Use an examination, not graded, near beginning of the course. Use tape recordings of speeches made elsewhere. Provide a class “evaluator“ or “observer.“ Use supervised study. Record discussions on a tape recorder and play back. Financing Obtain donations from organizations and businesses for refreshments. Have advisory committee members pay for refreshments. Providing_Teachers and Teacher Time Social Use only Special teachers who have teaching eXperience. Use only special teachers with a college degree in agriculture. Activities and Special [gatures Use recreational movies. Promote class organizations, such as c00peratives, work rings, etc. Kn mmknknkn CHAPTER V SUMMARI, CONCLUSIONS AND RECOMMENDATIONS The purpose of this chapter is to present a brief summary of findings, some conclusions and recommendations. Summary Of the 167 total practices listed on the original questionnaire, 37 were 'Prcven Best,‘I 51 were "Proven Good,“ 16 were “Possibly Good Practices,‘| 41 were ”Unproven but Showed Promise,‘ and 22 were “Unproven.“ The practices used by both groups were quite uniformily distributed throughout the 13 categories listed on the original questionnaire. The total practices used by teachers from.the more effective programs were significantly more numerous than the total practices used by teachers with the less effective programs. 162 Total Practices Average number Average number of practices of used and rated practices used of "much' value. By More Effective Group 102.2 67.8 By Less Effective Group 75.2 46.2 39 The practices categorized “Proven Best“ and “Proven Good“ are those used and valued “much“ by half or more of the more effective adult-farmer programs. The “Possibly Good Practices“ are those that were used more often and/or valued more highly by teachers in the least effective programs than by teachers in the more effective programs. The “Unproven Practices That Showed Promdse,“ are those that were used by less than half of either group, but were given a value of “much“ by half or more of those using the practices. The “Unproven Practices“ are those given a value of “much,“ by less than half of both the less effective or the more effective teachers of adult-farmers. They may have been used by more or less than half of the teachers in both groups. Conclusiogg 1. Some practices were used more often and.valued more highly by teachers from the more effective programs than by teachers in the less effective ones. 2. There were practices that were used and valued more highly by the teachers in the less effective programs than by teachers in the more effective programs. 3. There are apparently a number of practices of “much value“ which have not been generally used by teachers of adult- farmer classes. 40 4. There are a number of practices used generally by teachers of adult-farmer classes which have limited value. 5. The more effective programs used and valued considerably more practices than the teachers with the less effective programs. 6. Although the more effective programs used more total practices, the proportion of practices used from.the various areas was quite consistent throughout the thirteen categories in the original questionnaire. 7. A few teachers use some practices that are not valued highly by those using them. Recommendatggns l. The author recommends that adult-farmer teachers consider the findings of this study and explore the possibility of selecting “Proven Practices“ for use with their respective programs. 2. Practices that are rated of “much value“ but used‘ by a small percentage of teachers show promise and should be tried more generally. 3. The “Unproven Practices That Showed Promise“ should be further investigated after a larger group of the teachers in the successful adult-farmer programs have had an opportunity to use them. 41 4. Adult-farmer teachers should explore the possibility of replacing unproven and questionable practices that they may be murrently using with “Proven“ practices and practices that show promise. 5. A list of the “Proven Practices“ should be devised in a form of a checklist for evaluation of practices used by adult-farmer teachers. 6. Some teachers should consider the possibility of using more practices. BIBLIOGRAPHY A. BOOKS Ekstrom, George P., John B.McCle11and, Adult Educgtion Ag_ Vocational Agriculture. Danville, Illinois: The Interstate Printing Company, 1952. 490 pp. Phipps, Lloyd J., Glen C. Cook, A Handbook Ln Teachipg Vocational Aggiculture. Danville, Illinois: The Interstate Printing Company, 1952. 1023 pp. Schmidt, G. A., W. A. Ross, Teaching Evenings and.Part-Time Classes Ap;!gpatgpna1 Agriculture. New York and.London: The Century Company, 1931. 27 pp. B. BULLETINS Kiltz, I. U., Adult Evening Classes Ln Vocational Agriculture, Vocational Education Bulletin No. 6, Agricultural Series No. 5, Lafayette, Indiana, Division of Education and Applied Psychology, Purdue University, 1941. 55 PP. Sweany, H. P., The Institutional- -On-Farm.Training Proggm Ln Michigm mWith Igplications for Adult Education. Research Bulletin No. East Lansing, Michigan. Department of Vocational Education, Michigan State College, Lansing Michigan: State Board of Control for Vocational Education, 1953. 29 pp. United States Office of Education, Department of the Interior, Summaries Lf Studies Ln Agricultural Education. Vocational Education Bulletin No. 180, Agricultural Series No. 18. Washington, D. 0.: United States Government Printing Office, 1935. 196 pp. , Federal Security Agency, Summaries 2§_S;udi s .2; Ag_Acultural Education. Vocational Division Bulletin No. 237, Agricultural Series No. 57. Washinfimon, D. 0.: United States Government Printing Office, 19 8 120 pp. , Federal Security Agency, Summaries Lf Studies Ln Agricultural Education, Vocational Division Bulletin No. 242, Supplement No. 3. Washington, D. 0.: United States Govermment Printing Office, 1950. 61 pp. “3 , Federal Security Agency, Summaries g£_Studies Ag_ Aggicultural Education, Vocational Division Bulletin No. 2H6, Agricultural Series No. 61. Washington, D. 0.: United States Government Printing Office, 1951. #8 pp. 0. UNPUBLISHED MATERIAL Brown, Ralph M.. 'The Development of Agriculture Evening Classes in California," Unpublished Master's thesis, Department of riculture Education, University of California, 192 . pp. Clark, Loy B., IDeveloping a Procedure for Organizing an Adult Farmer Program at the Fredrioktown high school“ Monthesis study, Department of Agricultural Education, Ohio State University, Columbus, Ohio, 1952. #1 pp. Moeckel, Rolf E., 9A Study of Practices Used by Teachers of Adult-Farmer Classes in Michigan,“ Unpublished Master's thesis, Division of Education, Michigan State College, East Lansing, Michigan, 1953. 10# pp. Parent, Ieber J., IICertain Factors Influencing the Success of Evening School Work in Vocational Agriculture.“ Un- published Master's thesis, Library, Louisiana State University and Agricultural and Mechanical College, University Station, Baton Rouge, Louisiana, 19b1. 61 pp. Schroeder, Walter P., I'A Case Study of the DevelOpment of a Program of Agricultural Improvement with Adults in the Olivet, Michigan, Community." Unpublished Master's thesis, Division of Education, Michigan State College, East Lansing, Michigan, l9h7. 185 pp. Schroeder, Walter P., 'An Analysis of Practices Used in Evaluating Local Programs of Adult Education in Vocational Agriculture,“ Unpublished Doctor's thesis, Division of Education, Michigan State College, East Lansing, Michigan, Shockley, Alonzo R. Jr., 'A.Digest of‘What Studies Show to be Best Practices in Conducting Adult Classes in Agriculture,‘ Unpublished Master's problem, Division of Education, Michigan State College, East Lansing, Michigan, l9h7. 