I'llllllllllfll

.0

III II

 

 

 

 

 

 

 

 

 

 

III III III I I I

903 067 3147 b

 

 

 

This is to certify that the

dissertation entitled

A DESCRIPTIVE STUDY OF EDUCATORS AS
ADULT LEARNERS IN
STAFF DEVELOPMENT ACTIVITIES

presented by
JUNE M. SCHAEFER

has been accepted towards fulfillrnent
of the requirements for

Ph 0 D . degree in Educat ion

Major professor

Date August 5, 1986

MS U i: an Affirmative Action/Equal Opportunity Institution 0-12771

 

 

MSU

 

 

 

RETURNING MATERIALS:
Piace in book drop to

 

 

LJBRAfiJES remove this checkout from
Jun-.3--_ your record. FINES wiII
be charged if book is
M_~“m“_,,,_. returned after the date
" stamped beiow.
u“~t~**“’: {Q r‘
in.” ‘ 53E:

."_

OCT 2 3 1995

FEB 0 2 1993

 

 

 

 

 

A DESCRIPTIVE STUDY OF EDUCATORS AS
ADULT LEARNERS IN
STAFF DEVELOPMENT ACTIVITIES

BY

JUNE M. SCHAEFER

DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1986

Copyright by
JUNE M. SCHAEFER
1986

ABSTRACT
A DESCRIPTIVE STUDY OF EDUCATORS AS

ADULT LEARNERS IN
STAFF DEVELOPMENT ACTIVITIES

By

June M. Schaefer

The school district environment can serve as a
resourceful setting for staff development activities if

there is a focus on learning within the context of the

work-site. The routine activities that occur on a regular
basis such as staff reassignments, new program
implementation, curriculum review, and general

problem—solving in the district can all serve as rich adult
learning experiences for educators. How the
planning/development and implementation phases of a new
program provided a variety of learning experiences for the
educators involved is illustrated through this study.

In this study, the researcher served as a participant
observer in a school district for fifteen months to gather
qualitative data on the activities which the educators
participated in and on the perceptions which they developed
about themselves as adult learners within these and other
activities. The data consisted of extensive field notes,
formal and informal interviews with the educators involved

in this project and related written documents.

The major contribution of this study is that it
provides educators with "another look" at what they are
already doing, a look through which an additional dimension
for staff development planning can be seen: revisiting the
existing district activities in view of expressed staff
needs, adult development principles, extension/refinement of
thinking skills, group dynamics and potential leadership
development. Such a focus on the "development" of the
educator through meaningful adult learning experiences

nurtures and cultivates the attitude of lifelong learning.

To Fred

ACKNOWLEDGMENTS

The process involved in completing this study has

served as a major learning experience for me. The
completion also signifies an opportunity for reflection on
the dimensions which "emerge" for future learning
experiences. The key person who unlocked these
opportunities for me is Dr. Charles A. Blackman, my

committee and dissertation chairman. When he ventured to
the Upper Peninsula of Michigan to promote Michigan State
University's doctoral program, he became the "link" to the
fulfillment of a lifelong goal. Throughout this time he has
generously adapted his schedule to accommodate my travel
arrangements for "collaborative discussions" on my program.
These discussions have assisted to focus my thinking, refine
my objectives and to "revisit" my experiences enabling me to
discover expanded insights. For these discussions, I will
always be grateful.

The other members of my committee have each served as a
catalyst for learning in a distinctive area. Dr. Samuel A.

Moore has challenged me to explore philosophical
perspectives in education which have significantly expanded
my frame of reference in leadership responsibilities. Dr.

Richard Gardner stimulated my interest in adult/leadership
development which led to my research on the adult learner.
Dr. George Ferns assisted me in reconceptualizing the
variety of options available for all adult learners.
Together these four people have guided my interests and
encouraged me to productively reconstruct experiences in
furthering my professional development.

My good friends, Lyle and Sydelle Ehrenberg, have been
my best teachers of the teaching/learning process. Their
ability to transfer research into meaningful implementation
strategies clarified the mission of education for me. For
their guidance and interest in my life, I will be eternally
grateful.

Collegiality was a term that I discussed "loosely"
three years ago-—I have now internalized the essence of this
concept through the support and sharing of my "U.P." friends
and colleagues--Jeff Miller, Margaret Ritenburgh and Bill
Korpela.

vi

I have been most appreciative of the flexibility
extended by Cynda and Doug as they met my typing schedules
and for Noreen who supported me through her professional
assistance at the office.

My deepest appreciation is extended to my "key
informants" at my Young Fives site. Dr. "Sarah Sullivan"
opened the doors for my research and "Jackie Collins" shared
her professional life with me for fifteen months. All of
the Young Fives staff extended themselves and their
classrooms to make my research site a "second home". To all
of these people at the "Red Rock" Area School District, I
owe a debt of gratitude.

Throughout my years as a consultant and an
administrator, I have received encouragement and
professional guidance from Lou Myefski. As a colleague and
a Superintendent he has assisted in shaping my career; I
thank him for his interest.

My parents, Wesley and Lempi Myllyla, provided the
early initiative for lifelong learning through guidance in
my childhood experiences. As opportunities presented
themselves, they nurtured my interest in learning through
their encouragement, challenge and direction. It was very

meaningful to share this particular accomplishment with
them.

