A STUDY OF PRACTICES USED BY
TEACHERS 0F ADULT-FARMER, CLASSES
IN MICHIGAN

Thesis for the Degree of M. A.
MICHIGAN STATE COLLEGE

Rolf Edward MoackeI
I 1953

pm

)
I

unity;

 

 

This is to certify that the

thesis entitled

A STUDY OF PRACTICES USED BY IEACEERS
01‘ ADM-PARKER CLASSES I! MICHIGAN

presented by h 1

301! Edward Moeckel

has been accepted towards fulfillment
of the requirements for

__M_s_‘;L__degree mm

Major prof
Date W

0-169

 

 

 

 

 

fit/I

(Ly

46 f

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4 ..

 

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.vfia I'.‘ f:
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A STUDY OF PRACTICES USED
BY Tax-toims OF ADULT-M9121"

CLASSES IN MICHIGAN

by
ROLF ammo MOECI‘E

A THESIS
Submitted to the School of Graduate Studies of
Michigan State College of Agriculture and Applied
Science in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

School of Education

1953

TABLE OF CONTENTS

I. THE FREE EU AHD DEFINITIOHS OF TERMS

The problem. . . . . . . . . . .
Statement of the problem . . .
Specific purposes of the study
Importance of the problem. . .

Definitions of terms used. . . .

II. REVIEN OF PREVIOUS STUDIES . . . .

Studies on organizing at adult-farmer

pros-2118.11.10 o o e o o o e O o o e

ILJO

Stud es on conducting an adult—f

program. a e e e e e o e e o 0

Studies on evaluating an adult-farmer

I) 1" 0 H31” 3.”. o e o e e e o o e 0 O 0

Summary of the review of previous studies.

III. PRCCQDURE OF THE STUDY . . . . . .

Status and trends of adult—farmer classes.

Practices used b” hichigan teacners

J
adUIt-farmOI‘ 013.8803 0 o e o o

tations of the study . . . .

H°

Lim
ram; m TD ~93 w. mti)‘ ‘1 .7 :' ' r1 .1 ’7'- :1 7'1! P 1":1'
IV. Dizilbo In» ./ .L..L‘41-.DQ 01‘ JLDl/bl-I‘d; .'...L'JPL

History of adult—farmer classes.

"1 .u

as l4 F’ +4 14

H...
.l‘

12

v-VA .3
Clint

3*]

33 PAGE
Where are the adult-farmer programs

located?. . . . . . . . . . . . . . . . . 31
Are adult-farmer classes increas;ng in

number and enrollment?. . . . . . . . . . 32
What is the trend in food preservation

programs? . . . . . . . . . . . . . . . . 32
What are the trends in subjects being

offered?. . . . . . . . . . . . . . . . . 32

What is the salary status of teachers of

adult classes?. . . . . . . . . . . . . . 36
What is the average-sized adult class?. . . 38
How many meetings are held by the

average adult class?. . . . . . . . . . . 33
How many total clock hours of class

time were spent per course? . . . . . . . LO

7. ANALYSIS or 31mm DATA . . . . . . . . . . . II-l

Administration and policy . . . . . . . . . h;

Public relations. . . . . . . . . . . . . . AS
Planning a program. . . . . . . . . . . . . hé
Organizing class groups . . . . . . . . . . 50
Planning the instruction. . . . . . . . . . SO
Scheduling and locating courses . . . . . . Sh

Conducting classes. . . . . . . . . . . . . 5h

‘r'rn m'fi
Cl. LAIPL-ZJR

VI. S

BIBLIOGR

APPGNDICSS

A. Su

Conducting on-farm instruction

. . . .
Financing. . . . . . . . . . . . . . .
Providing teachers and teacher time. .
Supervising Special teachers . . . . .
Evaluating . . . . . . . . . . . . . .
Soc ial activ Hie and special features
flew practices used for the first time.

Practices used by a minority of teachers

...:1: Ir, COlICL 310*. 3, AND ascerrm

Summary of findings. . . . .
Conclusions. . . . . . . . .
Recommendations. . . . . . .
n. DTIV

a... a.-.1. o O O O O 0 e O O O O O

rvey schedule A and schedule

B. Schools returning surveys. . .

C. 2hr

teachers of adult classes in

aber and per cent of practices

. .
. .
. .
. .
B .
. .

u:
the

.1
J

thirteen categories of the survey.

DATIOII'

L).

TABLE

II.

III.

IV.

VII.

VIII.

\

LIST 0? TnBLES

(

Enrollment in adult-farmer classes
in Eichigan from 19h7-h3 to 1952-53 .
Courses taught by teachers of adult-
faamer classes from 19h7—h3 to
1952-53 . . . . . . . . . . . . . . .
Scepe of adult-farmer classes taught
in Michigan in 1951-52. . . . . . . .
EXperience of teachers with adult-
farmer classes. . . . . . . . . . . .
Number of organized adult groups or
courses instructed or supervised

dLIrinS 1951‘520 o o o e o e e o o e o

L‘

Practices which a majority of the
teachers had "never used” in tne
category of administration and
policy. . . . . . . . . . . . . . . .

Reported values of practices ”used” by
a majority of the teachers in the
category of administration and
policy. . . . . . . . . . . . . . . .

Practices which a majority of tne

teachers had "never used” in the

PAGE

3h

35

39

he

XII.

XIII.

XIV.

XV.

category of public relations. . . . .
Reported values of practices ”used"
by a majority of the teachers in

the category of public relations. . .

H

{L

Reported values of practices "use

by a majority of the teachers in

the category of planning a progra.. .
Practices which a majority of the
teachers had "never used” in the

category of organizing class groups .
Reported values of practices "used”

by a majority of the teachers in

the category of organizine class

groups. . . . . . . . . . . . . . . .
Practices which a majority of he
teachers had "never used" in the

ategory of planning the instruction.

Reported values of practices "used"

by a majority of the teachers in

the category of planning the

instruction . . . . . . . . . . . . .
Practices which a majority of the

teachers had "never used" in the

'J
‘fi
/

TABLE PAGE
category of scheduling and
locating: COILPSQSO o e e o e o e o e a 55

cos ”used"

He

XVI. Reported values of pract
by a majority of the teachers in
the category of scheduling and
locating courses. . . . . . . . . . . S6
XVII. Practices which a majority of the

teachers had "never used" in the

\J'L
Ch

category of conducting classes. . . .
XVIII. Reported values of practices "used"

by a majority of the teachers in

the category of conducting classes. . 58
XIX. Practices which a majority of the

teachers had "never used” in the

category of conducting on—farm

instruction . . . . . . . . . . . . . 63
XX. Reported values of practices "used"

by a majority of the teachers in

the category of conducting on-farn

instruction . . . . . . . . . . . . . 6h
XII. Practices which a majority of the

teachers had "never used” in tae

category of financing . . . . . . . . 65

XXIII.

XXIV.

r1
)x!\ e

XXVI.

XXVII.

Practices which a majority of t

Reported values of practices ”used

Practices which a major

Practices

teachers had "never used"

1

-10

in the

category of providing teachers

and teacher time. .

the category of providin

and teacher

time. .

{7'

Q

teachers had ”never used"

1"

by a majority of the teachers in

teacher

category of supervising special

teachers.

teachers

:1
A
.Iia

~"T . ‘ vs .
LEIGH a .-.1"."

u.)

d ”never us

ority of the

1

CO.

category of evaluating.

II

in the

Reported values of practices "used"

Practices which a

the category of

teachers had "never used”

social activities

Special features. .

.ractic

es

by a majority of the teachers in
evaluating; . . .

majority of the

in the

"used for the first

66

67

O\
\O

tim ” by 30 per cent or m re of

the teachers. . . . . . . . . . .
XXIX. Practices used by a ”minority" of

teachers but receiving a high

value rating. . . . . . . . . . .

h are ‘.
rIauRB

PA G3

I (”T1
1311fo

1. Location of adult-farmer classes 1951-52 . . 33

2. Courses taught by teachers of adult-

famfler Classes 0 e o o e e e e o e e o

. . 37

The Problem

 

Statement of the problem. What are the practices

 

 

that Michigan vocational agricultural teachers are using,
are not using, or have discontinued using in the teaching
of adult-farmer classes? What value do the teachers put
on the practices they ha 3 used? Jhat is the status and

P 1 O

trend of adult—farmer classes in hicnigan?

Specific purposes of the stucy. The specific pur-

*

 

 

poses Of this study were (1) to determine the status of
adult-farmer classes in Michigan; (2) to show the trends
of adult-farmer classes in Michigan in recent years; (3)
to determine what practices the teachers of adult-farmer
classes have used and which of these practices they con-
sider to be more valuable; (h) to determine practices that
teachers of adult-farmer classes have not usel; (S) to
determine what practices the teachers of adult—farmer
classes have used for the first time ant which of these
practices they ceIsider to be more Ironisirg; and (6)

to determine what practices the teachers of adult-faimer

classes have discontinued using.

2

Importance of the problem. A study t0 determine

 

 

what practices are promising, valuable, or being dis-

continued, is in reality, an attempt to find practices
that will aid teachers of adult-farmer classes to have
‘I

more successful adult-farmer prograns by adopting setter

methods. The importance of imiroving adult-farmer pro-
grams rust not be underestimated. According to Hamlinl

n 19h9, the numbers of adults taught by teachers of

l—Jo

vocational agriculture, or adult farmers under their

supervision, including var-training and veterans classes,
had consistently exceeded the numbers of high school
boys under the supervision of teachers of vocational
agriculture since lQhO-hl in the United States. As

more and more farm people demand this training, teachers
of vocational agriculture must be pros red to encourage
them. This can only be done by using proven practices
of organizing, conducting and evaluating an adult—farmer
program.

arther emphasis of the importance of studying

present practices with adult-farmer programs in the hope

 

1Herbert H. Hamlin, agricultural Education in

99mmunity Schools (Danville, Illinois: The In'erstate,
1;)1'3’.) 9 P ' 252 0

 

 

of making the trainin3 of farmers m re effective is very
well pointed out by Hamlin,2

The efficiency of Ameri can farmers could be
materially increased thr ough a pro 3ram of adult
education which would reach effectively the has
of farmers. . . . Often we assume that their
efficiency could not be innroved, yet v.e knoa tllat
90 per cent of the food which 3oes into commerce is
orovxn by 50 “er cent of the farmers of the country.

SOS

2

C'.)

Leaders of the North Contra lieeion have re o3nized

c o 41

the importance of more information on one practices being
used by teachers of adult-farmer nro3rans. In the 19h9
North Central Regional Conference on Research, a re3ional
researca committee was authorized to make a study of 12
states in tLe re3i0L to detelmine the status of practices

that were beinr used by teach rs in conducting adult-

liqan, this same study wa s cons idei ed of
enough inn >rtcu1ce that Dr. harold Byram, head of the
Department of Agricultural Education at Hichigan State
College, su33ested that a more complete survey be taken
of all Kichigan teachers who conducted adult—farme
programs in 1951-52.

The need for more resre arch in Michigan to determine

how the adult- farmer pr03 "(231$ should be oroanized, con—

 

21bid., p. 251;.

P.—

conducted and evaluated is evident by the extent of
programs being offered in the state. Approximately half
of the schools having qualified teachers of vocational
a3riculture in recent years have not seensered adult—

w 1

farmer classes. Several teachers nave discontinued

adult-farmer classes. A study of practices being used

4" ‘ r n - - P" 4" a I" A '~‘\r‘.‘~'
by teacners Ol oresent ada1t~ QPHuf classes way be of

~6ance b0 tiese teachers who are not new con~

(D
{3
U)
C)
P o
(‘1

saw
ductin3 classes of adult farmers.

This study is not ai attempt to select the best
or nearest oractices. However, it is hoped that thrcu3h
this survey of hichigan teachers of adult-farmer classes
all teachers may discover prac ices that will assist

them.in serving the farmers more effectively in their

own coluunities.

Definitions of Terms Used

 

Adult farmers. The term as used in this report

 

refers to established full-time or part-time farmers,

usually 25 years old or older.

Adult-farmer classes. Adult-farmer classes are

 

made up of farmers enrolled in an ntensive course of

1*

systematic i.struction on nractical farm problems and

L

U1

activities conducted by departments of vocational
acriculture. Formerly these classes were calle "evening
801001 classes” but this was chan3ed occause many clas

3

are offered in the daytime.

Advisory comiittee. As used in this paper, the

 

term refers to a co mittee of a: lult farmers aooointed or
selected from an adult farmer class or group interested

in a class.

 

advi sory council. An advisory council is a per
mancnt group of people renresenti.3 the entire community
and apoo nted or selected for a specific term of office

to meet regularly and consider problems of the entire

department of vocational agriculture.

V' 0

Conference oroeedure. ”his involves a procedure

 

of infernal, but sy stef.satic, group discussion carried out
under the direction of a leader. It consists of advancing
ideas, raisins questions, and attempting to answer these

questions.

 

3G. C. Cook, nanlboon on Teachin3 Vocational A3ri-
cu ture (Da nville, Illinois: ihe Interstate, 19477, p. 631.

 

uGeorge F. Ekstrom and John B. McClelland, Adult
Education in Vocational A3riculture (Danv ille, Illinois:
The Interstate, 41952), p. h?.

 

 

6

AQproved practices. ". . . are defined as orocedures

 

which are recommended in the performance of farming activ-
ities and supported by execrimental evidence or successful

exterience."S

Separate stipend. This refers to a lump sum.pay-

 

ment to the teacher by the school for teaching an adult

s separate from the teacher's regular annual

Po

class. It

salary.

 

51bid., p. 100.

CHAPTER II
REVIEH OF PREVIOUS STUD ES

In this review of related studies, the practices
mentioned will be classified into the three divisions of
organizing, conducting and evaluating an adult-farmer
program. Several articles by individual teachers were
reviewed in which the writers explained the use of seecific
practices that had proven successful in their local pro-
grams. A selection of these articles are listed in the
bibliography.

The main content of this review will be taken from
a small list of studies, both of a thesis end non-thesis
nature and from authoritative presentations. most of
these studies were conducted by gathering data from
teachers in the field through the questionnaire or inter-

view device.

Studies on Organizine an Adult-Farmer Program

 

 

This part of the review of studies concerns itself
vith the practices up to the first meeting of the adult

class.

1

It was recommended by Uilson from a survey of

ractices of teachers from forty—seven avera3e, or above

’3

averaje vocational agricultural departments and adult
1r13rans conducted in Ohio that, teaclcrs sheuld develop
year-around nr03rans for adult and youn3 farmers, that
more time should be allowed teachers ior conduCtinm an
adult er 3ram a11d that tea hers make use 0

committees.

v '1 1 ~ 3 s 1' 43 o 3‘ .Q 1:
beta tne tea01er azd the class coo1ereted in LJCAQIRS

upon thv subject of tee course. His study placed farm

.' fl.‘ TLC! Q (3 t}. O ach_«t ‘70.? La ‘01 d "w'ae'fir‘ .0 Wflql 1"“ ""(" t’lo
V.L0.~u..) v...) t]. amt/1.) - a. -3. *q “ix/p.115.) OJ. OJ. ‘_)L 1 1.144-113.) 1

class.
A surnary of the yractices used in or3anisin3
i ' 9 . .
adult~ farms“ clPsses as resorted by SandersJ indicated

that advisory ce:m 1 tees have been very helaful in as: is t-

 

'l”

lRichard Heilbren ailson, ”The Pro"“1 for Adult
Farmers in Vocational n3ri Ct lture in ijhio,” (unpublished
hasuer's thes ’ s, Dent. of A3 ricultural Education, The Ohio
St ate Univers ’1ty, Columbus, Ohio, 1951), p. 20.

I1 f

23. H.
(Toeeka, Kansa-
1932), p- 39-

 

 

Fleenor, Adult Education in A3r1cvltuie
s: State Board for 'voce tional a»cdciou,

3H. W. anders, ”Adult Farmer Education,” ‘3ri
us ' 0 g ‘ —J q
cultural Educati Lon na3a31ne, 24: 134-9, December ,ILpl.