29 PP. APPENDI GE 8 A 1&5 A Study of Evaluation in Adult Education in Vocational Agriculture . EXPLANATION—The purpose of this study is to determine criteria for a good program in vocational education in agriculture for adults and to determine use ul evaluation practices used in such programs. Please examine carefully the. instructions that are given at the beginning of each section and supply the answers needed with the best available information from your 1951-1952 program. Please return your reply at the earliest possible date in the enclosed envelope. Name of school system ...................................... Name of respondent ............................................................................ _ ............................................................................................................. Position held ..................................................................................................................................................................................................... Address ............................................... . .............................................. City ............................................ State ....................................... PART ONE MEASURES FOR CRITERIA IN ADULT EDUCATION IN VOCATIONAL AGRICULTURE Respond to each criterion measure as indicated. Base your responses on the 1951-1952 program. I. RELATIVE SIZE OF PROGRAM Indicate in the space at the left the appropriate number for each of the following questions: eeeeeeeeeeee 1. What was the total clock hours attendance for adult farmer activities conducted as a part of systematic instruction 2’ clock hours attendance. 2. How many farmers are there in your community? II. RURAL CLIENTELE SERVED Place an X before each segment served. Example—~—-One man attending all two hour sessions of a 10 session course would have 20 ............ 1. Young adult farmers (age 25-35) 9. City or village businessmen in related ............ 2. Middle-aged adult farmers (age 35-55) agmwm‘” “cum““ns . ‘ . _ ............ 10. Farm owners not farming ............ 3. Farmers nearing retirement (age 5:) up to retirement) ............ 11. Farm women ............ 4. Retired farmers 12. Foreign-born farm laborers ............ 5. Tenant farmers 13. Native farm laborers ............ 6. Part-time farmers 14. Workers in related agricultural occupations ............ 7. Non-farming rural population 15. Illiterates engaged in farming ............ 8. Farm leaders 16. Illiterates engaged in related agricultural occupations . III. FLEXIBILITY Place an X before the one item in each section that describes the total program in your community. A. Class activities were conducted during: ............ 1.. Morning hours only 4. Morning and afternoon ............ 2. Afternoon hours only 5. Afternoon and evening ............ 3. Evening hours only 6. Morning, afternoon and evening B. Activities were conducted: ............ 7. 1 day per week 9. 3 or 4 days per week ............ 8. 2 days per week 10. 5 or more days per week C. Activities were conducted in: ............ ll. 1 location 13. 3 to 5 locations ............ 12. 2 locations 14. 6 or more locations D. Activities were scheduled during: ............ 15. 1 quarter of the year 17. 3 quarters of the Year ............ 16. 2 quarters of the year 18. 4 quarters of the year E. Continuous activities were scheduled for: ............ 19. 1 quarter of the year or less 21. 3 quarters of the year ............ 20. 2 quarters of the year 22. 4 quarters of the year A (Continued) #6 VI. COORDINATION What methods were used to coordinate the programs of adult education in vocational agriculture? Rate each item by using: 0 if seldom or never used 1 if occasionally or sometimes used 2 if ordinarily or usually used Advisory council for whole agriculture program Informal group meetings with leaders Informal meetings with individuals A director (or coordinator) engaged by the public school Examination of published literature of other agencies Agreements defining the field of educational activity between the school and other agricultural agencies A school policy defining the fields of educational activity of adult young farmers and day school vocational agriculture and institutional on-farm training Integration with total school adult education program Other (specify) to VII. COOPERATION What types of cooperation are practiced by your school with reference to other adult education agencies in your community and with reference to personnel in the school? Rate each by using: 0 if seldom or never done 1 if occasionally or sometimes done 2 if frequently done Cooperate with other agricultural agencies (other than public school) in planning and carrying out community‘Wide education projects in agriculture such as grass day, farm face lifting, hay making demonstrations and soil conservation. Cooperate with educational and community groups in the support of other worthwhile community projects, such as park improvement and clean-up campaigns. Cooperate with other_ad_ult education agencies in the publication of an adult education directory with a listing and/or description of educational activities of each agency. Interchange with non-school personnel as resource persons. Make available the agricultural library in the school to rural community groups. Inter-loan with non-school groups, such specialized equipment as cement mixers. movie and slide projectors and other Similar items. C00perate with the institutional on-farm-ti'aining teacher in the school in planning and carrying out agricultural education programs. Cooperate with the teacher of the young farmer group in the school in planning and carrying out programs of adult education. Co-operate with the shop teacher(s).in use of shop facilities. Co-operate with all persons responsible for or involved in the total program of adult education in the public school in planning and carrying out educational activities in the school. Cooperate with all persons responsible for or involved in the total school program in developing educational activities within the school and community. ‘ VIII. ACTIVITIES MATERIALIZING Indicate in the space at the left the appropriate number for each of the following questions: ............ 1. ............ 2. ............ 3. How many courses were planned? How many field trips and other activities were planned? (refer to section V) Of the courses and activities listed in questions 1 and 2 above, how many actually started? IX. MAINTENANCE OF ACTIVITY Indicate in the space at the left the appropriate number for each of the following questions: ............ 1. Of the number of courses and activities listed in question 3 of section VIII, how many were carried to completion? Of the number of courses and activities listed in question 3 of section VIII, how many were combined because of declining attendance? Of the number of courses and activities listed in question 3 of section VIII, how many held meetings in addition to those planned? I. PERCENTAGE OF ATTENDANCE ............ Indicate in the space at the left the percentage of attendance. Compute the percentage of attendance by total- ing the average session attendance for all groups and classes and divide the sum by the total enrollment in the program. A (Continued) Li7 F. Activities were scheduled for a series of: ............ 23. 10 meetings per year 25. 21 - 30 meetings per year ............ 24. 11 - 20 meetings per year 26. 31 or more meetings per year IV. RESULTS Respond to each measure below by placing your answer in the space before each measure. A. Give the average number of approved practices put into use per farmer in the program in: 1. Farm management 5. Crop taming 2. Marketing Soil and water'conservation Livestock farming Improved living on the farm Farm mechanics ............ B. Give the number of cooperative buying and selling activities organized as a result of instruction in adult education in vocational agriculture. ............ C. Give the number of cooperative organizations formed as a result of instruction in adult education in vocational agriculture. ............ D. Give the number of farm organizations formed as a result of instruction in adult education in vocational agriculture. ............ E. Give the number of farmers used as special teachers of adult classes. ............ F. Give the number of farmers who helped to plan the instructional program in adult education in vocational agriculture. ............ G. Give the number of other leadership activities assumed by class members. ............ H. Give the number of community betterment projects which have been completed. ............ 1. Place an X before each item below where, as an outgrowth of instruction, improvement was noted in one or more persons. ............ 1. Dependability 8. Literacy ............ 2. Scientific attitudes 9. Home and family living ............ 3. Fair play 10. Housing ......... 4. Broadmindedness 11. Recreation 7 ............ 5. Public problems 12 Sense of group unity ............ 6. Interest in farming 13. Activities in the community ............ 7. Ability in self expression 14. Understanding of basic principles of farming V. METHODS What were the general methods used in your program? Rate each item by usmg: 0 if seldom or never used 1 if occasionally or sometimes used 2 if ordinarily or usually used ............ 1. Courses were offered as a part of a series on one general subject. ............ 2. Courses were offered as separate units. ............ 3. Field trips were conducted. ............ 4. Radio broadcasts were given in content fields by the agricultural instructor. ............ 5. Radio-listening discussion groups were held. ............ 6. Television-viewing discussion groups were held. ............ 7. Workshops, short institutes or conferences were used. ............ 8. Courses were offered in cooperation with industrial, business and civic organizations. ............ 9. School-sponsored clubs were organized for adults. ............ 10. Guidance services were provided for adults. ............ 11. Certificates or diplomas were given for certain levels of accomplishment. 12. Classes were taught by: ............ a. Agricultural instructor c. Farmer ............ b. Worker from allied agricultural occupations d. Extension specialist under supervision of agricultural teacher 13. As a part of systematic instruction the following methods were used: ............ a. Forum d. Symposium ............ b. Lecture series e. Panel ............ c. Debate ._______ f. Group discussion ......... g. Demonstration ........ h. Reports A (Continued 148 mar rwo PRACTICES USED IN EVALUATING ADULT EDUCATION IN VOCATIONAL AGRICULTURE Rate each evaluation practice listed below acccording to the following rating scale: 0 if seldom or never used 1 if occasionally or sometimes used 2 if ordinarily or usually used Base your responses on your 1051-52 program. Clearly stated objectives are used to form the basis for evaluation. A list is made of the kind of evidence needed to indicate that objectives are being met. A list is made of the methods and devices to use in collecting evidence which will reveal that objec- tives are being met. Evaluation occurs at specific intervals throughout the year. Instruction is evaluated by analyzing check lists of approved practices planned and used. A check of approved practices carried out is maintained on a chart. ‘ Production records of class members are used to indicate effectiveness of instruction. Part of the last meeting of the course is used for evaluation. Enrollment records are analyzed to determine the extent to which the program serves all who want. need or can use adult education. Attendance records are analyzed to determine regularity of attendance and the type of farmers who are attending. Change in attitude of class members is noted. Leadership development is noted. Co~operative activities developed are noted. Co-operativc organizations formed are noted. Results of instruction with class members are compared with standards, averages. individual or other goals. Results of instruction with class members are compared with the economic and social achievement of non-class members. Progress is compared with progress of other years and progress in other communities. Systematic study of the community is made to discover changes in farming due to instruction. Practices used are observed on tours to farms of class members. Part of a special field day is devoted to evaluation. Part of an on—farm-meeting during the summer is used for evaluation. Pictures of “before” and “after" situations are used. Farmers and the teacher agree on the value of an approved practice. The instructor evaluates results of instruction as he visits the farms of the class members. Advisory committees assist in the evaluation of the program. Class members assist in the evaluation of the results of instruction. Business men assist in the evaluation of the program. Other teachers in the school. administrators. school board members, state supervisory staff and college or university education staff help evaluate the program. Other agricultural education agencies assist in the evaluation of the program. Plans and action are based on the analysis and interpretation of the results of evaluation. Please return this completed form to: Walter P. Schroeder Instructor in Vocational Education 206 Morrill Hall Michigan State College East Lansing, Michigan Pii\f"iltl:$ B Schedule A __ .\4 i l' 'ia.~sv-.< twin—Vet -l - I r‘ I‘ . gl'i Jr 5 il'l‘r‘a'.\1'fi 'th'VE I burn Ilt._‘\ f" .isu-d '7 nnnivts use .-\dmlm~lt.it Mn and I’ultc‘ \ "I- 3‘. bi't‘h n‘ "s— 7‘. .- ‘ l".'rl!u" ’ ': -|‘-ll‘. :l I] l‘ _ _ l s . t i ".6! .1“ t""' ""I. ‘t ri-MJ ‘. . . l tail-4 iw'w\ > l-l' . ‘.|'-’1!‘.‘ i‘ 'i H' ‘1 l ‘( {J 'l I a D '11". .' -g_: ti‘i‘ H l . '2~‘l n l , 371! L ' '9 ‘ | 1 I \‘I it . "a . - - { ~1~~ i ".‘s'. .jl’l."v"'.. 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I 1 i :’HUYJY . .. .. ~ L reg: , - 1. 6 ’ t ‘— II ’ 3 6 ‘ V ‘V I, 1 ”rowed-responses from teachers with more effective programs; t a pm... a. s .L i.‘ it; - ‘ 4a ‘-‘P.- . r‘ \ Kr "" 'L‘l .1 ‘ 'r‘c " n" " '2 i ‘ t ed responses fr..~-.t T.€'.1.Ci'i€."3 t. r. in 4.6873 6.: secs; we. grivram l P I .-..- h—‘ ’2‘ '..J D “9 (owned- LU mist-I'M , 5 v _ _-_- ‘i'nl ~ _ .aui {iHs' pi‘m Ht't‘ ‘ ~t time tms ‘ 144 some {inn ta.‘ 1.21.1»; 1: of found it L, ‘U :‘ o _: : r. ‘ "2 E ”E: '38 S 3? . “’ 3: > i» x: _ I 2: sz Q, ; I “ ' 1, Z 2' 4 :9 r7 ' A.w_, -_ ..._._' -_.—._.- .. A 9 r In ‘n‘a ’"v . ._- .7 - s 1 " l 5 3.2 -L 8 / " -+. -_i. 5 74 ’3 n a 3 sly-» -_ .l 8 '4 K.) 1 — - a '1 1 A -i- i. .t, l t ;.-- —- s-.- — ¢~—- — 9 7 r ‘ ... ' - r - a v ‘— I, a_- - ' Q 1 I -'\ .< 2 I l .7. '3 ’1‘ a" a". ‘ B (Continued) ' ‘ 50 WA ring Stata_ Number of Years Experience Teaching Adult Classes (Ion-M) Siamber of Organised Adult Groups or Adult Courses Instructed or Supervised during the Past Year .. -_.—m.“ H- I have I it l hun- used this practice ——-.—. _.-_. ‘but have discon-L; fur the fust time tiis i for .._-——... — -.__.—— some t1 me and tinued its use i-__§-':_‘ar a: d ”fh'fll'i it of ; fun-id it of never ._....._-_.._. -..-_-.. —-l———~~ --~ ‘ Tm- .v ed this I ‘ as I ‘ o 0 l PRMT’I‘ICRS . “5 = :1 !' 3 a I s =3 ’ 'Pmme 2' 1 a ~!s.':-. a'w'? i t r: . 6.: e > , .2: ; a: i > > E? a l i: E. r c . E D , 5' t . 95 e t: l' x c - v 5.x .2: i as - 2 3, g .c: a. I -;,. 3‘ .- m u ‘9 d ‘ 1 o E 1,. H *5 g; s 3r: ‘5- I =3 i E ' c E I =1 ' c = '-—‘ Y. c.2541... -,.A..;_£+L_JL_,_ZL ...-- ' E a ”44' "~ . :_.. I 0 . . Planning a Program !, .I ’.‘ ’ I E " 1 l 43 an (“His-- 1. Committee or cotntui '2 [4- E: - 1 I ,{5 l' 1 ll 1 --- - ——-—-——————— —— ——-——-—- ---. _.._..__--,.__ _. —- -—- - -— ”— --~- -- —- 'n —— - -- ~ 4 —- . «~—-—-f —~— 4 - -—+-———— - l g 2} 7 ' ’ i . «e formal survevs '2 3 t, 2 \ 1 . 1 3 .3 i —- ' *-——r—-- »--‘ ' ._.—._._._._-_. ——------——-—-- -~' - #—--—--——-- ’0 — .- ----——— ~~ - --—- ~ O ’7’ ,‘o >--- - ' 4 -~- - '1 -— 1 - — o 'vrmine With the hvlp of others tne nt. actiws u. n 3 ,3 the adult tanner [m gram 1‘2 , 1 4 ill 1 L- ~-—.