The person who has been most patient, understanding and
supportive throughout these long hours of research, study
and writing has been my husband, Fred. His love and
encouragement have been continuously energizing--now we can
take our vacations!

vii

CHAPTER

I.

II.

III.

IV.

TABLE OF CONTENTS

THE STUDY
Purpose of the Study . . . . . . . . . . .
Research Questions . . . . . . . . . . . . .
Site 0 O O O O O O O O O O O O O 0
Background of the Study . . . . . . . . . .
Methodology . . . . . . . . . . . . .
Future Implications of the Study . . . . . .
Organization of the Study . . . . . .

REVIEW OF THE LITERATURE

Introduction . . . . . . . . . . . . . . .
Staff Development for Educators . . . . . .
Perspective of the Adult as a Learner . . .
Self—Directed Learning . . . . . . . . . .

Social Transmission/Interaction/Collegiality

RESEARCH PROCEDURES

The Researcher . . . . . . . . . .
Entry/Schedule of the Study . . . . . . . .
Methodology . . . . . . . . . . . . . . . .
Analysis . . . . . . . . . . . . . . . . . .

PRESENTATION OF THE FINDINGS

Introduction . . . . . . . . . . . . . . . .
Planning and Development Phase--Young Fives
Implementation Phase--Young Fives . . . . .
Adults as Learners . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . .

viii

12
16
17
21

23
25
38
58
63

7O
75
81
89

93
102
141'
198
207

V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . 213
Conclusions . . . . . . . . . . . . . . . . 232
Implications for Educational Practice . . . 235
Recommendations for Further Research . . . . 246

REFERENCES . . . . . . . . . . . . . . . . . . . . . . 251

APPENDICES

Appendix A . . . . . . . . . . . . . . . . . 259

Appendix B . . . . . . . . . . . . . . . . . 260

Appendix C . . . . . . . . . . . . . . . . . 262
D

Appendix . . . . . . . . . . . . . . . 264

ix

CHAPTER I

 

THE STUDY

 

Purpose of the Study:

Staff development issues have predominated the
professional literature in the past decade; frequently the
labels have changed, but the concepts have remained similar.
Terms such as inservice education, professional development,
staff development, and personnel development have been
common references for those in the educational sector.
Training has become a popular term in the industrial sector.
All of these terms refer to the idea that adults in
employment situations require continued educational
experiences to maintain and/or improve their performance and
self-esteem. The education process is naturally correlated
with learning, thus these references identify a large
population of "adult learners."

Only recently has the field begun to associate the
concept of adult learning with staff development/training
issues. Due to this rather recent collaboration of
concepts, the knowledge base in this area is limited

(Warnat, 1980).

Furthermore, the relationship between adult learning
(:oncepts and educators as a specific adult learner
population is even less formulated in the research. As Cook
(1982) points out, "We have learned the importance of
treating children and Young people as individual learners.
It is high time that we treat teachers with the same kind of
care and respect as people who learn at different rates and
in different ways, whose 'maturity' depends on a wide range
of interrelated variables, and who bring to the learning
task a tremendous variation in prior knowledge, interest and
investment." (p. 11) Most staff development literature
focuses on methodology, strategy or knowledge-based issues
for educators. There is a very limited sequence of specific
research on educators as adult learners.

It appears that the profession needs to address this

need as a significant response to "futures" planning in
education. Educators are presently "borrowing" from the
research of various social scientists to compile a

theoretical notion of adult learning in relationship to
staff development issues. As pointed out by Warnat (1980),
"Adult learning needs to be concretely incorporated into
inservice education activities, since it penetrates the core
of learner motivation and adaptation to the learning process
based on developmental changes which occur throughout the
life span." (p. 11) Educators have a responsibility to
assess themselves as a profession in regard to learning

needs and a need to correlate these data with known

principles

of adult learning. This

"responsibility" which educators need

to

emphasized by Erickson (1985) when he compares

practices

He goes on

assume ownership for assessing

profession

regarding research. He indicates:

. . . it is routine for
practitioners (in the fields of
medicine, law, social work) to

characterize their own practice,
both for purposes of basic clinical
research and for the evolution of
their services. . . . By contrast,
the teacher's own account of his or
her practice has no official place
in the discourse of schooling,
particularly in teacher evaluation,
staff development, and/or debates
about the master teacher role and
merit pay that have been stimulated
by recent reports and proposals for
educational reform. (p. 176)

professional
address is

professional

to emphasize how critical it is that educators

al responsibilities when he adds:

If classroom teaching in elementary
and secondary schools is to come of
age as a profession—-if the role of
teacher is not to continue to be
institutionally infantilized—-then
teachers need to take the adult
responsibility of investigating
their own practice systematically
and critically, by methods that are
appropriate to their
practice. . . . Interpretive

research on teaching, conducted by
teachers with outside—classroom
colleagues to provide both support
and challenge, could contribute in

no small way to the American
schoolteacher's transition to
adulthood as a professional.