 

9
ing teachers to organize adult-fanner classes. Farmers
are more likely to maintain good attendance when they
have a part in the planning. The personality and
aggressiveness of the teacher aoeeared to be an in-
eertant factor accordin3 to this writer.

Current farm eroblems courses attracted larger
~reater avera e attendance, and more per-

M
._)

enrollnen S,

t1
‘

sisten y of attendance than one—anit or two~unit courses,
according to a study by StrongLL at Iowa. However, more
farmers adopted new improved practices and a larger
number of improved practices eer member in the two-unit
course as compared with the one-unit and the current
farm problem courses.

HamlinS gives some suggestions for securing en—
rollments for the class. He states that, ”By far the
most successful method has been enrollment by advisory

committees." The procedure was to have committee members

 

uflayne D. Strong, "Types of Courses and Use of
Speakers in Agricultural Eyening Schools," (unpublished
Haster's thesis, Library, Iowa State College, Axes, Iowa,
19h6,) cited from United States Office of Education,
Federal Security Agency, Summaries of StUdi?§.£E Apri—
cultural Education, Vocational Division Bulletin No. 237,
Agricultural Series No. 57, (Washington, D.C: United
States Government Printing Office, l9h8), p. 97.

 

 

|

5Hamlin, on. cit., p. 28a.

lO
enroll the farmers by having them sinn an enrollment card
and then this was returned to the teac ler so that he knew
who and how many to exeect and could also visit the
farmers oeiore the first meetin3.

Desirable er3anisational practices in a study by
Parent6 of questionnaires fmion 30 teachers were; that
teachers were mostly farm reared, had be en establish ed on
the job in July, were relieved of school duties between
1:00 to 3:00 P.M., had used homes and churches as places
for instruction, had evening schools throughout the year
or durin3 a combination of the winter and sering periods,
and had aersonally offered all evenin3 school instruction.

Schroeder's7 ererience at Olivet with neighborhood

adult-farmer groups showed that the farmers like to meet

with nei3hbors in small 3roups,--an activity that has

 

6Weber Joseph Parent, "Certain Factors Influencing
the Success of Evenin3 School Work in Vocational Afgri.-
cult ure," (uneublished Pastor's thesis, Library, Louisiana,
19b_l), cited frow United States Office of Education, Fed-
eral Security A3ency, Sum 1aries of Studies i. A3ricultural
E'ducation, Vocational Division B_lle tin No. 237, A3ri-
cultural Series No. 57, (was11anuol, D.C.: United States
Government Printing Office, 19l18), p. 80

 

 

 

72a1ter Pielps Sc.aroeder, "A Case Study of the
DeveIOpmont of a Program of Agric cultural Improvement with
Adults in the Olivet, Hickdxuai, Cmnmunity“ (unpublished
Master's thesis, Division of Education, 1cn13an Stat
Colle c3e, East Lansin3, 10113an 133LZ), pp. lOO-l20.

ll

partly disappeared because of the rcor3anization of rural

J.

school distriCts--, and that farmefis nrcfer1ed to s

.1.
LI

av in

~ ‘

3neorhood 3roups rather than go t; the school to meet

\

he;
with school officials or teachers. Schroeder also
emphasized the value of us1n3 an adv1sory council with
reeresentatives from all sections of the area to determine
needs and set un objectives of an adult nrO3ram.
n

Eistrom and EcClelland” su33est that any teacher
should be able to devote from one~fourth to one—half of
his time to workin3 with youn3 and adult farmers. The
authors of this text also give advisory council members
credit not only for direct assistance in nlannin3 an
adult-farmer class but also savs that, “. . . there is
a psycholO3ical advantage in workin3 threu3h such com-
mittees in that the class is then 'eur' adult class and
the gre3ram which 'we' are helping to eromote is 'our‘
pro3ram."

In a study of Iowa adult-farmer classes by Hamlin9

in 1939, he found that parallel classes for other adults

 

8:»

gastrom and McClelland, oo. cit., pp. hZ—hB.

9Herbert moree Hamlin, "Attendance at Iowa's
Agricultural Evening Schools," A3ricultura1 Education
Ma3azine, 12:3h-S, August, 1939.

 

were conducive to success:
Advisory committees helped

with roll call, and

ul adult-fa

to enr ollr

 

studies of practices

rner programs.

helped

bers,

helned with arran31n3 recreation,

the class.

Adult-Farmer Program

 

is uainly concerned

used while

refreshments and trips for
Studies on Conducting an
This section of the review
with a review of the
the cl sses are bein3 conducted.

Wilsonlo reports in

adult classes the clas
popular type
ful adult—farmer

was also navored but small

given a low rating.
meetin3s was to have weekly
season and monthly meetin3s
The most valuable reference

was state colle3e bulletins

 

Ill S

sroom instruction was

group en-farm

4.1 .
1/110 1:10 St

L? teachers

Individual on—farm instruction

instruction

The most used plan for frequency of

the slack
the remainder of the year.
erial for the class

mat es

and circulars.

Sar de 511 found in his study of re search on
lOrilson, oo. ci ., pp. lSnlC.
ll . 1

Sanders, 0o. c1t., pp. 131—5.

study that in conducting

13

oractices in this area that, "Too nreat a dependence on

k)

1

outside help has not seemed to be Lesirable.“ The con—
ference procedure eems well adaeted to farmers with

300 ad aca em1-c bac“3round, while tae telling and di

1L()

0"]

cussion proced re seems more adapted to farmers with
less schooling.
3 3 “l2 0 .0 O_ 3 ‘
Scare ecer , 1n sunch1s1n3 as many as eight
mborhood a Eult- farr‘r classes a‘ one tine used
,
special teachers. These teachers were selectea from
successful farmers, many of when had had _orevieus

nce as discuss1on leaders. These suecial

:4.
G)

eXpe
teacaars_tau" U the cn.tire course for each neighborhood
group. They were 3ivcn instruction each week by the
vocational a3ricu1tural teacaer. This instruction was
conducted essentially as the ne i3hberhood *1wt1n3 was
to be conducted. A m’meorranhe sheet was used
instruct the soccial teachers on a seecific lesson.
Enough copies were talw nby
in his neighaerhood meetin3. As director of these

neighborhood groups, Schroeder states that it was

necessary tO‘na ke many po°sonal contacts to keep some

 

l2Schroeder, e). cit., e. 83.

.L

O

of these classes in Operation.

In regard to att-ndance eroblens, Iia lin13 states
that w}1en farners are included in the planning and man—
ageient of their classes, and when velocramc procedur s

are used in class, attendance is no longer a problem.

Fleenorlh found in his study that h? per cent of

W
:3
(D
{—1,—
U)
i—o
:3
Cf
DJ
(3
}—-o
*‘3
O)
0
is
C)
O
H

eachers taught all of the less n
and that 97 per cent of the teachers said that class
discussions centered about local 3rcblems. Best results
wer secured in classes having an average a enlar cc of
30 or less because th> instructor did not have sufficient

tL1o to su3ervise a larger number of students on farm

ts.

14-

vis
. .0 N 7717.. .L- M . 1 1r 1’415'“
Accordinb to bistron ans ncCle_land t e se of
a small registration fee for these enrolled in adult
classes not only takes care of many ineldent l ex3ense
but it imores s es the farmers that txoy have an investment

in the classes and are therefore obligated to attend class

 

 

 

 

l3Herbert N. Hanlin, A"Tlcu1t)l as w“.‘ic'wtxir In
oo‘*rnitv Senools (Danville, Illinjis : The Inters tats,
1,353.9), p. 2)1+o
1i: .
Fleer nor, 23. 2&3“, pp. 63, 90.
15...

on and HcClelland, on. cit., pp. 50, S9 9,

I‘
68: 803 889 93" “1+, 134-0

15

tines. These writers say that cross section or inte-

‘ _)

(D

grated courses for adult farmers are ' 3racti cal because
of the limited number of meetings ner year and the change
of nersonnel from one year to the next.

The listing of discussion tonics in a question

form may be a r.av to eiallenee farjqcrs. The cxnieroncn

precedure is reeonnenf 31 in the clas sroo :1. Outside

I...“
O
D

I

Speakers may occasionally be used when tee“ nical

formation is being considered, but the instructor should

rest the discussion that follows the Vis itor's 3re-

1.].
I

d
scntation. This :s desirable because the instr ucter

usually is much more familiar with the 1e bers' erebleas

and heme situations. This source sugqests that the snecial-
ists be asked to sit with the members and contribute to

the discussion from tive to “ire. The practices w—r~
suggests d by 7:stror and chClelland to use only m1<tion
pictures that illustrate specific Doints pertaining to

the lesson and to point out features to be obse vod

1.3

bcf re the eresenta‘io and eiscu s the motion nicture

C?

after the showing. Data or dunlica qte1 materia 1 way be

dis triin uted, concerning the lesson, before or after he
discussion so that the farme may have a convenient

reference. Serving light lunches after the meetings gives

16
members an opportunity to hold shall discussiens while
they -re satiny.

In his survey of Iowa teachers, Hamlinl6 found
that the c fin erence tracedure vas used in me st 01 the

adult classes. Ev also sufinests that other practices

(3

a.

in conducting classes which were . ell attende c are
unified courses of study, social and recreational
activities supplementing good class work and teachine
of most of the lessons by tlc t3ac.m1 er with very limited
use of outside s3ccialists.

On the contrary, Strong;l7 claims that, "The en-
rollment, averafie attendance, ard nersisten y of
attendance increased as the number of meetings with
outside s3eakers incre13 QSGQ." He did find that the
practices adontei per me oer decreased. About one-
half of the teachers in this study favored two to three
meetings with outside sneake rs. Tore e: :3erie need in-

structors use1 fewer speakers.

 

16Herbert M. 11 1amlin, 'WP tendance at Iowa's
gri cultural Even:1n3 Schoels,’ A3r1 icultwral Education
agazine, 12: 3h- -5, AugUst, 1939.

A”
:1
7'

A

 

17Stron 22, cit..

IS,

 

17

18 concluded from a study in Iowa in 1937-33

Killerl
that, "n‘n agricultural education program on the county
level tends to are ent democratic farmer-participation,
and tends to oe 3‘e 'administercd'."

Dicl {erson19 states that if the teacher is an1iliar

with the home farm, acquainted with members prior to the

opening of the meet in g, and calls farmers by their first

name, he uill obtain a more satisfactory discussion with

young and adult farmers.

Stu die es n Evaluatind an Adult-Farmer Pr03ram

 

 

This part of the review of previous studies covers
the period after the classes have been completed or those
activities of a fol low- up nature on the farms of adult

farmers.

 

18Glenn Killian Killer, "’ne Oreanizat ion of
Farmers in Evening School Programs.‘ (unpuolished
. ster's thesis, Library, Iowa State Coll 3e, Ames,
Iowa, 1939), p. 50.

hussell Burton Dickerson, "1he DchlO1n3 t of

 

 

Vocational R‘ucation in AgricultUre for 1eung a11d Adult
Farmers in Pennsylvania for ‘fi1e 10-year eeried 1931 to
1914. ,” (unpublished Doctor 01" 111110011113? t1e<31 s, Liorarw ,
T210 9e1111svlvania State College Pennsylvania, 9&1),
cited from Unite d States Of ice of Education, Federal
Security Agency,3u1rarits f Studies in A3riCUltural
Education, Vocatio1al Di 1 '75-1""‘1'1'1""T,11..:o. 23.7, 11.53111—

 

t011D.C.: United States

3
v si

cultural Series No. 57, (hasl 11

cc ;ho), p. 26.

GOVCI‘rUheflt P1111.Lt-L:Lr-. Offi
1.)

The point of fiain em3hasis that nest erevieps
‘- 1 -: e . a -.
studies have elac ed on evaiaative practlces has been
'3 ‘ 1 N'Vor-x A s ‘ -. \ 7-, go
1“ tflO area of a3111ved 31a et1 ic;s. M1133?" cco~3 lizm
w z- 4- ~. '- 11,1 .., - .- ..- u ,2
Lflab teacacrs 3a1e mQPC on~farm Visits thu auult
-r\ “ — “T w " r~ :3 - .m/T . J1 ‘ 'L' .\ 4-
farhers. In his seudj CCuCu\nS lnmlca ea tha one b0
'I'"- :3 r—i ' "'o fin a V, -4.~ - my) '1,':‘\ 31 on ‘. an} 4 la ‘1
parse xislts 3V1 He-~c_ Le-e lav.rco, .3 na3

A ‘ o _ f «A w __ _0 0 J- ‘V __ _
teaCduPS believe“ fa? ers “ant mental; VlS 1ts o; the
teacher. This belief :as essentially eu333rtea by the
-‘ - J...

res1onse farmers gave to this same ques 10h.

" ‘ . 3 ‘ -. "m '1‘ J". (1., 4"

Tae LCCUSS y of "weer"1s1h1 analt staaents
1 ‘31‘ V r ‘L‘ O '3 a . ‘1’
tarovrh a-:“OLOl practices is 0131a31zed Dy Halli n‘

who states that,

If teachers are to be effective in eaclih1
adults tiey must have a fiance to know the favm3r
as he ’s and as he chan1es with education. Ho
tea01 r of tjr3in1 ”011i a.cce3t a stud:¢fi::fiv3 HOLlld
not allev he r to ooserv3 his yping and the
materials 0 33d. Lo ath etic ceach would ex eat
to in3rove the basket- shooting ability of a boy
who insisted on doin1 all of his eracticin1

. ——
privately.
. f . r . 1 0
In summarlzihh Q18
00
1 5.. L.
class grou3s, Scnroeler

 

20”i1

son, 03. cit.

lHerbert

’

study of noi1hborhood adult

evaluates the use of seccial

33. 17-3.

a

 

K. Hamlin, Agricultu°al Education 'n
Community Schools, (Danville, Illinois The Intevstate,

 

 

liholi p- 275.

Schroeder, op.

Cite, pp. 119-20.

19

teachers as a method of sprealing adult classes over a
larger grou3 of people and develoning local leadership
and initiative.

Fleenor23 su11es ts that the teacher should try
to secure student agreez1ent to car°y out certain improved
eractices taught during the course.

0!,
?kstrom and ficClelland“* state that there is a
ical advantage in ca3italizin1 on erve rierces
of the farmers when aqreeing u3en practices to be recom-
mended.
. PS 1
In Hamlin'S' study, 72 per cent of the teacElers

indicated that they scour ed state1ents oeior e the close

the Winter meetinqs as to the new 3ractices to be

0
*4)

performed by students on the farm.
,-‘ I- 1") 6 -| L1 2.. J- ‘
strong“ found that ls -rger classes were attracted
by using out51de soeal ers but that fewer practices were

adopted per member.

 

23Fleenor, g3. cit., 3. 89.

2hT7971"tron and KcClelland, g2. Cito, P~ 101°

 

his
2
Hamlin, "Attendar 3ce at Iowa's Agricultural
Evening Schools, ' A1r1culuaral Education: acw_a zine, 12:
BLL" ‘3, All? SUSHI, 1:39.
26..
Strong, 23, 313..

20
Kerrey27 states that the use of special teachers
for nei1hborirood classes t nds to place much of the

J.

follow-up on the vocational a1ricultural teacner because
the Special teachers are working at their own occu3ation
full time. This situation makes on- farm-instruction

superficial and ineffective.

In a study to determine the influence of adult

1 O C O !
classes u3on the farm eract ices of students, Dir-jgins1J

found that more chan1es in farm 3ractices were adopted
by farmers who had less formal education than by these
who had one or more years of college trainin1. Farm
on W1 rs made more changes in soil and crop production
practices than did tenants. No correlation was found

etween the a1e of the farmers attendir1 and their use

of instruction to improve eractices.