-—-—-——-——-—-———»——-- - --—-—————---~. -———-——» —— -————-~ .9.- —— —--—-—-__— ‘1 ————— — o , — ~ — » a? T or. v — z — ,- mu. a io'ig- time ptt‘.{llifll ‘4 In a set‘;1‘t3.-:!-Jt: Ml CUUE'SLa‘ ' , f ‘1 ; . ' ...q.-r a pcl‘md H; )c 21.x v 2‘. , till‘Pi 'H SIX YEA!" " 1 ’3 1 v i 6 ~..~--—.———_—._....._- ———-~-— -~ — 7 —- —--—— ‘— ~~ -- —— ~-—-- As - — .— .' 9. - _ _~ 4 . -. - Y?“‘ - - . - Y . 7 1.1 . l ('HLIISQ‘S tut \arlmm {pups u!" i-ux Al. Let-«.1. o .,. ; . wink pin 1mm ), $5: an i-‘ n . _-..V i 1.1‘i);i.tt'i-, 1, 2: Mn. [lltltiUttl5. tt' .( 3 I: A, :3 2 1 ——~- —-————.—— <-— - _-. v - .. _ v A ‘- o-H— 9o —- ‘a 7 2 "unit' courw - 5:1" I: '.'I’v.'.~ at u: :nlutc'; ms 1 1 7 [4.1 3. .‘1 ax. intpni‘au: --«:.-.'~« SUt'll as .~' s n! 'gtxig ”ct' more than mu. )4 Ar \Httl ['1' -a. t are ' .: runners '7 1‘ 1 2 :3 «‘3'5' 1 -V ‘ iiiii ’ ‘—— _ .— —‘a_—————-—-—- ~ - — -— - . . .. , _. a i o “ream/mg ( IRS!" (.ruups _ iill £i|i\l$t)!"» \' -'. :.x it‘c L4} lt'x'l‘itl‘. ”.0; It‘l'i‘l A) El: .: l‘ i ciass ' l 2 1 5 3 2 l ~.«tvllu.t')t'l~;1;v -!f til“ ttit‘l. \ktt w ‘. lune v.! 1‘ f . -. ‘ I i Q t. rml I 6 3 1 1 1 a. 1 .L . ‘ . . a . ,- . 13:9} st - shim uh. .‘m; ll: lb" '4 It . "'5 .1. » 1 ' 5 3 2 f3 1 A _ _ . ._.- - - t, s a .. .' ___ l‘ i , wimp; farmers zn l' '1'; 11;: 'ewgn . :1 ~ ; 1 4 5' A "? s- i- " III! rm. ‘ ‘ l' n_ . . p- ‘l l atlaell.5¥ "I. Xi! .-.' 2 L . "is I' Ii. 1 H t? ' . - t n c; I" stunnmz' .1 -w- s. .r '~ Ii: '6 5 l .L 1 '-."l" .. 1~ t. n! It'.‘ 'Ii. ' '1'. . :1 ,. ~ ‘- . :4 5 ‘ 1 '31 1 II ' W , 1 . g. .. . .2 5 1 ._ 2 1 .1 -, 1 ... . . - W .7 -- _ _ v - < ! ._. '___ iil' \‘v'i’~~-;if t_"~'| 'H .i '_'»' ‘u ‘1 J ii i. 9' K“ ‘I ._ 1 M A! v comm“, A A. 3 .1. ; 2 i -_-.--- . . ..e - . . . _ ,,._.. .,.. e e .' -.‘t _..- . .- tizr“:'l"2~t‘.~. .. shirt/4.; 'i.-“v.w.:5\c~+ a. «t ( "I r; '?;~ ;. - -' ' «1'11 us a i?!"‘.-«Tv:~"" am: a F-"t‘I-witi . : 5 S . 1 2 1.1 .- :mé; rail lil‘vi "main-m mil a“. ' ~ t t: w» - . ; . ' f) Militiiftc (t; a ' - - '-".:t".' 18 1’ -1 .' "'2" _.-_.~‘.._._ . ... ., .. ._ ‘ _,._,.._ _,-... , a... .c. H - l —- r — L - " ~'._ ti\.vill”‘t‘.-‘. in « m .in v9 t s w ‘ as t - I,: . ' ,;~~,ill:‘v._.u_.' {-I'i’nm‘ranfi. I t_ v: 'f' {.3 33-. t u“ 3 . I , _ ' ‘ t . I . . ‘ ’ ‘ ‘izt-‘Ig-“v‘>: i‘ TU ’ ll'u \ ~ 5 8 in; i l 1 ‘ l : a __ _..-- ._ -_-. -- - - ‘ s m ' '. .‘ i B (Continued) Schedule A 51 :v 2!“.‘3 -_._____k '_ __ \I‘. ".III; II -__ _ \' " A I'\-. l . ' III- 1- u A ‘UIIH‘r I}: l"ll.‘!’ I I‘."‘ ' ‘ I I I . . ..I‘|V'I\III\ " lI'an‘vu ? I‘ZIY11I'.> ‘ ' "' '2‘ '. .. ‘— 4 Z . l -'.I I If‘ -- ‘ I: '1: ‘. T : j : “ I; ' : fl . . ---,._--..__.__,fi__ -. —. 4.. 2 e .. 74 v‘: 7" ‘ ‘I .. € . Hnnmnu lllc' hum: “up I I III—mm (I l . . A" I‘IO I' .‘I ‘ I I .*. “1;.1 d‘LIN’II‘.’ cu r 1; '_,'.q‘ 2 III} hf—J“ IIII—' I) I5 “" ‘ ,1 .: . .-.‘ I II I‘|V:Iv ‘ .l II‘IYII‘:. t.h"l I‘ ‘II {III * u . ‘ LI t. - L‘ 4 “--\ I'I :‘P('I.il‘:.‘Ith. I‘ '.‘ .III l‘II I1 1‘I 1 I.) H ' ‘ . I . _, a -1 1 '7 U ., ,. t I.A I . , (:3 ,I ‘11” “1.. [I I ‘I. . I" .1I . ‘ . . y. r .‘I II I I I. y ' .\ I- 1 ‘ I ‘7 I 1 9 l r am - . 2 1 I . l, ‘I ‘ Hf) AH-I ’ 7 ’2 I2 ' .zwm ‘ v-w.’ r L1L1~F -"'1I’!‘I' . ~ . . I I > ‘ V . A'I I. “'.T'..' :‘3 {3w t'w'l' ‘ I 8 I ‘ ' ( ‘ I |’ 4 ‘ . .1. x H. N1 .0 - ~.’- Ln ‘_ . N v'; 'I 3'! It: '” . c‘ \I‘ |I I _ r ‘Hy I : 1 - 7 f I w 1“! ' 1. 1 7 ‘ » r‘vrz ~ ‘ . ‘ ' ‘ u ' I I -I\~f I ‘ I ' II '. .. .1 1 1 1 1 -' 'J. .‘n ““413“? 1 3 l 1 l I‘I‘ ' ' " I‘ I ' 4 .L‘ ' ' A . , e 1 1 'r'v l 4 AI~ , I I ‘.II‘ I I ~ 1‘ " 3 '4 I ‘ I u ‘ d‘» I“ ' . 4 IIt I“ IA V‘ In. I. I v 5 3 1 SV’H'UI'” '.' II II 5‘” ’ ' I‘ :l‘ ‘ I 'I" u .11 .f I l' l ‘ . 5 2 2 1 1 9 f: 1 II ‘ I ‘ I I I l 1 1 , 5 . ,I .‘, I I I . . t u 7 J . u, l l 1 u ' I . .u ‘ " I I ,., . 8 1 7 I 1 l 1 2 ") l I 1 (v 5 9 W 3 :2 2 7 a, l l '7 z. (- .L . 4 A j. 1 A 4_ a 3 (- 7 'I A; 1 I! .N I l !‘ ‘IIVII 1r ; 3. . 3‘ .. I ” ._.. an. I a ‘ i ‘- z_. . L. r - 2 v . L ‘ v A | , l \ l 2...! ‘ ( l4~ II H7 10 _v~\ I 5-4 H O 1'- .. / I V }-J ") I; 2 }.—J .\..O h»! “J T0 F.) 31' H '13 Name “._.; B (Continued) Schedule A ._.. School ‘x'umbu' of Years I'preriunsu T"&Ch.2"[ Aoi‘xit (‘Iasws (nun-vets) ‘4 nniwr 02' Orwanizud Adult (}rm'---. PRACTICES ('undurl im: ( :d\\'('~ {v.tlwluu- v1.2.“ momfwv's u‘ : -... 942% hm some infnrmalinn abuut var}: . «I'm-mi Have a mo-mbur' or cmnmitiw- nf “1.6::va :" w'ptmnlsls durum Hm {Azw' {\5 1m «(Huts preViUUa' ‘ .1'\ .l‘l |:.\:’. H'Vlt'w rrwnts ) \‘ 1”“ ‘ muh'ln’ .’ mm H Inerhrmn, a": pn‘w: [vlzm‘ A? Hu' f:: ?_ n~-.~' I Y'r‘.‘n:1.;_' "2:: IS" "321% I! Q‘?Y]}H"‘< In pr. ~o",t druzu'w’l'fl [aw all-day pupi‘s griw‘ lh'h‘.m.“~'!l‘;1¥‘. m: n"- qwnkurs . .’ M Hil‘firl'd H. ' |{_‘!‘IQ \I} ’ y, I. ,\\ I, ‘ _ V 1 - 1‘ ‘ '. la-~ o ' .- _. " ‘k‘,~\)m’ ~11”; Y'H} ;ll.l' !o*'H\ a)? ' "' “l ' . ‘ L “-1“ I)|“"L.‘H"‘. it E‘. .1: '\ .'» \ l‘.'“-’?m- vialmu :1 W'mww g ‘ —V_ 7 ‘ ,, hs-r h. — h— g‘_ m ‘ \~—_-O—‘m 0-1- - 0—- — is.‘\ ‘r . .t ‘ Th ‘hnfl . I' "t " "".|H II .{ , “u . " w.- z: “1 \s :If‘i'f "' Y1 '« .I;.\~.~ ‘1'*'3"'H,\ i A :x.~.-‘ I:-- mlwr mt: ,- pl'c-‘uu-zlt Hr secrutuu “I" L‘!;.-‘- '~ ‘5 in I have it tht‘r ‘ Used this practice a... . c: I fix" . : '3 ._. —I 'J >- .‘ ~ 2 . 6— I ' ~ L. V. : .. ~ . -: E J— ._.. .. *-——.-.————4_——.—.——_—§— Q‘ i In I .0 ~ 09 t . 2 M 00 A) :x- '.l_.J .0 “Q'N‘WHWMUJCDW .‘M’ A, ' Al N - ~ ‘ u a 90 . - .y ‘ I I l O ' \ ll ;0 7 " -o - _ _ ” -: .\ " AH (‘ arses Instmctmi or Supervism tn: mad it s 1.40 it ilk-ruuso d wing the Past Year I o 3 'J I I ’- ' I a: . - I a” 'E > : ' ' v ' ' I p- l " ' ' ”.‘fi ‘“ ' __ 9 -¢ “ - Z -’ Z ‘ u . 2' .I' r /. mme -_.. -5. U_ , ,-. . -_. _. . v——¢ .-....—¢— 1 h.wc mun] this plm'tive but haw «hwunw for tho“ f:r~t time tms yrm‘ urni fauna it. of " 1 ? “Rn vrmm .o~;~a~o~oo ui'b- '3“) , 9 hCDNUIl-‘CDNWN .H “.0 4.x FJ \J’I fur 5mm: !,..1L0- amt. t'nurul 1! U a. —. V 21 5 'me n ‘ ._.- _.—_.--_.___.._-,.. .. 1‘. A 151.; .H ——1 H ...———-g B Schrdule .1 1+9 .‘\- 17’ " __ _ __ \" F“ 7 \ 1 , I. ['1 of H’ . . ' .- I ‘ I ‘ ., "\ ~Ias§ps "n"[1‘\f‘:“‘ A _ 7 .‘x’ .';! w.’ .1 H 1.: ,. :1 '\ -‘-.:_ \.~ . w . .\i . ~.~ 1"" .'-‘i .-»r S .: enzami "urn-x: " - 'u~' ‘1 v3" - _ —— - . ‘A-v .wtci HHS pi'LEH‘t‘ I h'\ wt hm.) «inscuip .’.,: ‘7‘ .-. ‘ .r tinw this ' f 'z' smm- {-211 . p . . , *1 u "Mimi H5 L159 ‘ .r tnzlni H u? {WIT-«1 .-'. x ‘I I)‘J\'l"' . ‘ _-__ . - . _ . _ — -_-,. . -_~ - ‘” . .. ‘ .wnd f: *. '. L. o ? l'li‘U 1h I35 r .1 ., h“ 3 z r | W“ " t — "9 : E :~ 1:. 3: T k .- _'f a :' L- f. 1, > . J< ; Z’I : “T7 f: g . '~ - - 1‘ T , .. :‘ C - .1 — :3 ' fl: J ...: ” '~ ; '- ' .1 _. -.- -_H i‘_;._' -:____4.____ “-5"- ‘1 “1.4.1. . : Admxmsuntinn and I‘ulin ‘ ._: .I‘I' ' -immistrar -' :ti ;»1':‘.;: 2-):' m: t- .2 u :: «v H i ‘ I,I r“ ' ztam 1 9 L4. ‘1 r -v—-:‘~ - - :. .. . - . ,- a t‘tltz'v \' ‘ ‘ 9 ‘1“:.‘;‘ _; :1. " I? ' I! v':.~l‘1pt;l‘| .ipfll' u)" 1‘ ‘ 1 4a 6;) l . ~ . - 3 1 i __ ,. . - _ 4, {r .- --.;.u'1'1hi-” ’ ;1H t n." {‘9' '1 Ni \x ~12 - x . s A. 9 "“1 '01-.“ I“ 1' IL, ‘3 ll‘."l‘ivl L. 1‘ q . . . 5- ‘T . ll 1 3"2 1 I... ‘ m-r‘nn- . .' .m, . ; ,1: ’3 4; .-' “- program \' 'ht‘ Ia ' l.' -v'-’ ‘23. ‘t' l- M.-" ‘_L n'; I. {13, Hr uL ‘ 4 .. 1mm ..... 3 y 5 12 1. i‘.‘ "u'W‘II'I.’ r” .' J!‘ '1 A [‘1‘ ' "- I. “ll ? l d ‘ ‘I1\, ._ a q, .' . -_ . 3» --e . , ...14 8 4. - e i I" .x t (HP! ‘ I .eiiw‘i . I i' 'L’ -t' - H'. >< . L.’ 'I ~ 1 p 5 :34 P) S .: V t'! | I: ~ A» ' 'll‘HU’ . '. l" q a J - A . ‘1 3 2 d'l. 1 .f A' ‘ .Z t ‘J, H .,, 3 ‘ J / 3 '~ w 8 O i - _ . , __ . . . " elm‘.‘ ?' ' :w ;::'m: . ' .1 a ". J ‘ (""211Q33, Ilf.”".‘. ' g . ‘ ' '. ;!',c"" ' . -_-‘ l ' iv .'" -- ~ —-‘---—A - — — ,_ .’ f » -v k 7 L: — - i : # J j ‘ -» » - - — -- ~ , — ti f4 — — L — - ;—— '3 PI 5!. H: '.n’in.‘!~‘ - 1 1 ' 2“ “Mil: .‘ :2 ‘YI ' i 1; . 1L :4 2 l 1 ,3 2 1 J — —~ 0. , >9 e — -' - -- I - » 0 , ! . i ~ l I'm ‘ 13‘ 3‘. . W - I «1'7 ' ‘ pruurdrzl ' l 7 '2 2 ’3 +- ru - ' v ' t . —' ‘i ‘ 1'” LI H . ' " ’x l'QK. T'LV'”. ' Ir i yrmj' m1 4 6 '? 