(p. 177)

themselves as a part of their

Educators also have a need to assist peers in education
to study adult learning principles, promote lifelong
learning concepts, and encourage growth and development in
order to improve performance and self-esteem. As
illustrated by Fenstermacher (1984), "The critical task of
education is to enable people to weave tapestries, not to be
idle observers of them. Our job is to help people conceive
of the future and direct their talents and energies toward
that future-~to enable them to know where they want to end
up." (p. 326) Should it not be most important for
educators to concentrate on their own "weaving" to assist
others in creating their own "tapestries" of professional
growth?

This emphasis on self—study by educators has formulated
some research questions which have recently emerged as being
functionally salient--What is it that we need to know about
ourselves as educators? How do we process our work? What
thoughts do we have about our work/our profession? What
thinking occurs in our daily patterns of work? As pointed
out by Brophy (1980), a focus on such questions in the
educational research arena has been largely neglected:

Research on teaching, at least in
the United States, largely ignored
the mental life of the teacher
until the last five
years. . . . Much of the

explanation for this neglect of the
mental life of the teacher lies in

the pervasive influence of
behaviorism on American social
science research. . . . Most

contemporary American social

scientists, including educational
researchers, remain more interested
in studying teachers’ behavior than
in studying what is on their minds.

(pp- 1-2)
Some researchers are beginning to address this issue in
a concentrated plan. The Institute for Research on Teaching
at Michigan State University is an example of such emphasis.

Lezotte (1980) relates a goal focused on by IRT researchers

which confirms these concepts for study:

IRT's orientation is based on the
assumption that much more needs to
be known about the mental life of
teachers than is currently known.
While we at the Institute recognize
that teacher behavior is an
important factor in teaching and
learning outcomes, we also feel
that how teachers behave and what
they do is directed in no small
measure by what they think,
believe, feel and perceive. The
relationship between teacher
thought and action is the critical
issue and central focus of all our
inquiries. (p. 2)

Educators have a need to integrate the concepts which
have been discussed thus far--staff development, educators
as adult learners, and the personal reflections of educators
as they participate in their profession. If education is to
"mature" as a profession, educators must openly continue to
study how the integration of such concepts can expand the
knowledge base regarding functional staff development

issues, clarify and extend their attitudes regarding

educators as professional learners and hopefully improve

their skills as leaders in the vast field of human services.

Specifically there are elements which emerge within
this discussion that this researcher feels a need to explore
further. Examples of the elements relating to this study

include:

- purpose of the staff development activity;
- expectations of the staff development activity;

- motivators (intrinsic and extrinsic) of the staff
development activity;

- personal/social/interactional experience/cognitive
processing in the staff development activity;

- opportunities for self-directed/on—going learning
experiences within the staff development activity and

- transfer of learning (performance effects) to the
worksite following the staff development activity.

All of these elements need to be studied intensively in
order to draw conclusions as to how the staff development
activities are significantly affecting the learner. Such
issues will be approached in this study through direct
contact with educators who represent "adult learners" and
are actively engaged in staff development activities within
their work-site. This qualitative research method will
focus on the information shared by the adult learners as
they perceive their staff development experiences, observe
their own behaviors and plan for carry-over from the
experiences. As noted by Bogdan and Biklen (1982), the

qualitative researcher:

. . . is bent on understanding, in
considerable detail, how people
such as teachers, principals, and
students think and how they develop
the perspectives they hold. This
goal often leads the researchers to
spend considerable time with
subjects in their own environs,
asking open-ended questions. . . .
Qualitative researchers go to the
particular setting under study
because they are concerned with
context. (p. 2)

Additional insights will be sought in the field itself
as ethnographic research is noted for emerging issues
throughout the research process. Further field study will
illuminate and enrich the dimensions of the problem for this
researcher. As Schatzman and Strauss (1973) point out,
". . . field method process of discovery may lead the
researcher to his problem after it has led him through much
of the substance in his field. Problem statements are not
prerequisite to field research; they may emerge at any point

in the research process, even toward the very end. (p. 3)

Research Questions:

In this ethnographic study, the overarching questions

include:

- How does the educator perceive him/herself as an
adult learner in the context of staff development
experiences?

- What is significant to note about the adult learner's
(educator's) perceptions in a staff development
process?

— How does this information relate to the effects of
such experiences on one's performance in the worksite
(classroom, etc.)?

- How does this information relate to the observations
one makes of oneself in this learning process?

More specifically, the researcher will seek data
regarding the elements noted earlier:

— How does the learner/educator approach the staff
development experience?

— How does the purpose of the activity affect the
learner/educator's perception?

- What expectations does the learner/educator have from
the staff development experience?

- What differences are noted if expectations are also
defined by others (e.g., administrators)?

- What motivates the learner/educator to participate in

this staff development activity? How does the
perceived motivation affect one's level of
participation? How does the motivation affect the

degree to which transfer of learning occurs at the
worksite?

- What is the frame of reference one brings to the
staff development experience? How does this affect
the thinking that occurs during the experience? How
does this affect the outcome from the experience for
the adult learner/educator?

- What social and interactional experiences occur
during the staff development sessions? How do these
affect the quality of learning? How are they
perceived by the learner/educator? What role do they
play in follow—up activities? What "collegial
relationships" result from such experiences? Are
these different for adults than children? If so, how
are they different?