 

27Thomas H. Ke1rey,"Pro iding Special Teacoers
for Adults," i1ricultural Education Na1azine, 22:128,

 

December, l7h9.
28

 

 

 

Ronald Di11ins, "The Influence of Adult Evening
Schools then the Farrl Practices of Those Attendin1,"
(un~uelisoed Easter of Science thesis, Librar ry, Iowa State
Colle 1e, Iona, lQLO), cited from Rese rch 00*1ittee of the
Agricultural Educat ion Section, hierican Jocati :nal Associ~
ation, Summaries Lf Studies In n1§icultural Education,
Vocational Diviui.n BilIBtiflme. 130,8U331event Ho. 1,
(Danville, Illinois ‘lhe Int e-Lsta te Printers and Publishers,

19":3). ‘0- 2.

The summary of data on veterans trainins in
. n 99
”an, by oweany,“ was also reviewed but has not
been incorporated into this ceapter because the nature
of the S‘rvey was not considered to be closely enough

related to the typical adultufarnor class.

(0

Smmvary of th Review of Previous Studio

 

To facilitate the reader's review of this cna;
a few of the more frequently mentioned practices of
organizinfi, conducting, and evaluating an adult-farmer

prograc will be listen here.

A. Organizine

1. Teachers saould attempt to organize year-
round adult-farmer programs.

2. Advisory councils or committees are very
helpful in organizing adult-farner programs.

I.

3. Have tne advisory committee enroll class

J

members before the course Starts.

 

29H. P. Sweany, The Institutional-On—Farm Eraining‘
Program in Michigan with Imolications For—Edult Etucation.
Researchfifiulletin Ho. h. (East Lansing, Micnijan: Depart—
ment of Vocational Education, Michigan State College, and
Lansing, Kichigan: State Board of Control for Vocational

Education, 1953). 29 pp.

 

22
h. Organize classes where the farmers want them

either as neimhborheods or as a community.

B. Conducting

1. Attendance can be maintained by using the

.eenent of their cousse.

"“ U

L5
3

.. .. - .' J— ‘, . ‘ M
farneas in tne planning and ma

2. The conference procedure seems to be very

3. A small registration fee may have a desirable

h. The inStPUCbOP might do well to load all
discussions of the course even with an outside cen-
sultant in attendance.

5. Light lunches following part or all of the

classes has met with :eneral favor of the farmers.

C . Ev aluat inu

I

l. Kore on—farm ins'ruction should be provided
by the teacher.

2. Approved practices should be selected in class

and a definite cfioice should be made by the student of
these practices he wants to attempt.

3. Aphroved practices are an important means

23
through which the teacher can measure the growth of his
students.

In the present study, the attempt was made to
ascertain the status of many of the same practices referred

O ‘ o _ u
to in this rev em.

CHFPTER III
PRCCFI THE 07? THE STUDY

There were two parts to the procedure used in
this study. They were concerned with a) the status and
trends of adult-farmer classes in 'ic1igan, and b)

ces beine used by hicnigan teachers of adult-

'
i...

ract

’d

farmer classes.

Status and Trends of Adult-Fa rmer Clas es

 

Securine the Data. The information was conpiled

 

from annual reverts from individual schools to the Office

of Vocational Erucation, Hichigan Department of Public

Instruction. Some of the data on trends were available
from 1933 to 1952. Hov .cver, the main part of this nortion
J

1 ,., 1 1 _
of tne study was concentrated on trends lrcm 1947-48

t31rou~h 19% ~53.

J-

{—1

o. 260

'hfi
«

These data were taken from State Form

and were arranged alphabetically.

Analysing the Data. Some tren _s that were ana yzod

 

(L

O

*u‘.

ever the full six-year as r were tyees of courses

offers; and the total number of adult-fa :ner courses.

Other factors to show trends were analyzed for the 1951:52

25
year only. This was because it was the teachers who
r-’r\

held adult—farmer classes during the 1951-92 year who

were surveyed.

Practices Used by Hichigan Teachers

 

 

of Adult—Farmer Clas

 

Securing the Data. The procedure used in collect—

 

ing the data for the second pas rt of this Study was to
make a survey of practices used by the teacners 01 adult—

farner classes in Mic

egional study on

1—3
p...‘
p.)
H-
U)
[1)
('1‘
C:
Q;
4
B
U)
go
d
f.)
‘ 3
d.
O
is
93
'7’)

adult-farser classes in several states under the Spon-
sorshie of tae forth Central Regional Committee for
Research. Other states included in this regional study
were Illinois, Indiana, Iowa, Kentucky, Hinnesota,

Missouri, Nebraska, North Dakota, Ohio, South Dakota,

-u

“he survey form was developed by the Regional
Committee from results of a preliminarvz pon~ end tyae
survey sent to a samele of teachers of adults in the
region. After the survey was used in a pilot study, it
was found to require co nsidera ole time to fill out;

there fore, it was revised by the Regional Committee

26

The revision consisted of separating the surve y into two

parts, namely, "Schedule A” and "Schedule D". Cogies of
these two forms will be found in Aooendix A. Each

teacher received only one part of the survey. lflO

different.

0

questions on the two schedules wer

La

The reinLal committee secu ed a 50 per cent
sannle by picking every other school having adult-farmer
classes in 1951-52 from an alohabetical list. From this
group alternate schools received Schedule A and the others
received Sche1ule B. The other 50 per cent of the group

not used for tne regional study were sent Schedule A or

B on the same alphabetical alternating basis as was the

H-

reg onal sauple, thus including virtually all the teachers

‘

of adult-farmer classes in fiichigan.
Forms were sent to 86 vocatiOnal agricultural
teach rs who conducted adult- farmer cla . ses in l 51- )2,

in VlCQl”d.. This number incllde d all teachers of adult-

ons were known in the fall of

1.40

a 'y‘. 4.
f F113“ classes LQJSB locat

O

1952 when the scaedules were sent out. A total of 7
schedules were returnef. Tl1is rears ented an 83.h per
ent return of the forms sent out. The returns con-

. .1 ’ r1 1‘ t. r- _ "v _ ('5 5 .
Sistea of LLO e01edule a and ;6 Scnelule B iorms. A list

27
of the schools in each grou; who re turned t11e forms for
this study will be few; d in Apeencix B. It may be noted
in Appendix B that, in some cases, schools returning the
surveys do not alter1ate with Schedule A andh ' as
described above. This is due to the fact that some
schools did not return the survey forms and are absent
from this list.

A brief co m1i on of the two groups from the
state renerts of adult courses sh 0; wer that the group of

V

teachers receiving be

I

;_J

l A had an average of 22

n.
(11

DJ

students enrolled 1er ceurse, while the teaehe 5 re-
ceivi‘11j Sche:lule B had a11 average of 17 students en-
rolled per course.

There were 22 Schedule A atlrvey and 20 Schedule
B survey- sent into the re:fi onal study center after the

,

data had been tabulated from them for tni~

C)
H
O

igan study.
Si nilar sumxaries and studies of these surveys

have been or will be made by other workers within the

different states of the region. A regional analysis

will also be made to de

ermine the status of practices

t
used by teachers of acult— farmer classe .

analyzin3_the Data. The data free each individ-

 

ual survey were tabulated en master sheets and were then

28
totaled. Copies of these totals will be fovnd in
Appendix A.

Each catefiory was then analyzed seearately to
determine which eractices had never been used by a
majority of the teachers and which eractices had been
used by a majority of the teachers res ndi ng to the
ractices listed in the survey. An emf lw.atien of the
effectiveness of the practices used was also made an
will be found under each category. This evaluatien

ving a numerical value to the

t9
P0

was accomelished by

practices that had been used. The numerical values

‘3

eracticcs used and found 01 "Each value” = 2,
practices used and found of ”Some value” = l, practices
used and found of "No value" = O, and practices used

—- o 1' — .. . - "
and found of "anertain value — 0. By this method 1t

'....‘.

dered more valuable,

O

is hoped tlat t11e practic ces ens

‘

by the teachers answering the survey, will be more

clearly eresented. The tabulation of wra ctices re—

ceiving ”No value” or ”Uncertain" was not presented in
Chapter V under the iruiiv al cateraries because of

too few reseonses. These data can be secured by
referring to Appendix A.

Since a very seall percentage of the teachers

ndica ted the ”Discontinuanc3 of nractices formerly
used”, no data will be presented except for remarks in
sozre of tie cate-j fi>r es.

There were 16 teachers who had ta u jhc their
first adult-farzer course in 1951-52. This ceteli-
cated the evaluation of ”Praetices used fer the first
time”. Therefo e these da
a section of Chaeter V. The eraetices used for he
first time were combinet with tne practices used for
sore time 1n the analysis of each category.

A limited analysis was also made of practices

used by a minor;Lty of t}1e teachers but that received

a relatively high value ratir3.

Li,'t7tie is of the Study

 

 

Some of the limitations to the way t11is study

,
1

was conducte and anal3zed are:

1. There may have been variations 1n netnols

that teachers used to figure the number of students
.fi " “ r, ' ' ’9 ‘-\‘ V Y‘ " "v ,— (fiu'. r1 1" J" ‘
enrolled and, other rate-1s Oil the state r073 rts that

' ' 7 rv r 1*"- "" , . ,fi -- ‘_ J D .1 .-
were analrsel ifin? MIC sta as and trends 01 adult

farmer classes.

2. Sono of 'he mare freeue ntly us) ed nractices

30

V 'l

{a

1“ C.
‘-.Je_J

of Kichigan teachers of CHUlt far1 3r clas

5"
p
<
0
U"

een listed on the questionnaire used in
survey.

3. The questionnaire haa to be s.lit into two
parts, Schedule A and Schedule B, becaLse of its lenrth,

thus making it inpxssible to get a complete list of

. Some terms used in the questi nnaire by the
regional commit 'ee may have bee1 n_sun7e1. teed or
unfamiliar to Fichiean teachers.

5. It should not be .ssunod that a narticular

practice is effective or ineffective just because a

. ° - ‘ 7-. .- . — '4-
na1or1tr of the teac1ers av or na.e never used lb.
This was not a study to date rmi11e what er1etices the

teachers should use but a study of the eraetices that
they are using and howv alua le the teachers thought

the practices were.

c171}. f'iTT‘} ‘ C‘ \1-1 “, 1' rn 1n 1j-~~-1w
OLILLUQ 13.11.) illui. 1) 01‘ J1L'\/‘K.1TJ.L"£‘-.1L1:...JA

f‘!‘;‘ 1",???
Viw‘k-1 *JAQL

IV

HT "
1111.1 1.)-..aD

 

(‘1'_IfV

The purpose of d1is clan nte er is to show the present
status of adult—far1er classes in Hichica n and also the
rcnds 01 those classes over the six years—~lQhY-S3.
History of Adult-Parser Class
A revie: of the his story of adult- rner cl sses in

Hichigan shows the t

operated, which

The number var

included a tetal enroll c c

9“,} C" .
J.‘\J‘1;. 1) '.

in 1933 there were 13

J-

the

..‘ .1- .....
next few

adult

years

frogrxas
(«F

61 6C3 eeople.

but did

not increas-e until 193: ”hen, threufih the infl1ence of
reimbursement under the State Plan for tocational 3d-
ucation, the uuecr of urograns increasei to 32 in T'chigan.
Since that time there has been a general trend upward.

This trend has been i.nte rrunt ed at tihes bv the Food

Production Training

0 0111‘ S 3

r3
‘J’

Food Preservati

on program,

Institutional On—EQ rm- Traininc program, and by the
shortage of qualified Vocational isr1c31tur 1 teachers
during World War II and the Korean Action.

Where Are the Adult—Farmer Programs Located?

 

The adult—farmer progra s in 1951-52 may be located by

b)
[‘0

stuQVing Figure l. The classes are concentrated in

schocls located in the lower ha ali‘ of Sou horn fiichigan.

'\

are Adult-Farmer Classes Incre eas in: in Number

 

n a

and Enrollment? It was found that in l9h7-ho there were

 

62 adult— farmer classes completed, with 1303 students
enrolled. The nu: er of claczses has r;ra uallly incree.s ed
until in lf‘S2- 53 there were 1L7 classes connleted, with

2926 students enrolled. The year by year breahd wn is

shown in Table I.

['1‘ 0 - ‘ TI, ° 7'1 ~. ,- - . - ° N ..
”hat lS tee ‘ and in good Dreserna41on Pro rams?

 

The food oreservation class 3 are considered an integral

n.l\-.

part of many local programs of Vocatianal Educaui on for
farm peeple. In l9L7- L8 thc1e UiBlO 29 co 3 Mi 0y canneries
in omeration which conducted 92 classes. In 191' -53 there
were 15 canneries in operation which conducted 116
classes. The obvious trend in Michigan food oreservation
or 03rams is toward fe {or canneries but more classes

being conducted per ca maery as sWown in Table I.

What Are the Trends in Subjects Beine Offered?

 

 

 

O ‘0.

The number of courses be1n3 offered 1n 11C1i3an during
the last six years has a tendency co increase for all

subject areas, as shown in Table II. Percentages in

33

 

Legend: Each X renresents an Adult-
Farmer Program in that
County in 1951—52.

 

‘1

 

i r
I rod / .
'5 3' 'fi
Onlonaoan [ ‘3: 30'000 r";
I I g . . ' I
t—-—--‘ o I I I I I
sagebIc , I . jMarqueIN '_ _____ ... Luce I
---. --.-._. . . . I
' Iron . I ,
. ..-.-.J l l Amer f' _J X 'I E Chapman
0 ' '
\ l | ....... I ......... 4.- ’
'°\. i iOICkIl'ISOn' _;__._.__ i Schoolprafl . Mackinac 1%. _______ ‘

"~~ i ; §°m° 7 i L' $22)
. 'r'-'-T"’ l
r"; .I / .
g X '2 P ' . ‘fi:

EX ' . I

4; x . Emmet IChaboyoanI.