3 1 o 'Mn- x’, y I v 3 - 6 3 1+ D. I' 6' 7 - ~ ‘ a V I' . . A 1; 2 a 9 -~ (I V. ., 1 “x ‘ -. . , _ H g -1 aTotalled responses from teachers with more effective programs. 1.2 ,.‘ w, .. .ww. ' ._ _ .. , 7- x. '1 . a ..:. , _ "Tutaeed responaes f1wm teachers M;tfl $953 efiect;ve programs. - qr—‘w- wl‘w"“ 34 ». B (Continued) WA lobed Number of Yem Experience Teachmz Adult Clutc- (mm) Number of Omniud Adult Group: or Adult. Com Instructed or Supervised during the Past Year Stat- 50 PRACTK‘ES ll ” ,1 l have l-T never _; used this {if practice l I |.'~1y -.ll' r‘E-‘ -:.i‘l.1 (at '~ 3.1 Kim“! “In . y'- Ulzlrhl 1" Pigll Sl'z'l .ll; fillinp'f.‘ . HM} pl: ll“, ‘ ..' ’1," 111- l'.’ ’V‘.""§ v .v a lzng luv'zm'rs :z'. 1".‘!".'Y:LL{' H «,~:-. ~ .0 11.1'H2atly U1-‘:lil.’.~"»; ,s-n" :1:- mzw'l i‘m l (m, .‘zl (‘..:‘) $})l)!;scvl‘ a NtV';:‘§n- .JI' H--i1: nt-g A‘. L? '1::?’lJ’-W-‘"f- ’ in ‘IL‘ « ‘ V: '3 " l . t . ‘ ..‘_ ‘ .’ 1"" ,c . . ‘ {_4l_l [l ‘.$'.>‘.. 1' "' fl] 5. l‘\ - Yl‘.jl':1:l’:~ I-nx' W: l\ : myrrh-1". 1 . llal‘ 1‘6": l: (“Haul l l» H: bl: .v'i ‘ f I. V 3," "I :1.‘ couz‘vw 9 zlnszuLze-l's 'v',1.111i."«'1'.I,'Z, e,:-T:.1.rz~'.su ~ .t_ t- . h :4; If. A .. . l . ’ ' ’ lrl l i , .Ya;{ I) . 11,“ i llrl ' t .f"- -_—-.— - . - ..-—.r— thc hvlp of others the ulgrctiws a. mo.- aumt Iarmur prvgram -___.—._... - -... ——_-- .—_.- —— ..- All 8 long-time pz‘u:.{l‘:u.tn “In a sequent“: HI. Ct'ttl"~'95 .o\0.-'r 8 pt‘l‘iml Hi )vnlx ....-. ' I cmn'ses fur \'arltlll~. KIN-Mu! '3\‘ 4}~ in”: prwium'zu, Lftu; I ;.- l. I! .~ ; ., .nrr. phuiUL‘cl'a, CH «.12., [.hrm- 'H 5:); your» .———.—-.—.——.~—. —~_ —~.. . ~ - .- H‘t'fl. ' .4. k'I‘UL} Ah k"! ', -1 "unit" cumwn u 2.35 n; Ulll'l'lUlt": :'-',m.~z will an lrnp-‘u’uff, n mu .stu\.‘l1 a: rh-A n! -!)?I"p‘. Mrr more than mu year With L'v xar-w gum,- ~vI lurmers .CT'SI “maul/mg ( In,“ (.ruuln an mlvlsur}. v- u .;r -—...-...—.._ but. have discon-il fur-(ll; {Mitzi—17:6 this F I | u 4 ll ll 3 . » LA 4 Hf .- '— -.--.- -- l'. 1 ’2 J 00 ...- - h ;. i‘ ‘e 3 m ’ o ‘ - —--- 0 F.) 110 artwular U r 1'2] 50" ‘‘‘‘‘‘ .1 ..J‘ +, ~ u - L: . , g 4 A. I: . . 5 5 :78 Z; !-- - - v. ...8 2,, ‘l I l l32 Ai: 2 3.152.. ume value {I +~————.—+ —-— Lil : .1 . ‘ 1 1 l ' :1 .1 '1 I1 . .1 l hfl\¢' used this practice for some: time and fmmd ll. of value 1') H1 (‘1' tain t l l 90 if! O b ml—‘u: Iuch value 4 11, 6 ;.~ ‘\ I {$3 I“) ‘9) . r" non-aw Hbjo Hi5) _ l> .. "‘90 H ..m t l . .- ..-.-. 3 ‘ ' .- . 'r t.‘ as ‘1’ - > 3 a F c r. ljlw l; 3.3 1 12 1 Full f.) ’ 7 II; | 5‘0. B (Continued) Schedule A XJUU.‘ , _ ,_ , 7 ‘ ‘ _ S "AND: Samba-r of Team's FM“ 3 .> r \Y 7' flu-WM ('n-n-ivi * \Hml'u-‘r uf' H"- u :-‘.~-i .\ .‘.' ‘~ ‘ .«. . .: 1'--ziw- Ir'~::’,' M .r ~' pram: tr.» I'm? Yem- ’ "1",‘0' l.'~"(i tlfii\ I|f:1. . u. . .' . ‘ . _ .. a“ . ‘ -. I 3 U. -‘A }“‘~' ‘A:\' '7" Y”, '?.' :‘t 11”", 311:5 I‘ ' b 'r' ‘l- ! 1L~ axw '~ wwz uh'i bur": {I n! ‘ _ ‘_ _ _. )'I V ' ' “w". Il‘."< ._. 1. In \1 I“ I ‘ . ~- :: :‘ Hm": A. “ H -— - : ’ .- .. I ~' '0‘. I . . ‘ ' .4 .G :1 - " H " ’ M I .3 :1 ; = . '~ 5 w 1 . I r" '— . v . ‘- . .. 1 ,_ L A: - : fvw- '2 -I .. A p. ,_. .1 _ ' .. v -' ' A ,4 .— ... .5 _ -v up— - D ~1- 1-.'... :L‘: 5 /'. U. /. ..., ———~—-—~-———~——.——-__— -— ——-—. fi. 4, ——-+ ‘ I I 0 >7- lldnnmu Hm ln-Yru .ux: "!lt"! \\lti“. ll‘i\1.‘"r~" C(I‘I : .II'A.‘ 2 3 .'!Z~'!' W11". ’51‘}[."~.“ t‘S'ii‘- ~ ~ n . "or: .L. .C- .H 1(" X, I" 11‘ ll ' ' : 19 (1 "n " A ( 1 ' \ 7 J . I‘j"‘.‘ ‘ L'lk.‘ ’7 21.,“§ ‘ 'YILJ I Art V ‘ . I v I?'.? u? {n t .P ‘ 8 w ' ‘ I t '0 w‘u'x 1i ~ 1 I: ?'¢ 1! V 1 K 4 I | : . ru‘ ...: ...; H f-J H V! w H MON _.\n w H H .t‘..“- , v ‘J. . ‘_ ‘y |.' 4. ‘ . ,H 4‘ N H H \0 \n 551-an to H l n I; \J ‘_\ \Jr-l r row [.4 .m' H H E‘ ‘. I“ (K) r. J \I'b.\}<2\.or-J I > I ~ I: lI 9 > . .-. a": ... 5 ,4 . V. 3 .I I I & I ...a I . I ‘3: .- ' ~ U ’7‘ . :3 r" I ... I - I L- . I . 7- ' "-1 - - ~x -— 0 ’ : a. .I: ’ W - -' ; - I. t ' L. L z -, . I. .c: - ' 3 :5 :3 if? 3 3 3 3 :: :3 :- .: :x. (ILL. ::~_- 5 . F m ' 7. L. f. y. ”x 7 7 A v 7— 7 ¢ 7.— 77 .-.. 7 77.777 Conducting ('Iawmm I- :- II : Introducv (‘Iuss memlwrsi at :‘zo- 2':wa 'lim‘tlnfl " 2 _. ' 'f 1 ' 6 A .1 ll _ _ _ _ ... ,__- I» _.._,.,____~__ _ __ , -. _ . .. Give some information about each class Ir... mber intI .'- ' I dured I’ 3 ' -. __ 7- _ .77 -. 7---. II . . ,I 7... Have a member or commiIII-I- IIf memh- rs :m in. re- " m-ptionists during 'LIH' fire? mu III' Ilkl‘t‘u «slaw I 8 :3 I meetings , ‘ | I (I r I I 9 I | I .79.... .7. l 1 fi I __ _ _ .I-__. _- .. _ _. - ._ -I .. -7 .t __ .. I'd pI-esIIiI-ut 0r secretm'} III' ch.» an; II;ueLI~I:.~. I Ii‘\'lt‘\\' prevxous mevtmxzfi. an I {Hf-II. ‘ 211.!1-I I‘ , I ‘ I monts 8 ' ' I -T—_- ..7 -7..- ' § _- u _9 7 I ._.J... I .7. _ ..-...7- .7 . _ L, _ ‘4 ._ 7 7 J 1 I. 7 .l . I I I. . ' . In‘I‘H‘S Iu‘vaIu-II Mans 31 the fith, Ii" Hz! 2; " I2 ' . 1‘8 5 I I .,_... -. .- *_ . - .-I--. ._- -_.- I , , _ . _ i, _ _ -. _I; ___.-_-_ I, - I. .. . .‘ 2 I. l I ‘ . “v members In III‘I’ r'In‘IIII'II: I-In». ..‘I -“".I-7 I? 2 ' ' 1 . 6 5 1 ___“- I.--7. .- .7-.. 7 I 7 ,,-. . _. I' -.- 7.7 . - . 7 , 7 -. .. 7 o I «a . 0 I. I‘AIlIII‘YIII1171rI1tII)Y‘_§ I 1 1 6 5 2 . ___ _7.-_.-__ ___..777 _- 7.7 - 7- 7 7 - . ., _ .. - , . . .. . I . I . I'm: I_'Ih'<.~t I'Iwmers tn III'I ~u-'.I. III-IIIII!=sII‘:I': I'm 4 1 ‘. _ ‘ I 4 3 1 2 _H__ . ___-.._._. ..-..7___ 7 77—7.-- . 7 i , _ . .. . , - .--.V _I -7. , . V 4. 7.. _ . t . 7 o I I I ‘ I . IInvv IIII-IIay pnpfis gin- III'IIIIIr‘stI‘utItm: r; 1 21 I1 6 Q -.1 l ‘ — “___—___.-- -——---———--— ~— —~— 7—A - 7 77 7 — 7 - 0| 0 I - c — o o 7— f 1 f I I; I I : .I'~I- speakers I 1 :11 I I ‘ 2' A 2 L 3 .77 _ _ _ 7.77.- 777 _ _ 777 _ .7 7 __ ,. _ I 7 _ - a . -7 A ‘ I I ' I' Ei:“__{‘%_'3:"3%__.____, “ __-_ . I 3 2 _ . .. 1 . ,i 3. 2.3 l . I I I. I‘m rIIII: pInI‘I'IIIr 8 5 II I I 1 . _7 7 «777 7~-- - -7 — n- - -- —7 - — 7 I. - I }o . + ~ 0 - I ' I ': I In. I-IIIIn I f 3 2.. I» i - I : 2 1 l r 7-7 77 ---— -77 7 7 7 7 77 77 7 7 - . - ‘1 I I - » ~ I'm! ;I":'I"I 'Ii~'I;-{1<.~5I"I‘.~I I- 2 2' I. 1 I I 3 23 l .. 7 7- 77— v .7 7 —.. 7— .. 7 7 7 _ -¢- - .. 4 f6 - c 6 . - I I 'I i' I'I'IILUI‘I "“"T‘I—l \‘III'I’I‘ “I. M;I-I"I!I:rr I- 5 11 I 1 'I 2 3 ‘ — _ 7 7 -7 7 -- 77—. 7 - 7 7 . - - -I: .. § .._ -- — II I I- I: I. -' -IL:I“I &'!'IIL:‘,I 'In: ".I I ‘IvIIQ‘ “Irvin-:7 _ 7 I 1 ‘ _ 5:1 ‘ I - " 8 [I :i II;~'I.-‘.~~I-I Iv.“ Iv: iW-Im Yaw I'I;i<\‘ ' 3 A 1 1 _ I 1 1 2 . .. 7 _, _ - _ H- . I .. A, . o $ v 1! I ~ ¢ II I I ‘I - : I. . II- IYIIII‘III 1"IIII'|I‘ LI. ". .‘I't‘ II"'”" ’7' 2 l: 1 I ‘ I; 5 3 1 l 7 -77— . — .. 7- c. - u -- I a -- I 74‘ 7 y u 7 I ~ II.I\'I- f’rH‘nH‘V-t. “III, III‘I «rim-7 Il‘IK‘II . ~:\c it- I 1‘ l I j I£‘-I-’ I‘~-II '. I6‘;: Li'!‘-; I I I _ — _ 7. .— 1 1 7 .’ 7 V 5+. - 7 :1 1 I {’T_ . ‘ 4 O _ I” 2 r 1 I: ..;. II “117,4“: In; IIII- ;II‘I-" II-nm‘ III. Ifl. 'w 'IIIIJI‘s 5 ‘ II I 8 5 l - 7- V__._._ 77-..-.- 7- .~ — 7 7 77 o .o§ 7 7 o —— - 77-— v .‘I c v iIIi‘.’-' viuss III"I!IIII‘?‘§. as I‘.‘..--II"I\ .II I' ’- I.; "" -‘ II I I L'I“.,IIIII9I"‘I' during :1 Imerxw 2 I I A ___—-_- .._ . _.____ -.___—.. _ _7_. _ _ -. I. I I I. I .- _-———- ————- --—-—-———- —- ~— —- ———7— 7 7 — c 7-7 4&7 4 u — f o I . II I I I I I I I I I ——.———————-————7 77 7-7 7777 7 II 7—7 7 § -7777¢ 7— u I 47 I ' I I' ‘ II II I ——— *-—--— -—-—— -——*~ *~- *‘-—-- -* 7 - —- — - — —- if - - ‘? ' --—§ — 7+ , i, —— -o I f - I II I ‘ I I I I‘ II ' I . -————-7 ——-————- -—-————— —-—--—7-*H7 7 «9 -— 7 7 H— 7 o 7.4 9 . I B (Continued) 53 Schedule B Hm School St. to . Number of Years Experience Teaching Adult Classes (non-vets). ..- -_. —.— ---—*— ._.—___ Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year ...- _._..- _._.-._-—-—_ I II___ I have UQHI tl. 13-11131? 111:9 II but haw: discon-- 1111' the fllfll. time thm {or some time and I have II - v. ’5 " I Hf 1 II never I1 __LIIIUE‘IIIIL 11 'e 1, _5.3I.LI.§II‘.I. 11111.11' _1t -~l, -191111.(_l-11_;-2f_r_ a w I . . 1l r1 I l’RACTlCEb :! “$311123? I h ' ,3 II 53’ 1 jg _ I _ ,. 5 I g . 