~ What cognitive processing occurs during and after the
staff development experiences? How is this defined
by the learner/educator? To what degree is this
processed with others? What elements are transferred
to the activities at the worksite? What are the

effects on oneself?

— In what format does the learning experience seem most
comfortable for the learner/educator? What factors
affect this? To what degree are self—directed
learning activities observed? How do they transfer
to the worksite?

- What differences seem to be observed in the
performance of the learner/educator at the worksite?
To what degree has the staff development experience
influenced this? How does this become internalized
in the learner/educator's frame of reference?

Such questions will frame the general context of the
study. As is true in ethnographic research, questions give
rise to more questions; this type of inquiry will give rise
to other issues which evolve during the study. As Bogdan
and Biklen (1982) point out, "Qualitative researchers in
education can continually be found asking questions of the
people they are learning from to discover what they are
experiencing, how they interpret their experiences and how
they themselves structure the social world in which they
live." (p. 30) The relationships noted here for study
will undoubtedly surface other meaningful dimensions which

need to be addressed in the adult learning/staff development

context.

The focus of this study takes place in the Red Rock

“The names of all persons and places have been changed to
PFOtect the privacy of the individuals involved.

10

Area Public Schools, a rural school district in the Midwest.
Due to the nature of the study, no one school building was
involved. Staff members participating in the staff
development activities represented various elementary school
buildings and supportive service areas.

The student population in the Red Rock Area Public
Schools is 4,714, K-12. This represents 2,307 students in
elementary buildings and 2,386 at the secondary level. In
addition, 131 students are enrolled in adult/community
education high school completion programs. Approximately
1,000 persons attend adult/community education classes
weekly (enrichment and high school completion). There are
also two elementary level parochial schools within the
district; they serve a total of 267 students. The district
represents a population base of 23,288 persons living within
the boundaries of the Red Rock District; the county
population is 74,101. The district employs 413 staff with
an additional number of part—time employees in a variety of
situations.

The 1985-86 school year ushered in the first strike
experienced by the Red Rock Area Public Schools. All three
unions representing teachers, bus drivers/custodians and
clerical support personnel joined together to walk the
picket lines for eleven days. The strike delayed this

researcher's access into the district by two weeks in

September, 1985.

11

Due to the near—by University campus, there are many
opportunities for staff development through formal
coursework, seminars, lectures, etc. throughout the year.
The Red Rock Area Public Schools have some formalized
agreements for shared—time programs at the secondary level
with the University. The University has had a history of
being a "teachers college", but this has changed as the
employment field for educators was affected. The emphasis
at the University has transferred to a variety of other
technical and professional fields which have emerged as
occupational opportunities.

The Red Rock Area School District represents a

community largely made up of workers in human service

establishments. The largest employers include the
University, a regional hospital and related medical
services, a state prison, state/regional/local offices,

public schools and a host of support services. The tourist
industry is a major economic contributor as is, as well, a
major Air Force Base, located 20 miles away. Due to the
decline of the near-by mining industries, this area has been
affected by a serious unemployment problem in the past five
Yeflrs. Other sources of revenue are continuously pursued
for‘ expanding economic development.

The Red Rock Area Public School District is the largest
of tilirteen local school districts within the Intermediate
SCh001 District serving this two-county area. The total

Studtant population of the thirteen districts is 14,955. Due

12

to the location of this district within the Intermediate
School District and the other economic factors of the area
which are noted in this section, many staff development
opportunities have historically emerged through the Red Rock

Area Public Schools.

Background of the Study:

 

The Red Rock Area School District recognized a need to
study the "at risk" kindergarten student population. This
need was supported not only through local district data, but
also through statewide data developed by the Superintendent
of Public Instruction (1984). A statewide survey was mailed
to 558 local districts with 518 responses revealing the
following information:

- 187 school districts offer pre-kindergarten programs
for children not 5 by December 1. Thirty-two
districts planned to implement programs in 1984—85.

— 161 school districts offer readiness kindergarten
programs for children 5 by December 1, but
developmentally younger. Sixty-seven districts

planned to implement programs in 1984-85.

— 102 school districts offer first grade readiness

programs for children who have completed
kindergarten, but are "not ready" for first grade.
Thirty-seven districts plan to implement programs in
1984-85.

— the Gesell School Readiness Screening test is used by
a majority of the districts to determine placement in
readiness kindergarten and kindergarten programs.

13

In response to this need, the District approved a
position of Teacher Coordinator for the 1984—85 school year.
This position was funded through Chapter I and 11* funds.
The planning objectives for the Teacher Coordinator included
research and planning/develOpment activities focusing on a
Young Fives/Kindergarten Program. This program development
was based on the Gesell Institute model and identified by
the Red Rock School Board for implementation in the 1985-86
school year.

Initiation of this new program concept provided a
fertile site for this researcher to study adult learning in
action at the work-site as a part of a district—approved
staff development program. Entry was made in the fall,
1984, to determine the dynamics of the program and to seek
approval for ethnographic research. It was determined
through a meeting with the Red Rock Director of Curriculum
and the newly appointed Teacher Coordinator that this
researcher could gain open access to the staff development
activities of the project.