8' X I ~ i
' I

§ ~ ...' i
E I

Charlavoix

a
L

Q — 1 X X _jOlsaoo' Slantmorancy‘ Alpana
'. 1-
0 ANN"! ‘1' I I
I? I . K-X
.\° | __________ I __________
v. ”I‘SKolkosko |Crawford :Oscoda IAIcono
""l"
e. Gr and I I - i
"I"! Travaru i i E X I
._-)_{_-_! . L j I I
Manislae. |Waxford :MIssaukeeFoscommoniOqemaw |Iosca
iX X XI ! ! : X X
i I I i
..... .r._.J.-_ .J.-._._._T-_._.1_I._.._l._ ...I_.-_._L.— _
Mason IL ke .Osceola .Clare Gladmn .Aranac
' I I I I
! I I X IX X L... X
' . . - ' ' Huron
' I | L.
I I ' . IBoy
...... '._-_-___.I._--.._._- -_-_-_. _.
Occana {Newayqo IMecosIa Isabella MIdIand I
I I
I I

 

{:4
L. _ _-—
>4
>< ..
I
.>< I
._V_ _
-I
C
I
O
2
O
In
0
i‘
S'
O

I
'M I I 'G ILIW s ' ' ! X X i
I I on CO m f0 I0 I OOIDOW . I
410.1% L.-.T-_-i"—- ; I r I 4g _ 3 X X
" 90° ....IKOM 1' X X X X I X k ' J' "I

 

 

I --f- ...r'
___ _J l I- ....... ir'—‘-°— . I _______ _IGonese-o Lapaer L .......
OTIawa- -Ion'Ia .Clinton IShiowagggg I'Sl. Clair
! X X ! I I X X iX X a
x x ! x 1 x I iX x x gm; _____ I! x
_X ! ' ! .L fbakinnd “5030513!
II ..... JH—‘Téo-Fr-Lm T-E-EIOI'I _ Tlngh;M--'rl:i:inga-I—<I.I: ! E
O i .
x x x IX x I X x ;X X , I I
I . ' l
.--—--. ...-.L.-. - Jug--..); -i-_._._.L ....... .L..1.-_....._....—
Van Buren TKalamozaoI Calhoun IJockson IWashtanow IWOVM ~\\\\
I .
. ' ' I
w x x .x X IX x Ix x x; x I
I ; I . .
i— .............. _-_-_.. ' ..... -—..L..J--—I'—-—-L._.
\oo I00“ +3! Joseph-€Branch F—II‘IEdale iLenaweo IManroo -‘
x‘ . . .
l
¢ X! X X X I IX X !X X IX X
l I

 

L _———
v

I
.LXJ-_....L.._.._.._I&_” 3X X ;x__
FIGURE 1

LOCATI E OF ADULT-FARIER CLASSES 1951-52

 

 

3+

 

 

 

 

 

 

‘ll

Hapoa

soapw>nomohm Goom

 

hoahwm uado<

mma» mmm mmfl mmmm wHH mH wmmm wza mmummmfl
:mom mmm med Ngmm moa ma mzmm mma mm-HmmH
Hpmw 0mm :m pmm: wad Hm :HHN mad Hmuommfl
mp0: mod mm Adam do Hm pmmfi mm omumjmfl
mamm mda mm mmmm o» :m mmda m» m:-m:ma
pmam :ma mm wmom mm mm mama mm m:-wzma
psmaaaondm mommwao mEmmepm pnoaaaoacm noumwao unopcoo psoEHHoncm mommaao haow

 

 

H

11"“

mm-mmma oa m:->:md 20mm zmmHmon zH mmww<gu mm2m<m-eqpa< zH azmagqomzm

H mqmda

4L)

.poon95m new» you
so>Hw was pcoo 90m om mgwanppw c4 .omasoo esp mo oHQOp as» ma mpOQOQSO 03p
ompnommn mponowop pstw 0:» omsmomn cocHenmpoo mums monswwm HmcoHpownm m£e*

|l
llhl

 

ACOpr>pmmonm
Doom mcstHoKmv

OOH OOH OOH OmH OOH OHH OOH OO OOi NO OOJ _ NO Ogmsme
mmmndoo nosndm

IpHS©< Hmpoa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OH Om O OH Hm Om OH OH OH O.mH Om OH mHHom
HH OH NH OH OH OH O 0.0 O O.O OH O.O mOoaO
O OH OH OH OH OH OH 0.0 OH O O m OOOHOOO
cam MOOpmo>dq
OH O.:m NH 0.0H O m Om O.:O OH OH OH *0.0 OOHOO
Hm Hm Om mm OH Hm OH 0.00 OH OH Om Oj OOHcOnooz anam
mm m.H: mm m.>m mm mm mm N% mm mm ma HH Hanocom Una pcma
somwcwz Sham
"Hill al'flli L5 1“
.d 0 .d 0 .d 0 .d 0 .d 0 .d O
G O 9 O 9 O 9 O 9 O 9 O
J n J n J n J n J n J w
J J J J J
0 S O S 0 8 0 S O S O S
m m m m m m m m W O O O. 3395
3. n... 1. ...... 1. n4.
w|wmumOOH mwuHOOH H -OOOH OOHOOOH O0-0:OH O0-0:OH

 

 

 

 

mOamOOH OB m:-O:OH zOmm OOOOOHO mmzm¢musHOm< mo mmmmOOme Hm OOOO<O mmOmOOO

HH mAm4B

this table show a more accurate nicture of subjects

1

F‘3
I»).
L5
I4
rt-
(D

.1
CLG

Ho
H
:3
0

being offered, although there is st
decrease or ircrease of subjects being offered in any
one area.

The dct ils of the subiects offered to adu t-

r

‘.

farmer classes mijnt be more graehically illustratea

by Figure 2. This graeh does not include the feed

U)
C)
O
U)
C

preservation cla These trends might be slightly

few of the schools have

0
c1-
E
8
c1-
9

altered by the fa
several adult—farmer classes each 3 ar on the same

subject.

What is the Salary Status of Teachers of Adult

 

 

Classes? This section is divided into two parts--

 

method of payment and amount of payment per class.
There were 22 per cent of the teachers of adult-
farmer classes paid by a separate stipend arrangement
in 1951-52. The other 78 per cent were paid for their
adult-farmer work as an integral part of their regular
salary and listed on a fractional basis.
The aver 3e seearate stieend payment per class

was j107.. The ran e in separate stipend payments was
t

The median in case of nayment as a fraction of the

37

%

 

KY“ nun. uw*
"A CHUnv*.w*

XVAXYuOAvO * anvaXHuO
XXX 00 * xxxxoo

xxxoo
xx 0

 

o o o o #######. .
o o o o #######_
o o o O #######
o o o o #######

 

 

O

000 00 ######
o o o o ######
o o o o #####
o o o #####

X

 

 

 

x
x xxxx
1: xxxx
x
000
o oo
ham‘lcsO
1####
arm Ma agement
W- -5

 

 

 

 

 

 

 

 

 

an

#

00*.“ #

... e .

XXOuw 0M# #h.

XXo*Jm Oman” #

“AVA. V? “U .#F ## Waflfi WW

Wfi.. HVD .

ex

XOx 00 ###W

XX xoo###

XOx oo##8

x ooamWLn.H

000000000000000007

65M5R1098765h521h
11 1 11

m0mh§00 MO “09552

Years

FIGURE 2

COURSES TAUGHT BY TEACHERS OF ADULT—FARNIER CLASSES

38
annual salary in 1951- -S2 was 1/12. The range in the
fraction of the annual salary allowed for adult classe
was 1/3 to 1/29.

There aep ea rs to be a great deal of discrepancy

*

In

in salaries between the separate st 3e nd group and the
fractional group. If an average annual salary of fihBOO.
were taken r1951- 52 Vocational Agricultural Teachers,
1/12 of this would be $358. As mentioned above, the
separate stipend average was only $107. If this $107.
was put on a fractional basis with §h300. as the average
annual salary, the fraction would be l/hO. By using
this system of 001,81 ing the two methods of payment for
adult- farnc r classes, the discrcoancy in salarv is $251.
in favor of being paid through a fraction of the annual

salary.

What is the Average-Sized Adult Class? The
average enrol sent per class in agricultural produc Mi n
subjects in 1951-52 was 21. The range was five to
seventy—five. The average enrollment per farzn ~mechanics

class was 16. The range was eight to fifty—four students,

as can be seen by referr na to Table III.

 

How hany fleeting; Are Held bv the Average Adult

 

Class? The average number of meetings per class studying

 

39

SCOPE Or )VL ~1A1Vfll COASO TAUGHT II HICIIGAN
IE 1951-52

 

 

 

—.—_ .'

Kunbcr Average Range in
Item of number number
courses ler course per course

 

 

 

Enrollaent n r class in

Production Courses e 96 21 5-75
Enrollment oer class in
\v 1 o I"

Farm hecnanics 33 16 e-Sh
Number of meetings held

class in Production
COUPSGS 96 11 8-2].
Number of meetings held
per class in Farm
Hechanics 33 12 10-32
Total clock hours per
class in Production
Courses 96 2h 15-03
Total clock hours per
class in Farm Mechanics 33 he 20-12

 

 

*All Agricultural courses other than Farm Hechanics.

13-0
production subjects wcs 11. The ranee was from eight to
twenty-one classes oer course. The average number of

meetings per farm mechaLics class was 12. The range was

from 10 to 32. These statistics are shown in Table III.

0
9

How Yany Total Clock Hours of Class lime Here

 

Spent Per Course? The average total clock hours per course

 

on production courses was 2h. The range was from 15 to
63. The average total clock hours per course on farm

._ . . 1 -
mechanics subyects was 40. The range was from 20 to 123

1

as snown in Table III.

A summary of this chapter is presented in

Chaoter VI.

A ‘ I ““va

A v "'r" W1 "‘7‘)‘ "YT «m
Adherele C: Staflsi Darn

classes in Kichigan are nresented and analyzed in tais
chapter. The survev form has been divided into its 13
categories. An analysis has seen made of the practices
used by a majority of the teachers and nractices Wilch
a majority of the teachers had never used in each

category.

Each teacher of adult~farmer classes was asked

"1“ -.- w ‘5 “ . "“‘ ~’ r a ‘
lne years 01 e: erience raneed fro. one year for 16

1 ' v 0 4- H . - r'r. _,, - .'
teacaers to 17 years ior one teacher. lne cheerlences

of the teachers in the survey are more clearly presented
These 76 teachers instructed or sueervised a
total of lhh organized adult groups or courses during
1951-52. This amount of lhh groups may renresent other
adult work in addition to farmer classes, such as food

'I

preservation. This was about 1.9 groues oer teacaer.

TABLE IV

- "" .7‘7-"*-‘.'-‘ 171 "7‘7”: 51:va m7 .‘.' '7“ m flat?" r 3.: ?‘ ‘30
.XP 111:]: «hiéb l: 01‘ 'i4441ClLAJllL) ..I ill J‘gD uLJ. J-i_11.. :2 CJJAXOJU 2.1L)

 

 

Years of Iilxnerience * Number of Teachers

 

 

K») [\J
l—’ r—I
l--' \o

raw—n
1—

[—1
O CDNQU‘L
HmmOx

‘d

F:
'T‘
he k» 0 4

17
Not Reported

HHO

 

Q\

Total 7

 

 

Thc radian number of classes per teacher was one. TiGPG

were h3 teacn ers laving one adult group, 32 havinv more
than one group, and one teacher did not report the
number of adult classes under his ins

vision. Table V shows the grouping of nunbers of

teachers according to the groups they supervised or

The findings of the survey of the ‘1r:wc’ices of
76 teachers of aault—farner classes in Lichigan are
presented in such a way that the reader mav select tne

catego ry of the adult oregram in which he iszuost

interested. He may determine the more c01mon1y used
practices of Pichigan teachers of adult classes, as
well as the status of many other racti cos in any

be cif ic category of the survey.

L

O)

The oractic,s are grouped in the following

categories: xdn_a ration and Policy; Public Relations;

Planning a Program; Organizing Class Groups; Planning
the Instruction; Scloduling and Locatine Courses; Con-
ducting Classes; Conducting On— Farm Instruction;

Tinancing; Providing Teachers and Teacher Time; Super-

ocial Activ-

TLBLE V

LU‘J 315?. OF LEM“ Z3 ACUTE CROVPS OR CC‘CX’LS JS IZ‘ISZ‘HTTC‘I‘ED

OR V“-{flauD DURING 1951-52

 

 

Number of groups or Number of teachers
cour es per teacher

 

1J3
l 3

\OOO-QOm-P‘UJMl-J

H
O

11

lea r4 l4 c: +4 C) c: i4 F4 vs

Not reported

_‘3
0\

Total

 

 

A brief suzmlary of the practices the have never
been used, that are being used, or thatl 13d bee: sad but
have been discontinued are presented in useendix C under

the 13 above mentioned categories. Abnenaix A shows a

complete s‘nnary of how the teachers in the survey
responds to each aractice.

The following analysis of the 13 categories will
consis of we tyees, a) eractices that have never been
used and b) practices that have been used for some time
plus practices that have been used for the firs
with he teachers' est nation of the value of eacn

practice.

Adm nistration and Poliey

There were 10 practices listed under this area.
A majority of the teachers had never used the four
practices listed in Table VI.

There were six practices that had been used by a

majority of the teachers, as shown in Table VII.

Public Relations

 

Two practices had never been used by a majerity

I.)
C.

o sib lity

C)

of the teachers a shown in Table VIII. ihe

the school

:3

that local radio stations are not located i
area may have been one reason why some teachers haven't
used the nractice of informing the public regarding the

adult pregram by radio.

TABLE VI

he

PRA TICES 'IIICLI A TIT-.CJ VIII 0? THE TEL"; 51333 I‘LiiD "NEVER
USED” III TIL-3 AT 3-13 131’ CI? JUD‘TIITI'ZT IJLTI 01? AND POI ICY

 

 

Nunber of teachers
Practices that had never
used praCtice

Total
responses

 

 

Set maximum limits on
class size 32

have saveriaeendCIt and/

or princieal welcome

class members at the

first meeting 2h

Have superintendent and/
or principal on the pro~
bran at the last meet-

ing, at recoenition
nijht, or at grac luation
exercises 2?

Have a policy statement

regarding ac dult educa-

tion from the board of

education 21

39

 

 

The remainin3 four practices in thi

had been us ed y anajority of the teachers.

Planniny a Prorram

There NOT e seven eractice under this

to
0

given these jractices can be soon in Table IX.

category.

LL?
TABLE VII

ZIRCRT‘D V L_SS CF IR;CT CBS "U331" BY A TICJCRIEY OF TFF
mr=oqevfi II T?“ T'C‘PY ' “‘“T,T T N AHD POLICY

41.31;»)- ..JJ-‘ up

I:I
:1
C

..-;q ‘Cikigd‘w‘;\.l. .L‘ “Uzi...

 

 

, Number of teachers ratin3_Cou7;)osit e
Practices yuan Value Some Value score

 

 

 

Avoid conflicts when-
ever nossible with
all-school activities

be
U1
U1
.Q
\R

Secure administrative
aepreval for an adult
farmer program 33 6 72

Keep superintendent
and/or principal in-
formed at all times 31 7 09

Coordinate i1 eetin3s

and courses *ith the

educational nr03rans

of other azricul—

tural education

a3encies 22 9 C3

Inform.otb or faculty
merbers of the aiult
arner progra: 13 20 I

Offer courses for any
3roun re questin3 a
course 15 2 32

 

 

A majority of the teachers had never used the practice of

*3

xtendinc an irpertant course over more than one yea fer

J

the same 3roup of farmers. Twenty-six teachers out oi

w. ms] - ., ‘ TM . :-- _._ _,
r'zhw _ICES “RICH. A ICm-T‘IIII LY 075‘ ‘ILJ _‘-‘ 'JLL.C ‘
I! '

l

:J

III-.1) ” Iii"! SI

7' .)

-.J-l
ML 1 n as I firm 317- ‘n "‘3 T '1. a rn cw .
'.L.£.J L)--.L_.J\T\Ii. ()L :0" L’Lé C .LL .JLI‘J. 1(1on

 

 

_ Iluaber of teachers
Practices that had never
Ised practice

...

Total
responses

 

Use local radio station
to inform public re—

3ardin~ program 2h
Use posters or handbills 27

36

 

 

 

TABLE IX

R"013:' V$LW13 IF PRACTICES ”USED" BY A

m 1 1: .1A_ ' “f7 .9117“ r-‘-"1 w '11r «*1 1371177 {‘1
LIIJ—‘J {£441. LCIIJ? LQ J..'.‘O| J-‘l—z CJLLJLGO.35_L k): - L'lJéJIU

. I-v-r:
JOIL ‘7- OF
:7 A1 ‘ITEJI

' HT ill/‘5'

1L “J‘J‘A

 

 

 

Practices Number of teachers rating Conposite
Kuch Value Some value score

 

Use local papers to
carry announcements
of progran 31 7

Use circular letters
or boxholder post-
cards 22 9

Notify public of
administrative
approval 15 5

Use the school paper 11

69

35
31

 

 

‘ 1 0
tie uO responding had never used this

Table K

under this category of the schedule were being used by

shows that six of the

practice

seven pra

a majorityr of the teachers responding.

fl “2 7—? r
1 i.’.).._JL'J k

C

tices

 

 

 

 

 

II-‘?' D UpLPES F PRACLICLS "USSD" BY A AJUHIHV OF
THE TL‘CIIJR II? TZIE £1”ch {1 OF PLE‘IIJIIICG 1x. PRUGILZIE
Practices Number of teachers rating Composite
Kuch Value Some Value score
Determine with the
help of others the
ob ecti es of the
adult fa.wer program. 21 1h 56
Offer "m “t courses,
not a series of un-
rclatel topics 25 6 56
Offer courses for
various groups on
basis of need, e.g.,
pork producers,
grain producers, etc. 19 7 a5
Use an advisory
comxittee 15 5 35
Plan a long—time pro~
gram with a sequence
of courses over a
period of years, e.g.,
three to six years 13 S 31
Use formal surveys 6 1h 26

 

 

Organizing Class Groups

 

There were eleven practices listed under this
category of the survey. By referring to Table XI, it

can b seen that a majority of the teachers had never

G)

used seven of these practices.