1 I p 1 :11 I I a :1 5 ' .: II 711 a: g I 5 I o3 I ate ' > > - I 3 1 > I > —~ I I “-35 '5 5 I .1: e 3 1 i‘ I .g: o E ' I: I .I;:§-:_'¥ g.s a12".3Is CI‘ IieEEIisacI's'r: 2;;- 2117. 2A;; g - t II V f T TI I I _ (.11nduct1ng ( lessee I I II I II I Lse local data in class discussions 1 I I 2 I ‘15 ' 2 I ~—-— — ——- ---————— --——~—-~—- - I ————— — I...- -— -— o — -- u - -— «w- - I- - II‘ — —‘-Y--— -II—~—— --—L Lee farm records of class memlxrs as a basis for the 1 .1 I 'I 1 ' .1 1 1 content of courses 5 ” :1 1 I I 111 2! 2 I _ ___ -- — ——-—.—--—-— —~ ~-— - —- —- - — _-I — - 4111— 0 ~ +-~ I — I? —-- -— -— -—1- -——— of _- l’ass out a (liscuswon outline to help 1‘:u1111r~ stay on E II I I . I 1 the subject I11 3 1 I l 1 l I :I 3 2 I1 _._ ~— —- --—- - -—+—-— I. --—~ ~ ~—- --— -- -1 -————————414> — 1—-— 0 ._....“ -- r - — «I—-_— Use an examination, not graded, near buzzinning of ' I I ‘ the course III. 6 I ['se tape recordings of speeches made elsewhere 5 6 II I —- -~ ~-— --—————-——-—~- ~—-- mm 1 4 — Start discussions with a procedural question 2 II I— 3 I I . —<—- -—-——-~— --—-—-—~-« — «--«—-—- 1——~ --~ 1»---..~1 - 01- - —— '—— - - -_-.I - - - --- 1 Ask the members to come to the meetings with ques- I I __I I 1I I 1 I tions in 1111111i I 2 I . 2 I I! 3 1 1' 1 _—- —- —-—-—— —~1 —-—-+ +~~ 9 ’T ..... J "___, _ Ask direct questions of 1111i1viduuls .. . I L1 3 I 3 2 .2 ———_-————-—.——- ——— -- -~-- - --——-—- - --—~ ---———-—- ___.-- -.—~—--.--———-—. -—-- «- o —-- —"III -——-—‘— I- ‘""""‘F"““" 1.“ -11...- -... .- _._. -_-. Ask provoc 111119 or contrmersial queuions to thaw 1, IF“ ,I I I I problems from the group II ' l I l 13 3 2 21 ______-__. —-.—- —--—- - ———————~-~—-- 11»——~-.— 1+». -- """“"‘". 1--. »-- II“— ”I‘" -1-- .. -...“ Awk ”‘16. group to weigh the possibilities of each idea I I II I . introduCed 1 1i 1 I l1 4 2 p1 .... ~11..~————- ———«- ~~ “._.. ~— - -+ -.. . -_. 1 - ,__ - 4 ._..q Keep the opinions of the 11---111he1 out of the discussion I I . I I I until the ideas of all the group have been ex- II I q ' 1' 1 pressed . 2 I I12 3 2 l: . . . . II‘ "" f ' Ml“’*l- 1"" *““"—"“‘"‘ Maintain suspense regarding the solution of the prob- 1 I . If : lem 1 3 I I :12 2 1 l 1 _ II --'"--I* I-‘-'-T— ‘1'“ ”4 --- IA ~-11-—- ~ Take time to summarize frequently . I 1 1 2I L I . 3 3 2 1 11-«—--—-——-I1I~—-———-A :-—--—--01~—*-- .-.; -- -- -- 11 - - -- - °—~——-—~1 ~—~ Assist in formulating plans of action 1 I ll .LI I .2 2I 3 2 . . . 'III '" ___1_._ ‘ ‘ "*“"" ‘ I ' "" "‘ "”4 “‘"II *— 1 5e quest1ons. usually, that on all for opmions' not facts 2 I I 2 1 1 112 3 2 1' - --——~—..——— -..—11..»-_~__.+-——- .. I -1——m1-- - 1 ~ 1 .1 1 - --. - -—1 _ Ask members of the Class before meeting if they can I I I plGSent certain in111rinntion to the Class 2 I I 3 3I 2 l _ _ . . . -—— ant—wwn -~-I - 1- ~ _I --.~1I11.-._ - -1 f- —~ I1 ._.. Hate group erali'ze their dISCUSSIOII to see if it 18 ac- I I 1 I 1 complishing anything 2 2 1 11 ll I 112 ll 1 ll _. ._..1 -....._. ...--- 1‘ _ "I’ - -—-—— - ... 1 .-_._.1 — - ——- - - ---- 'r"—-—‘ llave farmers indicate approved practiCes they will I 1 I I— ' ' 1 adopt I 2 I 2- I I 1 I 2 I _ . "-_. -....11 t --- 1*_1 . _ ._flII ---- _.I -.-- .......11‘_ I 59 local situations as examples 1 2I l ' 1 ' 3 3 2 SI -- -~-- — «4. “WI..." “'. I ‘ '“I‘ " 'I”‘“I‘I””‘ I m" t “MI-m" "1W. ".1le members with written summnics at meetings 2 4 ‘ 1 l ' l1 1 1 1‘ l --- --—-— - —-—-—-———-- -——-— 141%-- ~~-I —--—-—-—- t.,- ...—”LI. 1--—-—- I-—- - -—- —-~ 0 -----——-—1-—-——-- Provi le 11 class “"‘exaluatm or 'observer” 1 I 1 I J. - -_.~_ 2....-- - Z-I «_- --———-— p——-—--—— v-L - - J ———-- +~ . ._.- -—+f-—o ~4— -1<-—- 1 -—-—-1y—— —.—-1 Lee films. tilm strips, or Sumr' txpe of Visual a: d fre- I II I I II I j quently 1 I L 2' 11 3 211 1 11 ‘T'_"-""“‘. * “". “"‘ _""” "' I‘ * ' “” *’ ‘ “ ‘“ l ' u ervme stt iv II I ll I ' ‘aefip (la 11, _._..-- 3 6 l I'l‘ - . ‘1'" ‘Im’l‘. ._.2 ~I——-~+~-~- ltet ord discussions on a tape 11111111i11 and play bmk 3 7 I I I 1‘ 1 I I ....--_-- --- I“ ._..--__. -- — ~Ib—-~~ - ~ . ._ .. 11 - .‘.—. .— (all claws memiwis I11 tn1'1'1iist 131110.41 I 3 I IIL Z1, 1 ll I - - -_--.__-_-.___-..._..... .— -I-——--— -—-—-— -<|>—-- - --— - - 9 _.._ 5 —-- -t —— — Give away educational mateiigis at 11101t111gs Ilifl" I I I :3 I I gestation charts, l111l letins, etc. 1 ' l l l 3 1I2 4I I --~ -— ----— .. ._- --- _- -_ «___- ._----_.. _-_—1 - - t - - - I — —~ H.-- “-_- - N811 and 51111 meetir‘. rs 1 11 time 7 I I ._. ._ml__._.. t‘._ - :_--- .- -.._..__.....1LI>__‘_.-——_—l. ...—1+-.. .2: - __ _Il. ..~ - -EJ .3- “Al- _._ I]: ._.IL- _ - Allow class numbers to smoke olu1111g c121 11 2 2 2' i 1 I' 1 1 2 l I '— ._.—~— — _._._.__,- —- -— ._.—._- --—-— — - ~<>>~~——--— —~ ”-1- — *- ‘ "’ f6. — Y - -—-—-—— ~—-—-— - —-—— P: oxide a seating arrangvmim so that a l persoi s can I 1 I I <08 tne 1311's (1!. the mm r~1 l 3 ' L 16': 1 I --—-—- ——-—.-———--—-~—~ --—~ «E— A «T—o—w» . ——v--11 -— - I --1 ._---- -———- I —— -1-—-— - I’MVMe table space for all inc-minim of the group I l I‘ Bi 1 I 3 2 I *- — -- -—~-—--—-——-—--— «._#.——-.——- 1-—-.- —'.—— -——-—-—I>-—-—-———-—~~I -——— --——-—«L-. 7*». -~- - .. «_.— ~_<1 ULhL-rq' T I w I l I, 1 l I B (Continfied) Schedule B SchooI ~1-Ir- ._.. Name $11.11Ie__. .. .. 51+ 4 _‘ -_.. -... _ _fi Number of Years Experience Teaching Adult Classes (non-vets.) -_.- ---- -. . H _ -- _ _ __ _- - V , Number of Organized A'lult. Groups or A1I1IL (Nurses Instructed or Super 1 land during the I‘m". Year __ ~_ _ _*-_-__ - . | I . . II :1 I have uwtl 1.l113 prawn-re - I 1'_""-" ._.... “ , Z ‘ _’ ‘ """ ‘ ' ' ’-—""‘."-.-’.'"._“ ._.“ l 1' I l1a\1? ~ I1u1 ru1ae u1>r1n1-q i11r '1u1 {11:1 szne- th1s . fur 5u1nte t1nxe {Ll ‘ d ‘ tanwd 11s 1:0 1 Vvur 1nuj fwnnd It of H fi1und it 0f H ncver ”._. _ -_——. n : _.~m_ u.-fl_ _L _'__. ........ _“__; w." 1 ~ 1 1: '1 his I. :1 1. -' '1 ' o l , PRAI 'I II, Eb . usul t :1 :3 '2 1 ' g I : prav‘xce 4 L‘ ~ N I L | 5: I "‘ N | " -: 1“ r . a .3 - «a ' I: I CC ' ‘1 ' l; :1": 1; .3 > -. .2 z p 1 ;. ,-_- e :1 . : Z : 4 1 j z I ‘t = L : g u«: : ~4‘ ;: 3 , .9 ,3 1 1 a 1 -l '1 1.. Z ’I.‘ 5., -- : :: 1 i '— 9 1 E i -‘ f. :c ‘." '_ Z I :; C 3 C: 3 | r: I C 1' 31-1 "... i 1": '5 I. if. 7. L... 7 l '1‘. '1'. - ‘| :3 - -—--~‘O -—-——-—— - .... Y “VF—— -4 .——--—~-——— —- --. ('mulucting ()n-I’nrm lnstrucliun _1I { ~' . . . . . 1 . ‘1 I .11» field 111113, tmzrs, 01‘ fH'lLI «lays 1 2 i. _ :31 1 5 1 ":3 ._.— ———v-——— ——- -— ~'-—‘v——— - a. —-—-— —- «l; --- ~ «1. — ~— J; — r— n —‘- . a - I ' I 1' . ~ ‘ . . v 1 I 1 11 l‘rnvule a bus Inr transportannn 1.111 “PM 11131.4 1 ‘) 1; l 1 -' ; 1 I 2 , 1 1. .--..fl- .-.. .- . ._....— _—_—-olo - - +.. ' - T n o p — -f -_ ‘g. -.. 1 . I..- _._... I , 1 1 . . . , ,' 1 . I ' ' I 1 bwo prmraly to the farmers needmg the moat help g'2 '2, 1; " F I 'Ej-l l 2 L1 5 m..-— _.._. -77 — ”_-_ 1-- - v —- . -—— -.. -..—I I, — -~ ——.—- -. — ,,_ f. —— J - - ¥ 3 -»- I - '4- I. -—- I; —- -—>y t - ‘ 9' ._ H \1511 farmer enrollees before the first HII‘Q‘II'HI of the :I 1i T 1 i 1‘ ,1 I - :, , course '; 13 _L 1 , l 3 2 j» _._ —-——-——-o——— -———---——- — --« v ~ylv * - ~ —” — — T- - - v- 0 v - ~04 - . ~11 - 1‘ " . .. ' I Help locate bra-111112 s'm'l- :111-l St’énl 1 '3. ‘ ' - 1 7 1 ‘ . 2 2 ‘,:_) -.-—~ ._.... ~ --~‘——---—---——‘-"—‘ -' - ‘ ' ' --—-— — ;‘ —“' --- M ~ — — f ~ -— *v I -+*- I '. g . . I Use Class time: to 5111.5’ {‘11-- purpuw; 111' 111 um 111- ,3 ' ‘ 1 1 -' ' F I 1 ‘ 2 “ 1 stun L10n '1 J 1 1 _L ... . 1 .1. .1. _ ~__ _- - --—-- — —-—— —- » —--- —~7 — ....g - «-— ~ ‘7 n 797 1} - -» o , o r --— Q ..- . . - IHKJn1uLn 1hfl1un1stru1u1ns 141 the lurwns 1:1 Fl1-—---_-. ._____,__ ----—-- —----~— » ~-—~ - 3/ to N — v n . - I -—— ‘;— - . '. I‘I‘uxulv 1'1n—raln1 111:4L1‘u1‘t11111 to cluse 11.1111. -1_-1',~ 1121;. g r l 1 t. _ 1 l1 1 when requested ' 3 J I1 g ' T ' I 1 -____- - -- -1 - 11 —-.1. - 7 1. I“— . . ---- .. _-_ 1*- .. -- -; _. ' 1 - ~ I; - |' l; ' 1 I ' 9 l‘rnxwde on-farnllnstructnxn “Inlv(wn1ru-1s w I1W1urr-s =-1_ j I .‘ 1 L 133 . X9 - ———-— .. _._»- ‘—-—._ —. ..o- f. --- — -- - ii — —-—- w- h -— -7- -—~- -- o ~ I <- M. . - I . , ‘I I l I I I 1 1 . . . 