As a prelude to the study, during the 1984—85 school
year, the researcher participated in meetings in the
district to conceptualize the District's approach to the
Young Fives Program, determine the feasibility of the study,

and identify the staff development activities available for

*Chapter programs are referred to frequently in the text;
these titles refer to the funding sources of the program(s).

14

study. This included attendance at meetings and training
sessions from September, 1984 through June, 1985.
It became apparent quickly that the nature of the study

would focus on the "learning"

occurring with the new Teacher
Coordinator as she participated in her new role as well as
with the teaching and support staff involved in the project.
They all represented adult learners in action!

The 1984-85 school year was fruitful for study as it
was filled with planning activities by the staff in
preparation for implementation of the program the following
year. A Planning Committee of six persons representing
administration, staff and parents met regularly to guide the
program deveIOpment activities; the coordination of this
Committee was led by the Teacher Coordinator.

The Young Fives Planning Committee began their work on
September 20, 1984, and focused on the following tasks at
their monthly meetings held throughout the 1984—85 school

year:

— examination of the Gesell Kindergarten Screening Test
and program models;

- planned and developed a screening system in
accordance with the Gesell model;

- developed a program model for Young Fives
implementation in the Red Rock Area Schools;

— assisted with technical/logistical details such as
procedures, applications, inservice information;

- reviewed the proposal and formulated recommendations
which were forwarded to the Curriculum committee and
the School Board;

15

— reviewed the District's Early Entrance Policy and

made recommendations for change, and

- reviewed current research related to kindergarten

entrance age, Young Fives implementation and related
early childhood issues.

The Young Fives concept was introduced to the
elementary principals at a meeting on September 13, 1984.
The kindergarten teachers also met on September 13, 1984, to
begin their review of the Gesell materials. In addition,
meetings and training sessions were held throughout the
school year with kindergarten teachers, Chapter 1 (Reading)
teachers and various support staff (school psychologists,
school social workers, etc.).

The proposal for the Young Fives Program was adopted by
the Board of Education on December 10, 1984. A three—day
workshop was held to train district staff in the Gesell
screening process on January 30, 31 and February 1, 1985.
Parent meetings held in various schools culminated the
initial planning processes for the district during the
spring of 1985.

During the fall, 1985, the research continued with
interviews of the staff who participated in the variety of

training and implementation activities relating to the

initiation of the Young Fives program. During the
fall/early winter of 1985, the researcher became a
"Participant observer" in the actual implementation of the

YOLUng Fives program and the staff development sessions which

COI‘related with this implementation.

16

Methodology:

The research design employed in this study through
qualitative research methods was flexible. In contrast to
quantitative researchers, the qualitative researcher avoids
going into a study with hypotheses to test or specific
questions to answer. As Bogdan and Biklen emphasize, "the
study itself structures the research, not preconceived ideas
or any precise research design." (p. 55)

The researcher proceeded on theoretical assumptions
regarding adult learning experiences through educational
staff development activities. The researcher felt the
importance to investigate what specific perceptions certain
educators had regarding staff development activities that
were integrated into the work-site. The researcher was also
interested in how educators perceived their role
responsibilities as contributing to professional growth and
what conditions for learning seemed to be most productive
within the context of the work-site.

Given these assumptions, the researcher entered the
Site to learn about the setting, the educators in the
SGtting and other factors contributing to their learning
experiences. This report provides a narrative that

deScribes the data gathered in this particular setting.

Throughout this study, the researcher recognized the

limitations which needed to be stated. This project was not

17

initiated to provide generalizability regarding the broad
concepts of staff development and adult learning, but rather
to focus on educators as adult learners in a variety of
staff development activities. The researcher suggests that
the data gathered in this study with a select group of
educators in a specific program can be helpful to the
educators in this school district or to other educators who

are involved in the process of staff development. The

concentration was on the general Young Fives
planning/development/implementation process which was

employed in the study as perceived through the functions and
reflections of the participants. This study contributes one
"piece" of work towards the broader field of grounded theory
relating to educators as adult learners in staff development

activities.

Future Implications of the Study:

The focus of this study was to gather data forming a
descriptive study of educators as adult learners in staff
development situations within their work—site. It is
intended that this study will generate qualitative research
which will assist in addressing the staff development needs
0f the field through principles of adult learning.
QUestions need to be answered in regard to--how educators

grow, learn and transfer that learning to other situations,

18

and what conditions need to be present for educators to
utilize their learning effectively. Given the limitations
of this study having been conducted in one site, it is the
intent that these data will assist in establishing another
link in the chain of research which can provide a basis for
further theory development. As Warnat (1980) has emphasized
so strongly—-these theories have not yet been formulated
substantially in the literature.

It is also recognized that the existence of the study
will result in increased learning opportunities for the
participants. Through the questions explored in the process
of the study, participants will have the opportunity for
self-reflection, self—analysis of cognitive processing and
learning styles and focused recall of discussions with
peers. All of these experiences should assist the
participants in developing processes for future
self—directed learning activities. These activities should
also assist the participants in formulating concepts
relating to "what they are about" as educators/adult
learners.