Only four of these practices had been used by a
majority of the teachers as reported in Table XII.
Four teachers indicated tha they had held meetings for
wives concurrently with farmer classes and had dis—

continued the practice.

Planning the Instruction

 

This category included thirteen practices on
planning the instruction. All of these practices but
three had been used by a najority of the teachers as shown
in Table XIII. It may be noted that the teachers have
used the practices under this category much more than

Group s‘t .

[/3

under the previous catego y of ”Organizing Clas
The practices presented in Table XIV had been

used by a majority of the teachers in encountering the

problems of planning the instruction. Two practices,

those of integrating course content of higi-school and

adult-farmer classes, and organizing content on a

51

1’7" .: .H. '!i’:1'.‘\.‘ “' Z'fi‘r'T
‘11Le .IrsICru:;tj .niu) h JJ IR
‘ ‘1' '1 r- 00 r1 1 :1
. 'vG-iaT nlxe So \inCN P'

 

Number of teachers Tote l
Practices that had never “esp OLSGS
used practice

H

 

Have already organized
qroup such as a con-
munit 5y club Sponsor a
course or courses ' 3h 38

Have roll call and

check-up on absentees

by a class enmittee or

a class secretary 31 hO

Conduct courses in con-
nection with some busi—
ness establishment, ex-
amples: welding by v. eld-
ing shep, butchering by
food locker service 27 39

Have members organize

tlemselves and elect

officers such as a pres-

ident and secretary 27 ho

Provide membership or
enrollment cards to

those who enroll 26 39
Hold n1eetin for VIlVe s

n
concurrentlyS 23 3e

Recruit members by

announcements at athletic

events, church activities,

service clubs, etc. 21 he

 

 

TABLE XII

.JLPORTJD VLLUES OF FRICTICES ”LBLTW E"! llfldJLu“
TLL’LCHL” 3 III ‘Liifil Chis ‘03! CF u uLIQIZ' 1G CLI'I :3'

 

Number of teachers ratina Composite

C.)

finch Value Some Value score

actices

 

 

Use leading farmers
in recruiting meteors 26 13

{3“

Have high school
stud,nts aid in re-
cruiting members 16 13 50

Use an advisory com-
mittee to recruit
membership in a class 1h 12 he

Invite the whole

community to Specia.l

meetings of the

courses 12 10 3h

 

 

TABLE XIII

PRACTICJS WE IICH A MAJORITY OF T‘TE ”UACIZFQ HAD ”'”V
USED" II? T IE CATEGORY OF PL’IIH‘T II IG THE IEISTRUCTIOI‘T

r

Number of teachers Total
Practices that had never responses
1 used practice

 

 

Use a "suggestion box” 29 hO

Have members elect a class
committee to plan the
content of the course 2

39

CD

Postpone certain content
in high school and young
farmer classes until the
adult farmer level 20 33

 

 

RI PTO (If SD VIILUJES OF Pit?"

JUL-

TABLE XIV

”FT

033 "U33

T "ICII' 333 III T'IE CI1;‘I'ZGORY OF PLJ'I

7)"

TT‘

“—

TIUG m“?

.1 7Q 117'.

113...; I‘u;.L

BY A HAJOPITY or '

CTION

53

I”?
4.3.4

 

 

Practices

Iiumber of teachers rating Conposite

 

Iiuch

Valae

SOJ L10

Value

SCOI‘O

 

 

Interview class mem-
bers on their farms
regarding the con—
tent of the course

Schedule slide films,
movies, etc., in
advance of the course

Survey class members'
interests to deter-
mine the content of
the course

Confer with business
establishments re—
5ardin5 availabilitv
of see ccialists,
teaching aids, etc.

Use consultants in
planning the in-
struction

Use othe a5ri-
cultural education
agencies as consult-
ants in planning the
content of courses
Confer with advisory
cemnittee

Allow class members
to select the content
from a prepared list
of problems

30

30

29

23

21

17

17

11

8

CD

11

11

Q\
U)

65

31

 

 

\fl
9)

seasonal basis, had been 130d by l_ nd 20 teachers,

 

Praetices under tnis section of tee survey, as

« fi 4‘ ~Iv'. 1 w 1 -'
a group, nad not been wllalf uses br

.1 _ w l _. .,
eleven out of tno lg aractiees dad not been used by a

D

majority Ol tne teachers as shown in Table XV.

The oractice of holding meetings in a rural
school, church or other neiihborhood location had been
discontinued by four teacaers.

The three orae‘ices that had been used bv a
maiority of the teaciers Ulll be seen y referring to

Table XV .

 

There were Sl nractices concerned with the con—

ducting of classes. Dv referrine to Table XVII it can

u ._)

I.

be seen that a najori“y of the teachers had not used

' 1

~17 _ 1 3 1 __. _ . .0 1
inree teacners nae uses tne practice Ol elec

f

g

a aiscussion leader and then discontinu:

L!
Q
S.)
(’1
H.
P
a i}
d.
:3
O

“b
’J

nractice. The nractice oi uSiné iorans shawed that 18

1‘: .\ (1.71 r‘ a." v- "7': 3‘ ‘fl.._ f\"') ”1*.
-l—RJLKJJLIKJ/QI -. iIIU .-". j..r'L K‘L'LIl ,-

US ‘7)” II} THE CILTQ'JL’LL

1"” ~17”, .“7 "no:
.1 ,7: J. ...1.. ULI -.--‘L
T"! c
J.‘ L)

TTQD

C1: UDLTLLIE'C}
S

":7 Fran

'.1.I

 

 

Practices

HUmber of tea elm

that had never

used

nraetice

C]

m
.L

otal

n

390

113

GS

 

 

Hold meeti:js in homes of

)

class members

Conduct two or mxre courses
simultaneously (3 ame nights
using SDCCl ial teachers)

Hold class meetings only
during the da7

Conduct a course of over 20
meetings a year

Hold organized course meet-
ings throughout a year

Hold meetings in a rural
school, church or other
neighborhood location

Limit shoe meetings to 120
minutes

Conduct a course of 15 to
20 meetings a year

Hold some class meetings
during the daytime

Limit discussion meetings
to 90 minutes

ever postpone or cancel
e

33

20

37

 

 

 

 

 

 

 

 

 

 

 

 

 

5\
TABLE XVI
A3f(3“'“ VALUES OF PRACTIC IS "USED' BY A YAJOR OF THE
TEAICH'ZRS I? 3 13 C- T7”! BY 03‘ SCI '51)]; TLIII
ALI) IA) '"II.C ’ LfiigLAS
Practices Number of teachers rating Composite
.1 H, T
Luca Value Some Value score
Hold meetings in the
high school only 19 13 51
Conduct a cours e of
ten meetings a ye, ar 15 8 38
Conduct a course of
13 to 15 meetin ngs
a year 15 7 37
TABLE XVII
DIAV”ICJZ IHICH MAJORITY CF TEU ::CL3&° HAD "FEV3R
USE?" IN :AB CAT GOE{( W COED CJIIG LASJuS
T fiber of teachers Total
Practices that had never res enses
used oractice
Have a member or committee
of members act as re—
ceotionists durire the first

two or three cl
Use nresident o
of class to one
revi w revious
and

.br)

ass cetings
r secretary

n meetings,

Acetings

make announcements

Use role playing

37 39

36
36

A0
38

 

 

 

TABLE XVII

(Continued)

 

 

 

 

PRACTIC IS '.‘.’I-IICII A IIIJOEZ TI 03" TI I3 T31 IIILIS IIAZ) "H3133
USED" IN TIE CATTGURI GF CUIDUCTIIG CLASSJS
Rumber of teachers Total
Practices that had never response
used practice

Record discussion an a tape
recorder and play back 34 36
Us tape recordir 5s of
Speeches m dc elsewhere 33 3h
Provide a class ”evaluator"

' n 6'
or "observer“x 32 3O
Elect a discussion leader
from the class 31 39
fiave fa rmers, who are non-
cl ss meqbers, serve as
discussion leaders 31 39
Us e supervised study 29 36
Use an e.amination, not
graded, near beginning
of the course 23 35
Have class members, as many
as possible, on $010 c:>n- }
mittee dur in" a course 2h 40
Use "buzz” sessions 22 37
Provide neabers with written
summaries of meetings 21 36
Conduct "work shop" type
of me eating 2O 39
Use farm records of class
members as a basis for
the content of courses 18 3S

 

 

—.

There were 35 practices that have been used by

a majority of the teachers as reported in Table XVIII.

’WIBLE XVIII

71w“ )T'w - u r 7-1 71*) run-”n 1 H 1- 7.. H “tr / .71.? ~77} {'1TT I
$1.34; ”JD ‘J :2}. '1' JD \.. L‘ .‘. Lin‘J .L .I ' T L) IL): D DJ. 11 I...’ c1011!“ 1' .1. ill:
r71 an AM” I)“ pf ['1"? 1 ,1 Km m '1'.) r \-1 w; 7'; j.’f‘17‘1"‘ {V ' i"

.L 1'42. \J- L.'1.LL) I; J. 3...; K111.o.:-1(:f\ 5.1L li‘ (J U11 ) a ‘u .L. .'.J\ \J‘ uLJILou JO

 

 

Unnber of teachers rating_Composite

 

 

 

Practices Kuch Value Some Value score
Discuss proposed
plans at the first
meeting 38 l 77
Base discussions on
the problems of the
members 3h 3 71
Use demonstrations 32 6 70
Conduct group dis-
cussion type meetings 32 S 69

Provide a seatin,q

arrangement so the

all persons can see

the faces of the

others 29 3 61

Use local data in
class discussions 2? 7 61

Use technical exeerts
as resource persons 26 8 60

Provide table Space
for all mothers of
the group 26 7 59

 

 

 

 

 

 

 

[’9
TABLE XVI II (Continued)

REPCR‘ED VALJES CF P‘ACT C33 "USED” BY A “A ejIlY OF THE
T‘JJ‘TL‘L I23 TIE GATES-C PY OF C 2257:)? STILG CLASS? -.38
Practice" mbcr of teaCMi rs ratins CeAgesite

° Auch Value Some Value score

Use films, film

strips, or some type

of visual aid fre—

quently 23 12 58

Introduce class mem-

bers at the first

class meeting 26 S 57

Use members in de-

termining class

objectives 2h 9 57

Use speakers 2O 16 56

Start and step

meeting on time 25 M Sh

Use local situations

as examples 20 1h Sh

Call class members

by their first names 22 8 52

Keep he opinions of

the teacher out of

the discussion until

the ideas of all the

group have been

expressed 19 13 51

Take time to sum-

marize frequently 2O 10 SO

 

 

TABLE

“APO“ :TED ’rth .13 OF I) -LI‘LCTICES "US—31)”

TALALCIIERS II": THE CAI: JCL‘iY OF

CO”D

XVIII (Continued)

V"

_."~.7' ,1 7' “*1 m
DJ- :1 JJLTULLT A. (I’l‘ .L

TC'EING CLASSE

60

 

 

 

Practices

SomeTValue

SCOI’G

NUmber of teachers rating Composite
Much Value

 

 

Ask provocative or
controversial
questions to draw
problems from the
group

Give away educational
material at meetings
like gestation charts,
bulletins, etc.

Ask direct questions
of individuals

Ask the members to
come to the meetings
with questions in
mind

Use class membzrs to
present demonstra-
tions

Ask the group to
weigh the possi—
bilities of each
idea introduced

Have all-day pupils
give demonstrations

Allow class members
to smoke during
class

17

17

17

18

18

12

13

13

8

17

VI

n

he

Le
k2

In

 

 

61

“'7‘) ."J"‘V ",1 "' ‘n "1 "‘ '1 mm «"01 H T1""1‘."~H '11 r ,F. 1’ ~ "' )"""I" *‘1
31.11." )C'R'. _J‘ \‘.J'LL.\J-JO~) P iJL‘L¢§-\J.L:Ll'_lo LIQLLJJ 3);. ii. 111 LJKJ_L..L._ 7' 0: {LP LIL:
m "r. “I TI. VHF—I ,\:“1 1m r-n-fir "1 n I'. "" r1 ‘7' \ ' :1 I
iL;-CELZ-:IDLO III Juan-'1; C4'1.LLLTL-'11.L 01‘ CL’LD’JCLIIIG CL L ...):JL

 

 

D t' Lumber of teachers rating Composite
irac ices Iuch Value Some Value score

 

 

 

Assist in formu—
lating plans of
action 12 17 hi

Start discussion
with a procedural
question 10 2

...-l
r;

Give some inform—

ation about each

class member intro—

duced l7 6 k0

Have farmers indi-

cate approved

practices they will

adopt ll 13 35

.Ask members of the

class before meeting

if they can present

certain information

to the class ll 12 3h

Use questions,
usually, that call
for Opinions not

facts 9 16 3k
Use pa anel discus—
sions lO 13 33

 

 

{311}ng XVIII (Continued)

 

 

 

 

 

IIEPO’TZD Vb U33 0? {ICIIC 1 ”USED” BY A NAJCRITY 0? TBA
TEJCIZRS III THE GILT JCCEIY OF CONDUCTING CLASSES
_ t’ Nu uber of teachers ratins Composite
Piac ices Tu ch Value Some Value score

Pass out a dis-

cussion outline to

help farmers stay

on the subject ll 10 32

Have group analyze

their discussion to

see if it is accom—

plishing anything 9 8 26

Xaintain suspense

regarding the

solution of the

problem 7 12 26

 

 

Conductinngn-Farm Instruction

 

There were 13 practices in this categor‘. A

majority of the teachers had never used five of these

’

practices as will be seen in Table XIX.

The pr ctiee of providing a definite 83, etc n of
on—farm instruction visits during the summer received no
majority for or against its use. It had never been used

by 16 teachers, one teacher had used it and discontinued

its use, while 17 had used it.

63

PRACTICES JHICH A KAJORITY 0? THE Thneinjo CAD ‘LTVAR
USED” I}? Till] C511 LGC-RY (‘F ’K LTD' 31er
011- F“?! Tl-TS'I‘RUCTIOl-I

 

 

lumber of teachers Total
Practices that had never reSpenses
used practice

 

 

Have class, as a group,
visit members' farming

program 30 35
Take key individuals in

the community along on

farm visits 23 35

Provide a bus for trans-

portation on field trips 22 36
Provide on-farm instruction

to class: mbers only

when requested 19 32
Use class time to study

the purposes of on—farm

instruction 19 Bh

 

 

The remaining seven practices on conducting on-

S
farm instruction that had been used by a majority of the

teachers are listed in Table XX.

Ho

11

Financ g

A majority of the tea 0 rs had never used fiv— out

61+
TABLE It
33? cargo nguss or r333: ces "U333" 33 3 LuJenimv e? 33:

"23.13233“; :1: TZLJ 01‘ 3334; RI or SOIID C ‘IZTG

OII- FL? I II‘IS TRUCTIOI'T

 

--.-_an. -—. a...“ -.—.-

 

Number of teachers rating Comoosite
Kuch Value Some Value score

 

Practices

 

 

Visit farmer en-

rellta es before the

first meeting of

the course 25 7 57

Provide on-farm
instruction while
course is in
progress

[‘3
[O
f‘.‘
I"
p“
'1‘
CO

Take helpful
materials along on
all farm visits 17 11 h;

Use field trips,
tours or field days 22 3 us

Help locate breeding
stock and seed 13 10 36

Promote demen-
stretions on the
farms of class members 13 7

b)
w

Give oriority to
farmers needii g the

most help 12 7 31

 

 

of the six practi es listed in this category. The only

practice hat had been used by a majority of the teachers

6;
was to ask class members for donations for refreshments.
There were 21 teachers who indicated that this practice
had been used, making a composite score of 33. Fourteen
teachers had never use d tais >racti ce. Table XXI shows

the practices on financinc that a majority of the teachers

had never used.