11 l . , fl 131ke hchnLfl nnucrudszdong un1Hlfnrn1stns : l ‘, 1 g 1 l 1 NA, . 2. 2 -..--___-.. ___--. .--..--__ - . . ---- . _- 1,--- - 1. - a . T. . . 1 - .. . 1-1 . - 1 liaAw-(Iasa as a gruup,\15n ua-n nun -nr3 I11nnng I f ‘ I. ' prugmm '7 3 R I I l 2 ! I ._ . --__.._ ._.-.. _-_ -_-—---- .-.- --4. .-- _- . +1 1-— - T 1 — I » ~-f~-—- n —-- —- 1— — 3-- .. « '1711I11- I f A I .kiinxv fu111n1rs 111 ”211111” 1xa1l1 119he1‘ a» :1 3:».1n~ MI I w I 5 1 I I ii I i . ' , ‘ ’ l' 1 II HI‘11111I1111: 1'1 12114111111115 . l ' 1 1 1 1 ‘f . I 7 I 1 1 I —— — — - —-— v——-—~ --—~ v———— — —--—-- —-———— -~------— - -————.~ -g - - __..-. —. 1’4—— -— —-7 I‘- —--— ~ I ——'--‘~ —- O - — ~——+ — ---Q' - ~ J — ‘4 -..!“ I 1- + ~ -—~ I I I | 1 , :' I . l 1‘ 11xnwrs: H l , 1 I l I I “-_----Wfl fl; - - .. ___—_.k - — —— —~ I — - ~—— —- ,"' f—— I - - I-—- .- n .-__..-f ——~—-»-» -- —-4 —— — - ’ ' ': ' I 1 11.! 11 i l l ‘I l l 1 . . 1 . 1 - ..-- —-———-~«+ -——-—- *-——-——— 10 —— ~—‘--— H———' *— J, , ‘- ~ — +~ - -- 'I- *' —““ - ”j ' --ly- -—- —-~‘, _- - o - :1 fi 1 '1 ‘ I I; 1 1 1. I I: l I , II I l B (Continued) 55 Schedule 3 Name ........ ._..“ -_ ---... School Number of Years EXIM-rivlzvo? Teaching .A «luit (“Em-.593 (non-vets) ___..- --__- __-. .. _. _ Wm- , Mm. . Number of Organized Adult Groups or Adu‘? ("Jurscs Instructed or Supervised during the Past Year . _. - .. .- -_ _ ._ _-_. .. I. .t l mus usvd this pral‘tire I havi .' hut hau- disu'un- I": Uh! fir-1 time this . fur snme Umv and “eve; , tinuml Its me frvn." ‘1'1-‘1 ’WUM‘: it Hf ” fuum! !' Hf ,, V‘__.._ .__.._. _ ._ . . _ ___.-. - ._ _ PR-‘kCTlCES ““1 ””35"? - .. 3 « ‘ -= ’1 , pz'actzrc '- s. 1 -~ .- _ : ,3. V: , ._ f: ' a T; —< - :3 3: :. V. :7: ad.) :0 I ,— :: I,“ ‘r‘ -... .'_: 7‘ «3‘. 7‘ C ‘V_' I ‘3: a :2 __ 3 z: 4 g: g x x: ' S; " . ;: Z ’5; - i 7_ c: _ : E: ' C 1 . | ‘ 1 A. ' .-~ ; .7. ._J : '_ t: C:— .:..r: E 2.; _ '- r 'j: . .. :7“ .7; . I . . - 7++ . '7 777—7—7—7 7— 7— 7 A 7+ - - _ l’rondlng Teach-rs and Teacher Tune "- I! ;' ( «a special teachers (Verso-1:; nut furl) qua Jun! :19. _‘ 3 y ' 2’ .___‘___,_.- \'0-Ag teachers) - --_—.____- _'— ___ I ___--_. . ,4 ________ 7:2 only spy-vial tunvkwrs um: with: Tm: ‘9. rum-z ence f 2 7 Q l l ‘ I :1 —' ._—— — _—..- ’.- —-— - .7- 777 - ___ .- F. . .; . . ‘ 7. . ., --.. .'.. lse only spm'ml teachms “.th a x‘«'-'. no guruso: m V 1 ‘ agnculture 4 6 '1 l ‘ ‘ 1 “___ .-. -..- _._ . _, . . . . .. __ ... _ ._.- - i. . . 1A _ -—J. 7. - r o - I. 6 - Ip— . . . . a: ' :3 I I .«e class members for teachmg whmwwr pmwhl- 2 j .. ‘ 1 '2 9 1 . , . _._,-_._. _- _ .-- .. _ ., "‘1, .+ _ ._ r. ‘U . ... . o .. -9/ . '1‘ bvcure the last. pnnods uI' the .msh-ml dug. W..- m : Haxzizatinn Hf em witht pmm'am and 7. .~ ' .tI-wi. '- ' ' I of claw members 1 l | 1 l 1 l ' 2 3 l l; Smuw relief of scinm‘ [‘(‘s'pu:.» {inw- 1'.“ during 1m"- day H . t l A l. ' 1 l 2 25 1 —-__— ___. -—-— — -- -— — -— .< — - . , ., - .. V .. ‘n . A . ‘o p a , 11' :Ed meetings during tin.- war: his n' I; ~ 3- 7:1 '- 1 1 all-day causes are mu m <(‘~‘.~i~-'. I 1 ~ -" .. ' ‘ ("lxrxstlnas, Sprmg and Summvr nun-n 2 6 1 l l 1 _-_._._-_-__—_.__-_.-- _-_. ___. V V .. ,. , . - -. 9 “we a dirf’c'mr (:f ashllt (“invalinn "v1 PM ~ '1‘ ~v 4 7 . ' l _._—___»V.~--._-...__-___. _ P-— Htiwrs: ' i ‘ ‘ I' ‘ V ,— -“- r'lt‘rl». 11% t)! .‘uHIHVWo'M 1:! :L'E.:H.'7 {marlin-u (13:! amm- w n 1 3 p) —- —— o -~77~4 o | | -_4-1- . 4— .2\) I ._. .I,_____‘ 4?. M) H 1...: V . V a . . :l ' sch DI‘:.HMI'[M." l‘w‘t-rcia' “-1 (1.11:4. munch»: 'll '. . __- __V-..______ L 7 __ _ __ , . ‘ 7 + I v 5 f I J 4 7 —— -———————-—-~—-~-~ -—----—--———v~—7— - - - - k 7 7 7 7 +9 V o 1 0‘ V ' ‘ ‘ 1' ‘ 7 ~ - q‘ | SUD'WVifiiniz Special 'l‘t-zu-hers - :' v—Urxv thwr :.7-,.\-r~,;;!g'1 A , 4 7“ M.. -_- ._V -_.. V.-V______A__-_ ._.- . . . V . . M .. _, _ 4', , .. . x JAE! \"-!}ft‘?""!".'a'-' wi'h .4 n-~.‘m' hunk-1's ‘ ' .. - _-_ - _-___V__ V_.__.’___ L -V V ___ ._-“- ._ , , _ . 1 4- .. -l . _ J- 1 , ' i : , Inuit ape-tn? h.:u'.v-tz- grml Ihmr ‘!2~?*‘.;v“vg . 2 A l? ‘ 3 l .--—___--. _ . _-- a» ___-“ ___ #_._, .-. _ . ._, _ ___” _ _$ .. . ’ iwr‘w Iprx71'ur1y: I.".~‘!'!21.‘YI‘H\ m 7: _ AL 7w .M-z.‘ [4 6 ‘ l — —————.--‘7- w --- -—— 7 7 7 7~ 7 -- 77 7 — - 777 . ’9 - 7a. I 0' 3 ' A "'{1"Y“~T ‘ : V __ _. __ -_ ___.____ A. ! ._7fi , 7k # # Q» +4 + 3 T ~ 777-7 —777 7 ~—-———-—7 7- 7 — 7 7— *7 - I», 7 v r - r ‘ q 11 ‘ _ _._..._- _____- ,___ _k , _._- _ ,4. -_ . , . a F I! E I} —— - --- - — —-— —7 -—- J —— q. o v . I’vuhmtiv: .- t: .1 2 l l I -e i."\;.\'(‘l‘\' wwmmfitvvs '-,- («hwy-T." :H' 1:!" (J mm W 2 .1 T ' ' \ ‘-— -_- ..-_,_—- - - ~ - - — .—-‘——~——7 -~- - - — 7 ~ *7 _-‘r 'b— - — L. - - o7 — — H — - f o l ‘ ‘ : I J . 1 n V " ’3 f 3" '.-!1:*1T.("-'~2 1110'." in l‘\':~:‘.‘-1Litt" X!" ll!'*);rl.‘iln 2 A I J 1 1 . - - ._. ._.VA_ .. , _ _ V . . . ._. .. - #74 _ ..< " ._ 9y —. -. F 0-— . I O ..- w ":vl‘ agria'iznuzni cuiuar-Hlul: aura-r1: 7‘ (u vufluegtu ;. ‘ ' ‘ v . " ‘ 1 l ‘ flu- gut-”Juan . 1 6 i 2 2 1 -____-,_-.__ ___ . .-- ..A-..__._——._._.- .-a- ._- ..7.. V _. -, -- . _ _ _ ... _., , J. A. ... — — Q -. . I T HO _7-.- _-v- .1-- Nam: Number of Years Experwnce Teaching Adult Classes (non—vets) B (Continued) Schedule B School .\'me91‘ of Organized Adult Groups or Adult Courses Instructed or Superviswd during the l’asL Year l l i I have I' u but have dismr17, I haw 113”] U 15 practice “.....- -_.- for (111- {11.71. time-this ' for some time am: il b ‘ \ u never 11.1111.<_(l_.11._u_70_w}_”_—-1r n__.v«l { 11nd _1L _of ' found 1: of PRACTICES US$52.23 .. ‘ ,g ‘1 3 ' S l 1 l; 3 3 . '1 1 ' '3 '5 . :7; ' .5 I ‘5 '8 2 . “— 1 o"; - g... b , .1 a 5' p > :z 7. . c: U r: :1 3 F l I 1. 3‘ 1 I 1 .5 c a :3 .: c1. 7' q, .: 0 V 1 1. l' s. h ‘7’ u '.. U E . o l L. E 9 I o “ 2...; D ‘l 3 3 o a | a O >3 u: . gulfi 12:7:ng :r. 24:: 2'1: 1. -' . . ‘1 r' 1 T T ‘l’ .5 Exuluatmg (( ontmued) ! ‘ l i l 1 [ac {mm xisits by the mstrucwr 1 l H 1 2 I A: 4 L17— 1 . 7 7 w ‘“ '77-4117F Use tune at the last meeting of me coumc ...r the 31 I“ l l r“ g exaluatlon of the course 1 :1 1 A I 4— 9 .1 l . K. . ' _— «— - --—. l- -——1 -l-u L38 nn-farm meetmgs dunng Lhe summer lor evalu- [ “A“ auon 2 5 l 1 2 l ‘ . ° —~-~ -- —"“"1 LonuuL-L tour of farms of class members to observe l 3 practlces 1 7i 1 1 1 l 2 __ ..-—-4 .. A -.. -_ M h d 1 ' d i l l i l 1 e; sure rowt or ec me 111 amen ance " 1 . . 1 g ‘ _ _._ ...- 1 _.l u ___2 '__ ".17-... . . --- +13- 3 .l ._.. _ ,m-_,_1_q__ Study tnnmflunent to detelnnue \Ahunt tne progrAUI i I * g l serves 1 1 '. Q l l ' 1 '2 l L - :~ -77\; 77—77-— - T—a 7'0 74-9-7 17 -——+—-~ 1 r a " ‘ l ‘ . .. I ' p 0 V . 7 '. I. 1 . V ‘ Mud) legularlly of auendame of memlers - L” 1,.-- _Mflhg’ __l 1 i1” “£2- 2 2.1: __ Jh Compare (systematxcallyp results of class members M l . l 1 ; mth non-class memnera . l . 1 - “11,3...14 ...... 11...“-.. 41'..- , -- i . 1,1 - ' V. 11-... 1- - _ Compare (systematically) resulLs of c1417.; Hummers ' . 1 ‘ i mth sLanuarcls. averages, etc. 2 6 I i i l 2 l . _ . . _ ' ..— . , - - -+ 7—7—111777- 7-771-m - . Study (systematlcally) change 111 aLutude 01 Class I l I members and the (:onlmumty '2 3 l 1' 1 2 .2 ‘ -———— 1LO- wr—ho-m—vl-o -—— o 7-71l - $77 7 4’ ---l—--.— L“... l _ __ 1 ' 1 Others: ' £1 ; l l , 7-77—7— 1 777 7—«17—7— 77' ~-—- 4 7 7 v - 7 1 7777—74--—-- ._.-— .._ l I >1 «1- +1 NH - .7---—- --—— 7.417—77— 7 4L 7 — l--~—--- i ll r—afi. ,L +4H>7-~o7 “-0 ~ “*H4* 3 I I ‘ . ' . - ' i l ; 7—-74>--~—-—1> -_.—.41.... J Social ACU‘"lIt’!‘ and Special Features 1 : Provide recreational activitles l2 5 ' 1. 1 l 12 1 _._—___...- .1.' ..-—._— l1 '“ 11...— .< “-.....1. ... [’10de refreshments 1 l .11 _._ ll» 2 f «.7 f . 1 l lime an achievement night 3 6 l l l 1 ‘L1 1 1 .\..1Iu atLLMth e diplomas 2 A “It -_. 4“ l 314““ 4"” _.11,1_-L12 1 . “1.9 speciJl rmngnition to outstanding members 3 6 ' ‘ 1 1 .---—-—--—--- 7 -———--- p --7-7--77 «11—7 ~ 7177 —-7 4r 7-77-4-—— -- -.—-—— +— ._. l E I I unduct a summer p1cnic 3 8 l . 