In addition to the analysis of the learning experiences
0f the Young Fives participants, the researcher suggests
some further areas for study which would contribute to the
growing body of knowledge known as grounded theory in
educational research (Yinger, 1978). Grounded theory, a
method for discovering theory from data, can also be

COnSidered "developmental" if one views theory as process

19

(Glaser and Strauss, 1967). This study focuses on specific
elements of adult learning experiences in education through
on-site staff development opportunities; such analysis can
be further integrated in a broader perspective through
research on related topics. As Yinger (1978) indicates,
"More general theories of teaching and learning will emerge
(if they are possible) only through the summarization and
integration of many smaller grounded theories." (PP. 13-14)

Conclusions drawn from the incidents/activities in this
study can also lead to the generation of prescriptive theory
(Yinger, 1978) in the areas of correlating adult learning
principles with staff development models. As Yinger (1978)
points out, "Research in education should be concerned about
'what should be' in teaching and learning as well as with
'what is'. . . . Research needs to establish a dialectic
between theory and practice since neither source alone is

sufficient as a basis for prescriptive models of action."

(p. 23) This study should yield substantive statements
regarding specific experiences for educators as adult
learners in staff development experiences. These

conclusions can then be extended to generalizations which
more universally address the "what should be" perspective
Which Yinger emphasizes.

Another implication of this study should result in a
broader consciousness of self-directed learning experiences
whiCh can lead to a clarified and expanded concept regarding

the attitudes of lifelong learners. The current emphasis on

20

career development for teachers has often resulted in
"career ladder" models which have directed teachers out of
the classroom in order to achieve higher salaries. This
study will focus on the internal attributes which are
cultivated as educators reflect on self—directed learning
experiences at the work-site and continue to participate in
their current roles. As Mitchell (1979) indicates,

The teacher must be a learner as

well as a leader, a consumer of

education as well as a coordinator.

The practice of lifelong learning

is essential for the educational

leader as well as for the clients

served by the schools. The need

for continuous growth as a lifelong

learner applies to the development

of the educator as well as to

others. The educator must not only

be a creator and operator of a

system coordinating all useful

learning resources, but must also

be a living participant in the

process. (p. 169)
This perspective of self—directed/lifelong learning will
undoubtedly raise questions regarding staff development
models, but the researcher does not propose to identify any
singular staff development sequence. In contrast, she
DrOposes to highlight the need for options in staff
development activities in order to meet the variety of needs
0f educators as adult learners. If one subscribes to
OVerly's (1979) notion regarding lifelong learning, "that
Participants should be involved actively in the process of

realizing their own potential, of becoming self-directed and

responsible for their own learning" (p. 182), then one needs

21

to analyze comprehensively the conditions under which this
can occur. The researcher intends to identify attributes
which must be considered when developing meaningful staff
development options that will lead towards self-directed,

lifelong learning educators in the profession.

Organization of the Study:

As introduced in this chapter, issues are emphasized in
this study that relate to educators as adult learners in
staff development activities. In the following chapter
(Chapter II), a frame of reference is developed for the
reader in the following areas:

- staff development for educators

- perspective of the adult as a
learner

- self—directed learning

- social transmission/interaction/
collegiality

Chapter III includes a description of the research
procedures utilized in this study which employ qualitative
research methods. In this section one will find detail
regarding the role of the researcher, the schedule of the
study and the specific procedures for methodology and
analysis.

The findings of the study will be detailed in Chapter

IV- The findings have been organized into three sections:

22

— planning and development phase
- implementation phase
- adults as learners
Chapter V contains a summary of the study, conclusions
from the research findings, implications for educational
practice and recommendations for further research and

reflections drawn by the researcher.

CHAPTER II

 

REVIEW OF LITERATURE

Introduction:

With the context of this study focusing on the
professional educator as an adult learner within the
work—site, the review of literature has been approached

through the following concepts:

staff development for educators

perspective of the adult as a learner

self—directed learning

social transmission/interaction/collegiality

All of these concepts revolve around a central theme
relating to the "growth of the individual." In this study
specific emphasis is placed on the growth of the
professional educator as an adult learner within the
work-site; thus the literature review has been developed to
assist the reader in formulating this frame of reference.

Dewey (1938) shared some perceptions regarding the
edtuzator's role in the growth process which are still very

aPPFOpriate today as one analyzes this issue from the

Perslmective of the educator as an adult learner. They serve

23

24

well to open this chapter which focuses on the educator as a

"developing individual." Dewey states:
. . .if he is an educator, (he
must) be able to judge what
attitudes are actually conducive to
continued growth and what are
detrimental. He must in addition,
have that sympathetic understanding
of individuals as individuals which
gives him an idea of what is
actually going on in the minds of
those who are learning. (p. 39)

He raises a question regarding learning experiences
that ought to be continuously on educators' minds as they
consider staff development responsibilities: "Does this
form of growth create conditions for further growth, or does
it set up conditions that shut off the person who has grown
in this particular direction from the occasions, stimuli and
opportunities for continuing growth in new directions?"
(p. 36) Dewey sums up the mission in education succinctly
as he states, "In a certain sense every experience should do

something to prepare a person for later experiences of a

deeper and more expansive quality. That is the very meaning

of growth, continuity, reconstruction of experience."
(p. 47)
These prophetic thoughts from Dewey serve as an

introduction to this chapter and provide the reader with a
frame of reference for review of the material which
illJJstrates a summary of the researcher's study within each

of tile four areas listed above.