TABLE XXI

PRACTICES AHICH A ZAJORITY OF TIE TEACHERS HAD "NEVER
USED” IN TIE CAT SIT—CI RY CF IKL‘LINlLIJ

 

 

Number of teachers Total
Practices that had never responses
used practice

 

 

Have advisory committee
members pay for the

refreshments 36 36
Obtain donations from

organizations and busi esses

for refreshments 36 36
Charge an enrollment fee 28 3S
Allow farmers to "treat"

each other as a means of

providing refreshments 25 36

Have class members purchase

their own consumable

supplies (e.g. farm plan

book) 21 36

 

 

Providing

Teachers

and Teacher Tine

 

in this category of the survey had

not been widelv used. A majority of the teachers had

never used five of the

practices as is

shown in Table

XXII.
To‘LLZJ JLkII
PRL’LC‘L‘ICES :L Oil .1; 1" .LT Oil L‘Y OF T733 "‘LLI.-.1.C?i‘133iS ILLD "I‘TEV .1-
USED" III TE: O "7“ ’IOING

UTE LLL IE 3

.LL ofLii'. LLLiY OF FTC"
T

1
fi" '1'] I'zn T‘Y‘ [‘1 .9’1
.5"..le ‘.JJ‘I1..'L'IJ AMT;

 

 

 

 

Number of teachers Total
Practices that had never responses
used practice
Have a director of adult ‘
education in the school 32 33
Us e only soecial teachers
who have teaching
experience 31 35
Use only Special teachers
with a college degree in
agriculture 29 35
Holdineetings during the
periods of the yea .hen
all-day classes are not in
session (Thanksgiving,
Christmas, Boring an
9‘ i 5‘ at"
Summer vacations) 2o 33
Use s:>ecial teachers (per—
sons not fully qualified
as Vo-Ag teachers) 20 36

 

 

The practices in providilgt

6?

ache rs and teacher

time that had been used by a majority are reported in

Table XXIII.

TAb LB XXIII

 

 

 

 

 

REPORII vLaU 3 OF PRACTICES "USED” BY A VA OiIIY OF THE
TI‘CLLLLLLL II? THE GILT LLOI’ OFF 1‘20"”)T G
"EA 3333 AHD "LFI‘R T158
Practices Number of teachers rating Composite
I Much Value Some value score
Secure the last
periods of the
school day for the

organization of an
adult program and
the visitation of
class members

members
teaching when-
sible

Use class
for
ever pos

Secure relief of
school respons i—
bilities for periods
during the day

21 5 1+7
15 6 36
1’4. 3 31

 

 

Sueer

A

Several teache

of the survey. This

standing

the questions or a

visine Special_Teachers

L)

rs did not respond to this section

magr have been cause d by misund -

feeling that the questions

did not apply to the teacher.
None of these nractices had been used by a majority

.L‘ _ 1-, , - 1 . ° m ‘
of U118 teac-...ers as is snotrn in iable .{XI‘ .

TABJE XXIV

1) 1 r1 1-1r'1-‘v3 ‘ ""TT 15 I1\ '1 1 (VP-r [:1 m-rvw r131: r1111- )0 157‘ H -»~ri 1 ,

LLLKJ.L-..|\J-u.) o... -..;C.L.. --"L¢T.-. LI.~ .LJ 0.4.1 .L..JJLU;A.A.J.LU ‘JLD liajjzfl
1 9-) h "".'I' "1 “ (1 ’Lri'?‘ .11 11' 1.“ . 171 (3 1m m’fin ’11: 1 1
‘,'-..).43 .LJ.‘ 3...:u VALJ. -4 A ~_-'-.L.[ L“. S - 1.3.. A:LJI-.-»I;‘;~/J ‘ _-.Ji.J'J:1LL J..'.'JJ1{J.L.LL_'I-ZD

 

 

Number of teachers iota l
Practices that had never resgonses
used practice

 

 

Observe on—far21in-
struction of snecia 1
teachers 27 3O

Assist snecial teachers in
planning their instruction 22 30

Hold conferences with
snecial teacler 21 29

Observe their teaching 20 29

(

 

 

Evaluating

 

 

There were 15 practices on the survey concerned

with evaluation. The seven nractices that a majority of

the teachers had never used may be seen by referring to

\f‘

Table 1 .

”‘aLa Vvv

$.14.) ...: 4x4;

IRnC-..C'L3 ZYIICTI A :.-.J.1IT[ 017‘ TIDE *‘ “012.113 ELK?) ”THESE
US 3D" III 3113 C1""'.-'.'.';."RI 01“ ..VgLM- 1K}

 

 

Number of teachers Total
ce s that had never responses
sed practice

f—oo

Pract

 

 

Compare (systematically)
results of Class .Cn are
with non-class Gmoors 30 36

Compare (systematically)
results of class menbers
with standards, averages,

etc. 25 36
Use business men to
evaluate the orogram 25 33
Conduct tour of farms of
class hem ers to observe

, o ‘ I
praCtices 24 30
Use other a3ricul aural
education agencies to
evaluate the ero3ram 23 35
Use advisory committees to
evaluate the program 21 3h
Use on-farm meetinqs
during the summer for
evaluation 21 3S

 

 

The practices 0L evaluation that a maj>rity of the
teachers lad used totaled ei3ht, which are listed in Table
XXVI accordin3 to their aetaos :Lte scare by a majority of

the teachers.

7O

 

 

 

 

 

TABLE XXVI
Elf:TE’GZ"‘JZ‘IST) V 11.747.171.331: CF P3.“.C‘EIC I.) " USES." BY A _J'CffiT'l‘V OF ”11.73
TEACHERS IN TIE CAT.GCRE OF BULL LEIUG
D t' Lumber of tea he s ratin;_Composite
.rac ices Kuch Value Some Value score
Use farm visits by
the instructor 26 6 53

ularity
dance of

Studv r031
of attenc‘
“GINO (Jr’s

Study enrollvent to
determine when the

program serves
'33 time at the

last meetin3 of the
course for evalu-
ation of the course

Feasu ure growth or
decli11o in
attenl:1an 100

Use check list of
approved practices
planned and adoeted

Use production
records of Clas
members

(1
Q

Study (systen~
atically) chanme in
attitudes of class
mesbe rs and the
commuiity

1?

12

12

\II

10

12 36

3O

 

 

71

 

Social Activities and Special Features
A maioritv of the teachers had never used eisht
U d V.)
out of nine of the practices in this category. No other

practices were written in by

the teachers. The number of

 

 

 

 

teachers that had never used these practices are shown in
Table XXVII.
TABLE XXVII
PRLCEICEG JEICfl f VAJCiITY OF 133 TSACHERS HAD ”HQJER
USED” IN THE CATEGGRY OF 3031 L ACTIVITIES
AND SPACIAL FEATURES
Number of teachers Total
Practices that had never reSpenses

used practice

Conduct summer picnic 3h 36

Have an achievement night

Promote class organi—
zations such as cooper-
atives, work ri 3s, etc.

Use re reational movies

Award attendance diplomas

Give special recognition
to outstandine m mb

vs
018

Use class committees to
conduct social activities
and special features

f3":
V91.

Provide recr tional

activities

29 36

2O

19 33

 

*. ...-_— - “-..—...... .—

 

had use was providinr refrnshnents. This practice was
given a value by the teachers usin: it as follows; much

value = 25 and some value = h, for a composite score of Sh.

ces Used for the First Time

"1
<2
x:
“d
*3
ya
0
c1-
[—1.

 

.1.

Considering the fact that there were 16 of the 76

f)

r
14-

teachers in the survey conducting clas.es for “he f rst

tire, there is no clear statement that can be made about
this part of the survey.

1

All practices that nave been used for the first
time by 30 per cent or more of the teachers will be found
in Table XXVIII. This would mean 12 or more teachers

reporting that they used the practice for the first time

on Schedule A and 11 or more on Schedule B.

H0

Practices Used Bv a finer tv of Teachers

4 *

.—

 

Due to the fact that some practices may have been
used by fewer than a majority of the teachers the evaluated
the practices at a high value, it was thought advisable to
set these practices apart in Table XXIX. All of these
practices that received a "much value" rating from 75 per

cent or more of the teac1ers using the practice, and making

a composite score of 15 points or more, were listed.

73
TABLE XXVIII

1’57 V *3 n m «:10 H '37" hr ‘3 mt";
.1" L4“ lLtkCiIlufiJQ [JUJD L‘ \.\’-L .Li‘i

I
...J .
30 PER GEE-IT OR HERE 1'? T333 Til-'10

 

 

Number of teachers rating Composite

 

Practices

 

 

Huch Value Some Value score
Provide a seating
arralgenent so that
all persons can see
the faces of others 10 l 21

Use local data in
class discussions

Take time in the
classes to summarize

q
frequently 7 11 lo

Use farm visits by
the instructor in
evaluating 6 h 16

Study re3ularity of
attendance of mem-
bers for evaluation
of the adult class

15

U1
U1

Use time at the last

meeting of the course

for the evaluation

of the course h 7 15

 

 

m \r-r-‘r
‘ :{J‘Ih-LJX
I -’-f“f" 734’ ’75 “T“ ‘7' ”37' 17’“ ‘r'nrtl ~21 1 "‘1“, '
P.2JlULICL‘a-J 13.3.3.) BJ. A 11. Upli-L U.” 11.1.1311 34-1-;

BU’I‘-13C_'II"IIl-'G A II- C'II VnLUE ..-II.G

 

 

Number of teachers rating_Comdesitc

 

 

 

Practices v . . .
nucn Value Some Value score
Conduct work shop
ype of meetings 1h h 32
Limit discussion
meetinjs to 90
minutes 15 2 32

Extend an important
course such as soils
or dairyin: ever
more than ene vear
with the same r“ .up

of farmers 13 1 27

Use Special teachers

( e'sons not fully

qualified as Vo-Ag

teacaers) l2 2 26
have superint- -ndent

and/or principal on

the rodra 1 at the

lastp oping, at

re00"nitien night or

at graduatien

eierc ises ll 3 2S

seeCIal f atu es ll 3 2?
Provide a bus for
t anspo * "- 01

10

\1)
[‘0
b.)

 

 

 

75

 

 

 

 

 

 

 

 

 

 

Pi:--“:.C‘.£‘.TC'3.:3 [13].") I)? :1 ”IT-TQIEII' CF {4353/1113
BU‘ .~~:_‘3C.’3'£‘J11TT} .31 HIC‘I “-3 LLITJTC}
Nuwber of teachers ratin3 Conoosite
Practices 1 T O 1 q 1 ; a
hush Value soae va_uc score
Use local radio
.1. 4.! - :1 -..,
SUaULOfl to in10rm
public regardin3
pr03ram lO 3 23
v . .1.
Allow farne°s b0
H .. II 1 -‘-. .
treat eaca other
3 a means of ero—
vid n3 refres¢rents 9 2 20
Pa 4r? A (3 'L“. 1.3
loviae PVCPJQULOflaL
.L. s o 4‘! Q
ECblVlblOS o h 20
I J— -l- —.
Conduct a tear of
farms of class flex-
bers to observe
K
practices 7 2 lo

Observe uIe teach—
fhs of social
h

C} C‘
‘UL’

Hold conferenc
with Sjecial

teachers

K
10

 

 

f'l’\’_)" ‘r n ‘ ”TY-3‘? 7.7:“ ...‘.T 7'3 'Ifirg‘V-le‘rT fill \‘
SIP.- “11.11, DOLL.) .LJ~.'..).LO.L‘£L), 211%. 11‘-J(1U-.__ .L‘Dn1 ()1

9

This study was made for the p1”111ary purvos s of
determinin3 the status of sIdult- farmer classes in Kichi3an
and findin3 how those classes wece or3m1n zed, conducted,

and eva uated.
Summary of Findings

The data oresented in Chaoters IV and V concerning

the status of adult—farmer classes in thhlfi m1 and the

r 1

practices being used by IicIiga Ln teachers of adult-farmer
classes may be summarized b“ the following statements.

1. Adult—farmer classes have increased in
fr01 1) classes in 1932—33 to 1h? classes hi 1952- S3.

2. Approximately 75-80 per cent of the couases
that have been offered during the period of 1937—53 have
been production courses. App oximately 20-25 per cent of
the courses have be an on the subject of farm mechanics.

3. Seventy-ei3ht per cent of the tee shore in 1931-52
received remittance for adult-farmer work through a fraction
of their salary w;icl- was about l/l2, or if based on the

3, J
average annual salary of 34300. for 1931-52, would be

77

h. Twenty-two per cent of the teachers received
payment by the separate stipend method which was about
§lO7. per course, or about l/hO of an average annual
salary in 1931—52.

5. The average sized class was about 21 students
if in a production course or about 16 studs t
farm mechanics.

6.

F3

here was an average of ll meetin3s totaling

\

2b

f'

clock hours for each production course and an average
of 12 meetings totaling as clock hours for each farm
mechanics course.

7. The teachers in this study reported an
t -- achirm

.. x

.I

Ho
:3
(D

avera3e of about three years of exocrience

tutional-on-farm courses.

i—‘o

adult-farmer or inst
8. There was an average of two adult groups
taught or sunervised per teacher according to the study.
9. The school administration was usually not
invited to apsear before the adult-farmer classes
accordin3
10. Host teacners coonerated with other teachers
and grouse when planning their adult—farmer classes.

.I.

11. The newsoaner and circular letters nose the

most coumon forms of publicity reported by the teacners

in this study.

78
12. Farmer committees and advisory 3roups were
repsrted to have been used by a majority of the tea hers

in plannins their courses.

(.3

‘

13. The ”unit" ceirse was offered more often than
a series of unrelated topics for the course.

1h. Formal enrollment, CflLCCPS, or business

J-

15. Leadin3 farmers, high-school s udents and
advisory committees assisted most teachers in recruitine

class members.

LT)

16. ssistance in planning and conducting the
courses was received by many teachers from local busi-
nesses and other a3ricultural education a3encies.

17. In most cases the meetings were held at the
high school, in the eveninfis, and Leetings were not
scheduled throu3hout a year.

18. In conducting the classes, most of the

teachers discussed proeosed plans of the course at the

and made use of films or other visual Oids.

9

l9. Shile cenductin3 the classes, the teachers
reported that they usually had some soeahers, started

‘1
cf
U
U)
H-
’3
W
Ho
'3
{0
ct

and stopned on time, called on members bi

.
names, axed contrav‘reial quest ions and oassea out
educational ”abCPlulm.

20. Usually the tea her visited enr lleos
the first W.e tint and gave on-farm instruction while the
course has in ore3ress.

21. in en: ollment fee was usually not Clafif‘
but sometines the farmers made donations for refreshfients.

22. ”valuation of the courses was usually done
durinq farm visits, by production records or by a check
list of aouroved sractices, aecordin: to the study.

23. Only occ sio;1ally was it resorted that teachers
in: dijlomas, usin3

used such sneeial features as awar:

-..

131 OS.

0
.-
I

recreational movies, and o:\"idin' recreational activ

Conclusions

 

This study as s an atteajt to find out just that
the status and trends are in teaching adult—farmer classes

n Nichi3an. The following conclusions may be made fr

F.

the data nresented.

lave been

ya:

'f adult-farmer classes

H
O

3
.J
C)
H
P’.
s .
6‘
o
*3
0

steadily increasing in the years since World Jar II.
2 host classes fleet 10—12 ti1ae4 8 during the winter

months.

80

3. The teachers of adult—farmer classes were
relatively inexperienced in holdin3 adult classes. About
61 per cent of the teachers had hell a<iult classes only
three years or less.

h. Production courses are taught to adult
farmers m re freeuently than farm necha1-ics courses.