1 L t l l - .... ...-9+ ~~~~~~~ - —~-—— 7” —--——«>—~-—7-——+»7777 fiill—firh L -- + 4 c t l I l so recreatlonal momes 2 8 l 1 2 _- I ~__. ---- _.q u... l'rumotc class urgunlzutlous. such as cooperatives, work rings. etc. 1 6 l j 3 1 ' . . . ._.. m “1 Lfir class commute-es to conduct sucml uctwmes and 371191-131 features 6 1 l 3 1 7777A» “771777777-dl-7—7— 47—“. (Ml-03?: -_..“ ————-1r-—-———-{L— —--lL—— -- T .1 ._...- "w.- w- + -.2' l I l 57 Administration and.Polic1 More Less Effective Effective Group Group Avoid conflicts whenever possible with all-day activities. ** xx Keep superintendent and/or principal informed at all times. ** xx Secure administrative approval for an adult program. ** x Have superintendent and/or principal on the program at the last meeting, at recognition night, or at graduation exercises. * Have a policy statement regarding adult education from the board of education. * Offer courses for any group requesting a course, e.g., adult-farmers,rland- owners, farm women, businessmen, persons interested in farming. * Coordinate meetings and courses with educational programs or other agricultural education agencies. * * or 1 denote practices used by half or more of group with half or more of programs giving a value or much. ** or xx denote practices used by 75% or more or group with 75% or more giving practices a value or much. 58 C (Continued) Public Relations More Less Effective Effective Group Group Use local papers to carry announcements ,, of program ** x Notify public of administrative approval. * Use circular letters or box holder post- cards. xx Planning a Progggm Offer ”unit" courses, not a series of / unrelated topics. ** xx Plan a long-time program with a sequence of courses over a period of years, e.g., / three to six years. ** Offer courses for various groups on basis of needs, e.g., pork producers, grain producers, beef producers, corn producers, etc. * x Use an advisory committee or council. * Determine with the help of others the objectives of the adult—farmer program. * x Organizing Class Groups Use an advisory committee to recruit membership in a class. * x Have high school students‘aid in recruiting members. * x C (Continued) More Effective Group Use leading farmers in recruiting members. * Invite the whole community to special meetings of the courses. * Planning_the Instruction Schedule slide films, movies, etc., in advance of the course. . ** Confer with business establishments regarding availability of specialists, teaching aids, etc. **' Interview class members on their farms regarding the content of the course. ** Survey class members' interests to _ determine the content of the course. ** Organize content on a seasonal basis. * Use consultants in planning the instruction. **’ Integrate course content of high school and adult-farmer classes. ‘ Use other agricultural education agencies as consultants in planning the content of the courses. * Confer with advisory committee. * Allow class members to select the course content from a prepared list of problems. 59 Less Effective Group II C (Continued) Scheduling and.EgcatingCourses More Effective Group Conduct a course of ten to fifteen meetings a year. * Hold meetings in the high school only. * Hold meetings in a rural school, church or other neighborhood location. Conduct a course of ten meetings a e year. Never postpone or cancel a meeting. Conducting the Classes Discuss preposed plans at the first meeting. Use members in determining class objectives. Conduct group discussion type meetings. Base discussions on the problems of the members. Have all-day pupils give demonstrations. Use demonstrations. Introduce class members at the first class meeting. 'I'Q‘ *i'” {if 9* 'INI' i. 60 Less Effective Group XX :1 £1 £1 61 C (Continued) More Less Effective Effective Group Group Use class members to present demonstrations. * x Use technical experts as resource persons. * xx Give some information about each class member introduced. * x Use local data in class discussions. **' xx Ask the members to come to the , meetings with questions in mind. ** xx Call class members by their first . names. **' xx Provide a seating arrangement so that all persons can see the faces of the others. ** xx Use films, film strips, or some type f of visual aid frequently. **’ x Have group analyze their discussions to see if it is accomplishing anything. * Start discussions with a procedural question. * Ask direct questions of individuals. * xx Ask provocative or contrOversial questions. - * Keep the opinions of the teacher out of the discussion until the ideas of all the group have been expressed. * x Take time to summarize frequently. * xx C (Continued) More Effective Group Ask members of the class before meeting if they can present certain information to the class. * Use local situations as examples. * Give away educational materials at meetings like gestation.charts, bulletins, etc. * Provide table space for all members of the group. * Start and stOp meetings on time. * Ask the group to weigh the possibil- ities of each idea introduced. * Use farm records of class members as a basis for the content of courses. * Use forums. Use panel discussions Conduct 'work'shop' type of meetings. Have farmers indicate approved practices they will adept. Pass out a discussion outline to help farmers stay on the subject. Use questions, usually, that call for opinions not facts. Assist in formulating plans of action. 62 Less Effective Group ' I: 5 xx 0 (Continued) Conducting On-Farm Igstruction Use field trips, tours, or field days. Take helpful materials along on all farm visits. Provide a definite system of on-farm instruction visits during the summer. Provide on-farm instruction while course is in progress. Provide a bus for transportation on field trips. Promote demonstrations on the farm of class members. Visit farmer enrollees before first meeting of the course. Help locate breeding stock and seed. Use class time to study the purposes of on-farm instruction. Take key individuals in the community along on farm.visits. Give priority to the farmers needing the most help. Financing Ask class members for donations for refreshments. More Effective Group ** ,. fl"! 9* ii" 63 Less Effective Group XX C (Continued) Providing Teacher; and Teacher Time Secure relief of school responsibi— lities for periods during the day. Secure the last periods of the school day for the organization of an adult program and the visitation of class members. Use class members for teaching whenever possible. Use special teachers (persons not fully qualified as vocational agricultural teachers). More Effective Group 9e” SupervisingSpecial Teachers Observe their teaching. (Special teachers) Assist special teachers plan their instruction. Hold conferences with special teachers. Evaluating Conducttour of farms of class members to observe practices. Use farm visits by the instructor. ee’ ee’ ee’ 6b Less Effective Group xx 65 0 (Continued) More Less Effective Effective Group Group Use time at the last meeting of the course for evaluation of the course. ** Use check list of approved practices , planned and adopted. ** x Measure growth or decline in attendance. * x Use on-farm meetings during the summer for evaluation. * Use advisory committees to evaluate the program. * Use other agricultural education agencies to evaluate program. * Use production records of class members. * Study (systematically) change in attitude of class members and the community. x Study regularity of attendance of members. x Study enrollment to determine when the program serves. 1 Social Activities and Special Features Use class committees to conduct social activities and special , features. **' Provide refreshments. **’ xx 0 (Continued) Provide recreational activities. Award attendance diplomas. More Effective Group 66 Less Effective Group we. uE on Date Due Demco-293 O l l I, l I l l l l' I' l l l l I I'll 281 Hill llHlWllll