25

Staff Development for Educators:

 

A theme that is very prevalent in the current
literature regarding staff development for educators focuses

on the need for educators to work with each other in this

 

process. For years, educators have been familiar with staff
"inservice days" or "conference days" when all staff from a
district or even combined districts gathered in
assembly-type fashion to hear an "outside expert" who was
noteworthy because he/she represented the "outside". The
current literature reveals a different type of staff
development emphasis for today's educators, particularly
teachers. Some of these attributes of effective staff
development programs are identified in a synthesis of ideas

prepared by the ERIC Clearinghouse (1980):

- concrete and aimed at specific

skills

— emphasize demonstrations and
opportunities for staff to
practice the new skills and

receive feedback

- individualized to address the
requirements of each participant;
relate to on—the-job needs

— on—going, stretching throughout
the school year

- held at school, rather than
elsewhere

26

- include opportunities to observe
other teachers who have mastered
and are practicing the skills
being taught.

These points provide a base of commonalities identified
in several staff development reviews-—as a contrast to
earlier emphasis on large group one—time sessions. They
are, however, limiting in that they do not focus on the
"developing individual" through learning experiences. This
changing emphasis, albeit limiting, is encouraging in regard
to the needs of educators as adult learners. It has also
been noted that educators need to look beyond their own
profession to study a successful emphasis on individualized
growth experiences. Pelaia (1986) recently pointed this

out:

We need to take our cue from the

private sector and make an
investment of time, energy and
funding in the fundamental
well-being of those individuals
whose role is so vital to our
society. . .Viewing teachers as

people and organizing our staff
development programs to acknowledge
this reality are important steps
toward upgrading the quality of the
work. Helping teachers should not
preclude helping people. (p. 37)

This perspective was supported in a recent study by
MCLaughlin, Pfeifer, Swanson-Owens and Yee (1986) at which

time they studied the professional life of 85 teachers.

rThey concluded:

27

Teachers' needs for professional
development vary according to their
skills, their teaching assignments
and their experience. Guiding
individual teachers to appropriate
workshops, grant-funded projects,

professional conferences and
graduate programs is an activity
that school districts rarely

approach in any systematic way.

Management development programs in

the private sector, by contrast,

treat such activity as an integral

part of the personnel function.

(pp. 425—26)
Peters and Waterman (1982) explicitly supported this notion
as they reviewed the elements of success in 62 different
companies. They concluded that a key factor that emerged
throughout their study was the emphasis on people,

". . .people are our most important asset. The excellent

(1)- 16)

companies live their commitment to people."

The sensitivity towards individualized, on-going,
localized learning experiences with a focus on educators
"helping one another" appears to this researcher to be a
true sign of "healthy growth" in this profession. As
Madeline Hunter stated (1985), ". . .educational theorists
and practitioners badly need each other. . .it is high time
to tap each other's strengths rather than zap each other's
perceived flaws."

Staff development is still ranked as the top training
need by principals (1985), but there is a great need to
individualize the approaches in order to increase the
effects. This requires direct involvement by the teachers

in the planning of staff development efforts. As stated by

28

Sugarman (1985), "Teachers, like any students, need to be
involved in their own learning if they are to develop as
professionals. Teachers are their own best resources for
staff development and growth." Warnat (1980) has
comprehensively surveyed the staff development efforts in
regard to the adult learner. She emphasizes that
". . .diversity is indeed a major characteristic of
adulthood-—as we mature, we become more and more unique as
"unduplicatible" individuals. Yet training practices
continue to lump participants into homogeneous groups with
homogeneous expectations and anticipated outcomes." (p. 13)

It becomes very clear that educators themselves desire
a change in the type of staff development programs provided
in the schools. The elements most commonly addressed as
needs relate to principles of adult learning, but as Wood
and Thompson (1980) point out, ". . .the major flaw in staff
development appears to be that we have ignored what is known
about the adult learner and adult learning, just as we have
accused teachers of ignoring the individual child and how he
or she learns." (p. 375)

Cook (1982) has focused on "teachers as learners" as he
emphasizes, "adult development not only suggests, but
demands an expanded concept of teacher education." (p. 6)
He further identifies that teachers as learners must be
actively engaged in their own learning; teachers should
Participate in planning; teacher education should meet

Perceived needs and programs should allow participants to

translate

29

theory into practice. Cook lists some elements

which identify successful inservice programs;

These attributes are selected from an

- sessions based on teachers'
expressed needs

- programs which included teacher
input early in the program

— plans which provided teacher
training prior to the onset of a
new program

— programs which employed
activities for teachers that
paralleled those to be used with
children, thus creating a model
for subsequent classroom
application

they include:

analysis

of

needs/theories which Cook has synthesized from his research.