5. Host of the teachers receive eayment for
adultafarme work in the form of a fraction of their
an;rua1 salarj.

6. Some adult~farner classes are very lar 3,e cone
pared with the ave age size of 21 students oer production
course and 16 ner farm mechanics course.

7. The school administrators are not encouraged
to partieioate very much in adult—farmer oregrams.

8. Local radio stations are not bein3 used
extensively for publicizin3 the adult-farmer ore3ram.

9. Host teachers consider the advice of farmers
when planning the adult fa armor ere3ram.

10. ”Unit" courses are more freguently taught

than a series of mezela ted tonics for a course.

go

11. The adult—farmer classes are or3anized 01
very inforznxl basis.

2. The tea -cher receives assistance from farmers

8011

p

a].
001 students in rceruitin3 members for adult-
es.
Host adult farro“ classes are Leli in the

An

in1

orznal

discussion

 

fre quer tly the tyne of methoc used in teacainq adult—
farher classes in Tichigan.

15. leachers are able to offei some on-fann
instruction while tm1 course is in urogress.

16. Evaluation of the adult-farmer cours is
done by farm visits, production records or check lists
of Joer oved nractices.

17. Lost teachers of adult— far er classes in
Iichigan do not use such seecial feature practices as
recre1tienal activities, recr Nation 1 movies, or
awarding diplomas.

18. Very few nractices used by teachers of adult—
farmer cl1sses have been iscentinued.

19. New etiCcs are not being adopted by the
adult teachers at a very fast rate.

necomient ions

Some reconmen‘ations that nay be justified by the

data nresented in the study are listed bGlOv.

O
02

1. Regular teachers of vocational agriculture

should try to have adult-farmer work in deluded as a part

of their annual salary because it is year- azou1d re-

9)

2. Further studies should be cor1ducte d to
determine, if tossible, the more effective practices in
the categories of this survey.

3. Conference and in-sorvice Opportunities
should be offered on the organization, conduction, and

valuation of adult-farmer ordhrams to as sis teachers
to learn of new practices they way adopt.

J.

i to

4. Continued opportunities sLould be offered
teache1s to exchcnde ideas on adult farmer wors.
q. The separate stipend method of payment for
teaching adult-farmer classes may be more dafited to
soecial teachers who usually accent no reseenslbillty for
follow-us instruction on the farm on a year-around basis.
6. Some alult-farmer classes are very large and
raight be seoarat ed into two or nore class groups.
7. Some of the less frequently used sractices,
1is study, should be ginen furt11er co1-
sideracion before being discarded.

8. School administrators should be encouraged to

participate more in the adult~farser classes.

83
9. Consideration t

of holdinc

~')

given to the possibility
more adult-farmer classe‘

Q

P-

n locations other
than tne high school.

al features such as recreational

p
:3
:1.
Q
5
*3
Q
0"
a

r

L

nquots might be used by teachers

BIBLIOGRAPHY

BIBLIOGRAPHY
A. BOOKS

Cook, G. C., Handbook on Teaching Vocational Agriculture.
Danville, Illinois: The Interstate, 1947. 812 pp.

 

 

Deyoe, George P., Supervised Farming in Vocational
Acriculture. Danville, Illinois: The InterState,

IiiEE7—Ififirbp-

Ekstrom, George F. and John B. McClelland, Adult Education
in Vocational Agriculture. Danville, Illinois: The
InterState, 1952. R90 pp.

 

 

 

 

Hamlin, Herbert M., Agricultural Education in Community
Schools. Danville, Illinois: The Interstate, legs,
R38 PP.

 

 

B. PERIODICALS

Brown, Donald, "EXperience in Organizing an Adult Dairy
School," Aqricultural Education Nagazine, 20:1h—5,

July, 1947-

Callaway, R. C., "Pointers for Farmers Classes," A.ri-
cultural Education Magazine, 17:11, July, 19bp.

 

Christensen, Howard, "Teaching Adult Groups," Agri:
cultural Education fiagazine, Zuzéo, SeptemBer, 1951.

 

Cullen, Michael T., "Adult Farmer Schools," Agricultural
Education Kagazine, 12:233, June, 1945.

Erwin, H. P., "Hitting the Bullseye with Adult Farmers,"
Agricultural Education Hagazine, 22:105-6, November,

19M9.

Evans, Jim., "How an Adult Farmer Program Works in One
Hissouri School," Agricultural Education Magazine,
20:11l, February, lQhB.

86

Fowle, Watson, "A Three-year Follow-up Program With Adult
Farmers," Agricultural Education Hagazine, 13:113,
December, IQuO.

 

Gregg, Burton W., "Involve Farmers," Agricultural Education
Haaazine, 2h:112, November, 1951.

 

Hamlin, H. M., "Attendance at Iowa's Agricultural Evening
Schools," Agricultural Education Kagazine, 12: h-S,
August, 1939.

 

hods," Agricultural
tember,—l951.

 

Hammonds, Carsie, "Procedures and Vet
Education Hagazine, 2u:57,65, Sep

 

Herrey, Thomas H., "Providing Special Teachers for Adults,"

Agricultural Education Hagazine, 22:128,132, December,
19M9.

Richardson, C. D., "Hethods With Adult Farmers,” Adri—
cultural Education Hagazine, 23:57, September, l950.

 

 

Ruch, Rex, "Effective Teaching of Adult Faruer Classes,”
Agricultural Education Kagagine, 19:235, June, 194 .

 

C . .T'TOIIOS-RAPI-IS

United States Office of Education, Federal Security
Agency, Educational Objectives in Vocational Agri—
culture. Vocational Division HSEbgraph Bulletin
No. BI. Washington, D.C.: United States Government
Printing Office, lQHO. 1A pp.

 

 

D. BULLETIHS

Fleenor, B. H., Adult Education in Agriculture. Topeka,
Kansas: State Board for Vocational Education, and
Hanhatten, Kansas: Division of Extension of Kansas
State College of Agriculture and Applied Science,

1932, 111; pp.

 

 

n i ,
Organizing and Conducting Adult Classes in Afri-

 

87

culture. Bulletin No. 2.’W . Lansing,31ichi.3an:
Depart :ucnt of Puolic Instruction, 19MO. 30 pp.

, Establishing and Conducting a Departr ient of
Vocational—Airicultural Education. Bulletin No. 272.
LanSing,} Iichigan: Departz-ient ofFPublic Instruction,

1941. 55 pp.

, Supervised Far :ninv Prorra in Vocational
Agriculture. Bul.[etin‘ . Lansing, Hichigan:
Department of Public Instruction, 1950. 61 pp.

 

 

 

 

 

 

 

Research Cozvmittee of the Agricultural Education Section,
American Vocational Association, Summaries of Studies
in Anricultural Education. Vocational Education
Bulletinifio. loO, Sv.polement No. l. Dar ville,
Illinois: The Interstate, l9h3. 199 pp.

 

 

 

Swoany, H. P., The Institutional— On- Farm Trainin: Pro~ram
in N1011"Qn ”ith Implications for Adult Education.
no esearcE Bulletin No. A. East Lansing,11041~an-
Department of Vocational Education, Hicllfsn State
College, and Lansing, Hichigan: State Board of
Control For Vocational Education, 1953. 29 pp.

 

 

 

United States Office of Education, Department of the
Interior, S‘Ynaries of Studies in Aaricultural
Education. vocatior —I'Lfiucntion Bulletin No. 130,

 

 

 

Agricultural Series No. 18. washington, D. 0.:
United States Government Printing Office, 1935.
196 pp.

, Federal Securitv Agency, Suinari of Studies

 

in Aaricultural Education. Vocational SDivision

Bil e in no. 2 7, Agricfiltural Series Ho. 57.
Washington, D. 0.: United States Government Printing
Office, 19h8. 120 pp.

 

, Federal Sec arity Agency, Summaries of Studies
in Agricultural Education, VocationalIDiVision
BElletin No. 246, Agricultural Series No. 61.
A'ashington, D. 0.: United States Gover nient Printing
Office, 1951. th

 

 

 

E. UNPUBLISHED EATERIALS

Callihan, William Beaufort, ”A Study of Adult Sducation
in Aqriculture.” Unpublished haster's thesis,
Library, North Carolina State College of Agriculture
and Engineering, University of Perth Carolina,
Raleigh, 1939. 125 pp.

Dickerson, Russell Burton, "The Development of Vocational
Education in Agriculture for Young and Adult Farmers
in Pennsylvania for the 10-year Period 1931-19Al."
Unpublished Doctor's thesis, Library, The Pennsylvania
State College, State College, Pennsylvania, 19A3.

190 pp.

Diggins, Ronald Vance, "The Influence of Adult Evening
Schools Upon the Farm Practices of Those Attending."
Unpublished Haster's thesis, Library, Iowa State
College, Ames, Iowa, 19AO. 62 pp.

Goodman, John N., "Pupil-Holding Power of Agricultural
Evening Schools in the Minotola Area of H—w Jersey,
19lA—I9Al." Unpublished Haster's thesis, Rutgers
‘71 . “V. t" 7‘1 '7 '3 “a!” 7 '.T ,' T9710“? 1'33 H 1A0 ’
k, llVCI'ol J7" 1.81: brwlo‘ilCAC, 1.01; (,0. obj, /“l‘>. \..’L. 13;).

HcClarren, Howard, "Evening Class Instruction in Vo-
cational Agriculture: Its Principles and Procedures.
Unpublished Naster's thesis, Library, Ohio State
University, Columbus, Ohio, 1931. 102 pp.

H

Miller, Glenn William, ”The Organization of Farmers in
Evening School Proqrams." Unpublished Aaster's
thesis, Library, Iowa State College, Ames, Iowa,

Parent, Aeber Joseph, ”Certain Factors Influencing the
Success of Evening School Jerk in Vocational Aori—
ulture.” Unpublished haster's thesis, Library,
Louisiana State University and Agricultural and
Kechanical College, University Station, Baton Rouge,
Louisiana, l9Al. 61 pp.

\)

ase Study of the Develop-
ultura Improvement with
r“an, Conmunityf' Ur—

Schroeder, Walter Phelps, A C
ment of a Program of Aerie
Adults in the Olivet, Pic

published Iaster's thesis,

Kichiqan State College, gas
\. ' fl '

1947. 192 PP-

Scoggin, James Franklin, "An Analysis of Practices of
Teachers of Vocational Agriculture in Agricultural
Evening Schools.” Unpublish d Kastcr's thesis,
Rural Education, Cornell University, Ithaca, New
York, 1937. 103 pp.

Strong, Mayne D., "Types of Courses and Use of Speakers
in Agricultural Evening Schools.” Unpublished
fiaster's thesis, Library, Iowa State College, Ames,
Iowa, 19A6. 56 pp.

Wilson, Richard Keilbron, "The Program for Adult Farmers
in Vocational Agriculture in Ohio." Unpublished
Aaster's thesis, Department of Agricultural Edu-
cation, The Ohio State University, Columbus, Ohio,
1951.

.‘ T) '; “—171:ch r'!
Al 1 ihui .L 1:.

A
Schedule A

91

 

 

“Name School sum

 

“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 have used this practice
N I h but have discon- for the first time this for some time and
0]. 118:8? tinned its use year and found it of found it of
re? 37 used this a v 0 *9
PRACTICES practice 3 3:3 ,3 '73 ‘5’ .5 .3 a 3 .5
0'5 3‘3 ’ p '3 .3 > '3 g
:3 g ’3 E: _s‘ ..c: o > 5'3 .fl 0 > o
h T: m 3 H o E o o a 0
O a: 8 e352 0 =3 o o c: :3 o o x:
In cu. m-c B E m z D S m z D
‘ Administration and Policy
Secure administrative approval for an adult farmer pro- 5 l l 2 8 5
gram
Have a policy statement regarding adult education
from the board of education 2 21 l l 10 5
Have superintendent and/or principal welcome class
members at the first meeting 2h. 2 l 6 S 2
Have sugeriptendent and/ or principal on thehprogram
at t 0 ast meeting, at recognition nig t or at
graduation exercises ’ 2 22 2 ll 3
Keep superintendent and/or principal informed at all
times 5 2 26 5
Coordinate meetings and courses with the educational
programs of other agricultural education agencies 9 1 2 21 7
inform other faculty members of the adult farmer
program 3 2 2 1 ll 18 l 2
Avoid conflicts whenever possible with all-school ac-
tivities 7 1 28 ll.
Offer courses for any group requesting a course, e.g., ‘
adult farmers, landowners, farm women, busmess-
men, persons interested in farming 1 19 2 13 2 l 2
' 1
Set maximum limits on class size 1 32 1 l ’4.
Others:
I Public Relations
Notify public of administrative approval 2 15 l l 12-5- 5 2
Use local papers to carry announcements of program . S l l 26 7
Use local radio station to inform public regarding
gprogram 1 2A 1 l 9 3 1
Use the school paper 16 2 l 10 7 2
Use circular letters or box holder postcards LL 5 3 2 19 7
Use posters or handbills )4. 27 l l 2 )4. 1
Others:

 

 

 

 

 

 

 

 

 

 

 

n (Cenginued)

scheduderd

 

 

Name 1 School sate

 

EN umber of Years Experience Teaching Adult Classes (non-vets)

Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I have used this practice
1'70 I have but have discon- for the first time this for some time and
' reply never tinued its use year and found it of found it of
4‘ used this *9 0 ° ‘9
PRACTICES practice 3 :3 § '73 3 .5 g '5 S .E
.3 o g E: .3: .c: o > o ..g 0 > ea
3%? see 8 é o a 8 g s 2
k: 9.2 m8 3 S U2 2 D E m 2 D
i . Planning a Program
IUse an adv130ry committee or council - 16 3 1 2 11]. '3 1
Use formal surveys 2 111 3 1 2 5 12 1
Determine with the help of others the objectives of
the adult farmer program 1 2 LL 3 17 11 2
.Plan a long-time program with a sequence of courses
j over a period of years, e.g., three to six years 18 1 1 12 5’ 3
Offer courses for various groups on basis of need, e.g.,
pork producers, grain producers, beef proaucers,
corn producers, etc. 13 S 11]. 7
Offer “unit" courses, not a series of unrelated tepics 8 3 2 22 1+ 1
Extend an imporfiant course such as 83:18 or dairying
over more t an one year with e same group
, of farmers 26 l 12 1
Others:
_ Organizing Class Groups
Use an advisory committee to recruit membership in
a class 1 12 1 1 3 13 9
Provide membership or enrollment cards to those who
enroll 26 2 6
Hie high school students aid in recruiting members 1 2 1 3 3 1 13 15 1
1% leading farmers in recruiting members 1 L!- 3 22 10
.iiave already organized group such as a community
: club sponsor a course or courses 2 31;, 1 1 1 1
_iliecruit members by announcements at athletic events,
church activities, service clubs, etc. 21 3 l 3 11 1
i;
231d meetings for wives concurrently . 2 23 2 2 2 1 5 3
\lnvite the whole community to special meetings of
Lgthe courses 1 16 l 11 10 1
Have members organize themselves and elect officers
' such as a president and a secretary 27 1 1 3 1
IHave roll call and check-up on absentees by a class
committee or a class secretary. 31 1 3 S
Conducbt1 cfiurses in connection fiith stems blulsinesshes-l
. ta is ment, examp es: we ing y we ing s op, 2
butchering by food locker service 7 l l 2 1
Others:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Q

I;

*Name

E‘iNumber of Years Experience Teaching Adult Classes (non-vets)

Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year

(Continued)

Schedule A

School

 

State

 

but have discon-

 

I have used this practice
for the first time this

for some time and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I NO 1112:;8 tinued its use year and found it of found it of
PRACTICES reply “36“ this :3 8 8 8 3
‘ practice :3 v; '3 S .5 v3 73' 3 ,g
l 2'5 s: a: ’ " '2 é " " a 2
.2 o g c: '3‘ .s: o > o .c: 0 > o
u i: m o h o S o o E o
p In 9.2 m-c 3 S m 2 D 2 m 2 D
l Planning the Instruction
lConfer with advisory committee 1 1L; l 2 17 5
I'Confer with business establishments regarding avail-
! ability of specialists, teaching aids, etc. 3 3 2O 5
Schedule slide films movies, etc. in advance of the
course ’ ' 2 3 3 27 S
Ea consultants in planning the instruction 8 3 2 18 9
Z'se a “suggestion box” 29 1 1 1 ‘ 2 1
Have members elect a class committee to plan the
' content of the course 1 28 1 S 5
Survey class members’ interests to determine the con-
tent of the course 2 l 6 2 23 S 1
Interview class members on their farms regarding the '
L content of the course 1 l 5 3 2S 5
Allow class members to select the course content from
a prepared list of problems 16 2 1 LL 1 7 8 l
Organize content on a seasonal basis 18 1 l l 10 8 1
[se other agricultural education agencies as con-
sultants in planning the content of courses 1 10 1 3 l - 11-i- 10
integrate course content of high school and adult
gamer classes 19 l l 10 L}. 2
Postpone certain content in high school and young
farmer classes until the adult farmer level 2 20 9 S 1
Others:
ll d Scheduling and lfiocftilfig cleanesh h
n1 meetings in a rural sc 00 c urc or ot er neig -
borhood location ’ 29 l 3 l 6
Enid meetings in homes of class members 38 l 1
laid meetings in the high school only 2 l 3 L]. l 16 9 LL
ioid organized course meetings throughout a year 32 l l 1;, 2
Conduct two or more courses simultaneously (same
meeting nights using special teachers) 2 3S 2 1
old some class meetings during the daytime 2h 1 l l l I; 8
old class meetings only during the day 3 35 l 1
Er postpone or cancel a meeting 3 20 3 2 2 l 8 l
Ion-duct a course of ten. meetings a year 3 10 3 1 3 1L}, 5 l
induct a course of 10 to 15 meetings a year 2 12; l l l 12 6 l
fishduct a course of 15 to 20 meetings a year 3 26 S L}. l 1
met a course of over 20 meetings a year [1. 31!. l 1
Hit discussion meetings to 90 minutes 21 l 1 1’4. 2 l
' zit shop meetings to 120 minutes 7 27 2 l 3

 

 

 

 

tiers I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A (Continued)

ischedhde14

‘Name School

 

State

 

 

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 have used this practice
NO I have but have discon— for the first time this for some time and
1 never tinued its use year 'and found it of found it of
rep y used this, 0 o q: o
PRACTICES practice ,3 a g .3 ., .5 '-" 5 o ,g
. ¢3 g» > P 3 3 E E .2 g
:3 g :3 2 J: o g 3 ,q o g q,
at? §e§ a 8 o 2 a g o a
a. 2.2 are a 2 :3 z :> 2 m z :2
Conducting Classes
Introduce class members at the first class meeting 1 8 L!- 22 5
'Give some information about each class member intro-
duced l 13 2 l 15 S 3
Have a member or committee of members act as re-
ceptionists during the first two or three classl 37 1
meetings
'Use president or secretary of class to open meetings, “
review previous meetings, and make announce- 36 2 2
ments
Discuss proposed plans at the first meeting 1 7 l 31
Use members in determining class objectives ’4— 1 LI- 1 2O 8 2
Use demonstrations 1 6 2 1 26 Ll-
Use class members to present demonstrations 9-2 1 2 2 l 16 6
Have all-day pupils give demonstrations 11(- 1 3 l 15 6
Use speakers 1 2 2 Li. 18 12 1
’Use forums 1 19 l 2 11 6
I
Use role playing 2 36 l 1
Use “buzz sessions” 3 22 l l l Ll. 1
'Use panel discussions 16 1 L1. 9 9
lConduct “work shop” type of meetings 1 20 2 12 Ll" 1
Conduct group discussion type meetings 2 6 2 26 3 1
Elect a discussion leader from the class 1 31 2 l 1 3 1
I
.L'se technical experts as resource persons 1 S 3 2).]. S
I
Have farmers, who are non-class members, serve as ,3
discussion leaders 1 31 l l 3 ‘—
.Base discussions on the problems of the members 3 S 2 29 1
Have class members as many as possible, on some
committee during a course 2J4 l 10
iOthers:
\

 

 

 

l
1
Name

I

Number of Years Experience Teaching Adult Classes (non-vets)

’Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year

A (Continued)

Schedule B

Scheol

State

 

 

 

 

 

but have discon-

I have used this practice

for the first time this

for some time and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

'1 130 Inge? tinued its use year and found it of found it of
e o
‘1 PRACTICES r ply used $1118 a 8 8 8 8
pract1ce a "" g g; o ,5 "‘ '3 0 .5
‘ 0'3 0-9 > > 3 g t» 5 a:
c: g c: g o :3 § 71‘ 1:
-~ 31 a :11 5 ° 8 {5 ° " 8
35 g as s a E o a :1 5 o .~.
In 9.1.. m—c B 3 U1 Z D E to Z . D
Conducting Classes
Use local data in class discussions 1 8 2 1 19 5
{Use farm records of class members as a basis for the
content of courses 1 18 l l 2 S 7
Pass out a discussion outline to help farmers stay on
the subject 13 6 L!- 5 6
Use an examination, not graded, near beginning of
J the course 28 2 l 2 1
Use tape recordings of speeches made elsewhere 2 33 1
I
1Start discussions with a procedural question- 7. 2 ‘L 7 6 ll], 2
Ask the members to come to the meetings with ques-
1 tions in mind Li. 1 7 2 1 10 11
Ask direct questions of individuals L]. S 2 1 12 11 1
Ask provocative or controversial questions to draw
problems from the group 3 6 3 l l 11 11
Ask the gro to weigh the possibilities of each idea
introduced) ,4- 3 7 10 10 2
Keep the o inioéis of tfhe fleaclher out ofhthe dtifecussion
1 unti t e 1 eas o a t e group ave en ex-
pressed 2 l S 5 1h. 8 1
'Maintain suspense regarding the solution of the prob-
{ lem l 11 2 L1. 1 5 8 l 3
lTake time to summarize frequently 3 1 1 7 I1 13 6 1
{Assist in formulating plans of action 1 3 ll. 6 8 ll 3
I, .
SUse questions, usually, that call for opinions not facts )1 1 z 2 8 9 1 LI-
Ask members of the class before meeting if they can
present certain information to the class 12 3 Li' 8 8 1
Have group analyze their discussion to see if it is ac-
complishing anything 1 ll}. ' l 3 3 6 S 3
{Have farmers indicate approved practices they will
Lse local situations as examples 2 8 l 12 13
r1'"o.ide members with written summaries of meetings 21 l l 3 1 3 S 1
Provide a class “evaluator” or “observer” 32 1 2 1
(Use films yfilm strips, or some type of visual aid fre-
iUse supervised study 22 l l 1 ll-
:Record discussions on a tape recorder and play-back 3L!— 1 1
.@1 class members by their first names 1 h. 7 2 15 6 1
Give awa educational materials at meetings iike
l gestation charts, bulletins, etc. 1 2 l 6 3 12 9 2
“Start and stop meetings on time 2 l 1 8 l 17 3 l 2
Allow class members to smoke during class 8 5 2 13 5 1 2
Provide a seating arrangement so that all persons car
. see the faces of the others 2 l 10 l 19 3
‘Provide table space for all members of the group J- 2 10 16 7

 

 

Au

 

 

 

 

 

 

 

 

 

 

 

q

A (Continued)
.’ . 96
3 Schedule B

School Sgt.»

l‘. Name

 

 

‘Number of Years Experience Teaching Adult Classes (non-vets)

 

1 Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘ I have used this practice
‘ 150 I have but have. discon- for the first time this for some time and
’ ‘ never tinued its use year and found it of found it of
rem-V used thi o o o
.‘ PRACTICES ‘ . 3 ,u :1 =3 8 :1
Practice a " '3 "s w .s g '3 o .5
o 0.... > > 3 5 > 5
.5 g: o n '3 g
“.2 o g s: .s: Q) > 5 .n c) > 0
n: w °° if v s v o s v
o a ‘3 8'6 o -"-‘I o c :3 :3 ° 0 c:
In a8 90% 3 2 m z D S m z D
Conducting On-Farm Instruction
Use field trips, tours, or field days 11 7 15 3
iProvide a bus for transportation on field trips 22 l 3 1 7 2
1
;Give priority to the farmers needing the most help 1 11}. L}. l l 8 6 1
..Visit farmer enrollees before the first meeting of the
f course 9 1 16 6
f\ up
[Help locate breeding stock and seed 2 6 3 1 7 7 l
iUse class time to study the purposes of on-farm in-
f struction 2 19 2 2 1 LL 6
Promote demonstrations on the farms of class mem-
i bers l 15 S 1 8 6
Provide a definite system of on-farm instruction visits
during the summer 2 16 l l 2 S 7 2
Provide on-farm instruction to class members only
when requested Li- 19 l 3 l 3 1 1 3
'Provide omfarm instruction while course is in progress:L 8 l 124- 3 2
'Take helpful materials along on all farm visits 1 S 6 3 ll 8 2
Have class, as a group, visit each member’s farming
1 program 1 3O 2 2 l
ake key individuals in the community along on farm
visits 1 23 2 l 5 ii.
fOthers:
t
1“
Financing
ICharge an enrollment fee 1 28 l S 1
(Have class members purchase their own consumable
; supplies (e. g. farm plan book) 21 3 1 LI. 6 1
(Ask class members for donations for refreshments 11"" 1 8 10 1
'Obtain donations from organizations and businesses
3 for refreshments 36
Have advisory committee members pay for the re- 36
1 freshments
Allow farmers to “treat” each other as a means of
1 providing refreshments . 25 S l 14' 1
Others:
(
'_

 

i A (Continued)

Schedule B

l

Name

|

|
v
,

I Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year

1
1

School

 

Number of Years Experience Teaching Adult Classes (non-vets)

State

97

 

 

 

I have used this practice

 

but have discon-

for the first time this

for some time and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

’ N01 Inga? tinued its use year and found it of found it of
~ PRACTICES rep y “33201333,” 3 .s 33’ 3-." .9 s .43 g o a
I 03 0.3 :2 3 .3 3 g 3 g g
“.2 5 3 t: A: ..c: o > 8 ,g o :> o
“l: 3 3 t- 0 E 0 o a o
O a q, 0),? O 5 O O 3 9 a O =
In 9.7-. m1: 3 E m 2 D 2 U2 Z D
Y Providing Teachers and Teacher Time
Use special teac ers (Persons not fully qualified as 20 1 2 10 2 l
' Vo-Ag teachers)
iUse only special teachers who have teaching experi-
l ence 1 31 1 2 1
Use only special teachers with a college degree in
\ agriculture 29 l 1 2 2
Use class members for teaching whenever possible 2 13 6 3 9 3
Secure the last periodsi (if the school «(liayh for the or-
ganization 0 an a u t program an e visitation
F of class members 8 2 S l 16 1+
isecure relief of school responsibilities for periods
during the day 2 15 l S 2 9 l 1
Hold meetings during the periods of the year when
all-day classes are not in session (Thanksgiving,l 28 2 l 2 1 1
Christmas, Spring and Summer vacations)
Have a director of adult education in the school 2 32 1 1
‘Others:
l
l
Supervising Special Teachers
Observe their teaching 7 20 5
Hold conferences with special teachers 7 21 6
I
Assist special teachers plan their instruction 6 22 1 6
Observe on-farm instruction of special teachers 6 27 1 l 1
70thers:
I
Evaluatin
Use advisory committees to evzfiuate the program 2 21 3 S 5
Use business men to evaluate the program 3 25 l 2 3
Use other agricultural education agencies to evaluate
a the program 1 23 1 l 6 )4.
\Use gawk list of approved pract1ces planned and adop-l 10 6 2 l 8 7 l
Uie production records of class members. 2 10 LL ’4' 8 8

 

 

 

 

 

 

 

 

 

 

 

 

A

--

(Continued)

 

 

 

 

 

93
Schedule B
‘Name School State
~7Number of Years Experience Teaching Adult Classes (non-vets)
i Number of Organized Adult Groups or Adult Courses Instructed or Supervised during the Past Year £7;

 

but have discon-

I have used this practice

for the first time this

for some time and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

) NO 1113:: tinued its use jear and found it of found it of
‘ PRACTICES I’eply used this a g Q) 0) 0
practice a "‘ v; '3 c) r: 3 a e :2
o 0a > > 2 "" g p :1 °~
:3 t: m o ‘5 i? '3 i?
.2 o g s: A: .1: o > o A: 0 > o
) 2‘5 3 0—: s 8' 5 e a s g o 2
. e. at 3's 3 s m z D 2 m z :2
Evaluating (Continued)
’Use farm visits by the instructor 3 6 LI. 1 2O 2
7 Use time at the last meeting of the course for the
evaluation of the course 1 3 1 i}. 7 10 8 2
' Use on-farm meetings during the summer for evalu
. ation 1- 21 1i 3 5 l
\Uonduct tour of farms of class members to observe
! practices 2hr 1 l 2 2 l
{I Measure growth or decline in attendance 1 6 S 5 ll 5 3
Study enrollment to determine whom the program
% serves it h S 1 11 10 1
‘Study regularity of attendance of members 1 1 5 S 1 12 9 1 1
‘Compare (systematically) results of class members
*1 with non-class members 30 l 1 )4.
Compare (systematically) results of class members
with standards, averages, etc. 25 l 2 6
Study (systematically) change in attitude of class
members and the community 17 ’4- l 8 S 1
'Others:
‘ S l A t' "t d S 1 F tu
' ocia c in we an pecia ea res
Provide recreational activities 3 19 1 l i]. it. 3
Provide refreshments 14- 2 9 l 16 3
Have an achievement night 29 3 3 1
1
l.’ ward attendance diplomas 2L3- 1 3 l 3 it
Give special recognition to outstanding members 22 1 LL 6 3
iConduct a summer picnic 314‘ 1 1
)Use recreational movies 25 1 2 LI. 3 1
.Promote class organizations, such as cooperatives
work rings, etc. '1 27 1 3
:Use class committees to conduct social activities and
special features 20 l 2 l 9 2 1
‘Others:
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99

 

 

School

Survey

Schedule

 

 

Addison
Alpena
Athens
Barryton
Bay City
Benzonia
Boyne City
Breckenridge
Brown City
Buchanan
Buckley
Byron

Capac
Carleton
Carson City
Cassooolis
Cedar Springs

Charlotte

 

 

100

B (Continued)

 

 

School Survey Schedule

 

 

Chesaning B

U1

Coleman

3:.

Colon
Croswell
Durand

East Jordan
Farwell
Galesburg
Grant

Hal e
Hanover
Hillman
Homer
Hudsonville
Ida

Imlay City

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Lowell

he
9*"

Mattawan

 

 

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SCHOOLS 1231115231113 317121131

 

 

 

 

School Survey Schedule
Mayville B
Nesick A
Kiddleton B
Midland A
Montague B
Mt. Pleasant A
Napoleon B
North Adams A
Olivet B
Onsted A
Oscoda B
Owosso A
Petersburg B
Petoskey A
Pigeon B
Pinconning A
Pittsford B

Plainwell A

 

 

102
B (Continued)

 

 

 

 

SCHOOLS RETTRK_IG SCRVEYS
School Survey Schedule
Powers B
Rockford A
Romeo B
Saginaw A
Saline B
Sandu sky B
Saranac A
Schoolcraft B
Sebewaing A
Shelby B
Springport A
Stephenson A
Stockbridge B
Swartz Creek B
Three Oaks A
Twining A
Ubly B

Vicksburg B

 

 

(Continued)

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103

 

 

 

 

School Survey Schedule
Wayland A

Uilliamston
Joedland

Yale

 

 

 

 

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