He concentrates on the differences which each teacher brings

to the

example:

Conventional staff development
programs have tended to treat adult
learners as identical, mature

thinkers who are able to process
information in any way that the
teacher educator elects to present
it. A variety of studies, however,
have indicated that effective adult
learning is dependent not only upon
the person's intelligence, but also
upon the ability to establish

conceptual systems and upon
personal learning style. Moreover,
there are complex relationships

between these more stable factors
and other more fluid or situational
factors, such as prior experience,
level of prior achievement or match
of learning style between teacher
and teacher educator. (p. 8)

particular staff development experience.

For

30

. . .We have learned the importance
of treating children and young
people as individual learners. It
is high time that we treat teachers
with the same kind of care and
respect as people who learn at
different rates and in different
ways; whose "maturity" depends on a

wide range of interrelated
variables, and who bring to the
learning task a tremendous
variation in prior knowledge,

interest and investment. (p. 11)

Christensen, Burke, Fessler and Hagstrom (1983)
identify teacher career growth as a corollary of adult
growth. They review adult learning principles in view of
this concept and suggest that educational programs have not
been designed for adults, but rather for youth only. They
point out Knowles' concepts that "adult learners tend to
concentrate on problems, preferring to redefine problems as
they learn, and approach learning through an "experiential
imperative". . .adult learners tend to budget their learning
time on projects that meet personal needs." (p. 8) They
identify a "psycho—social portrait of the adult" as one who
emulates a "continuously evolving individual possessed of
powerful needs for autonomy, competence, stability, and

self—knowledge; guided by a uniquely adult approach to

learning and blessed with great resourcefulness." (p. 8)
Through a synthesis of their research on adult
development and teacher growth, they have identified

Career-stage theory. This specifies needs and behaviors of

teachers participating in staff development in the early,

31

middle and later years of teaching experience. Important
differences are cited at each stage.

McLaughlin and Berman (1977) emphasize a similar point
when they state that learners, namely principals and
teachers, have different needs at different times as staff
development is perceived to be an adaptive learning process.
Learners must know what it is they need to know; they must
be willing and able to participate in staff development
activities. They conclude that effective staff development
depends much more on the district's point of view about
principals and teachers as learners than on the specifics of
the staff development program.

Recently the Advisory Panel of the National Center for
the Improvement of Learning (1984—85) identified seventeen
exemplary staff development programs in our nation's
schools. Within these programs, adult learning principles
are evident throughout the staff development activities.
Examples of the concepts represented include:

- personal professional growth

plans as designed by
teachers/approved by principals

— experienced teachers working with
novice teachers

- opportunities for teachers to
select, adapt and try—out new
professional behaviors in real
and simulated work settings

- school-based inservice training

32
— peer coaching/peer observation/
teacher exchanges
— mentor meetings

— nonthreatening atmosphere

- individual study options at
different times throughout the
year

— staff member evaluates his/her
own improvement each year

As one would note, these concepts are basic to
effective adult learning activities. The districts cited
for these programs integrated concepts such as these
throughout the staff development activities; these are the
types of experiences which "made a difference" in the
outcomes of the participants.

Such concepts of integration are substantiated and
compiled in a review by Burrello and Orbaugh (1982) as they
report on extensive studies conducted throughout the United
States and U. S. Territories regarding effective in-service
education. Six major attributes of effective in-service
programs which promoted the concept of "learning to teach
and teaching to learn" (p. 386) were described as follows:

- designed so that programs are
integrated into and supported by
the organization within which

they function

- designed to result in
collaborative programs

- grounded in the needs of the
participants

33

- responsive to changing needs
- accessible
— evaluated over time and be
compatible with the underlying
philosophy and approach of the
district
Recently staff development literature is focusing on
new labels such as "career ladder plans" or "career
development plans." There are significant differences in
the philosophies inherent in each concept according to
several commentaries, but the movement is rapidly
progressing. As Cornett (1985) points out, in "the 1985
legislative sessions, seven states passed legislation to
develop statewide career ladder programs or pilot projects."
(p. 6) In addition, many other states are implementing
various performance-based incentive programs. Recent
feedback on such plans (Shanker, 1985; Fallon, 1985; Rodman,
1985; and Bacharach, 1986) identify some plans to emphasize
varying job roles for educators as an inherent focus (job
ladders) while others concentrate on the development of
educators in their present job roles (career development).
Some plans emphasize both concepts concurrently as Hanes,
Mitchell (1985) purport the Charlotte—Mecklenburg plan to
do. It is apparent through the recent emphasis on
"excellence" in our schools that pay incentives are often
correlated with performance and this in turn is causing an

increased interest in staff development programs.

34

Not all staff development programs currently being
highlighted are linked to pay incentives. Examples of such
programs which place emphasis on lifelong learning,
improvement of instructional capabilities, improved
communication among educators, better research on teaching
and the mental life of teachers are found as follows:
Madison Workshop Series (Henderson, 1986); staff development
consortium (Marchand, 1986); learning community model (Dodd,
Rosenbaum, 1986); staff development centers (Lezotte, 1980);
professional dialogue (Eaton, 1985); cooperative learning
(Johnson, Johnson, Johnson, Holubec, Roy, 1984) and teacher
planning/thinking/decision—making (Brophy, 1980).

This discussion has surveyed a variety of staff
development ideas that are currently being implemented. It
is equally as important to investigate whether adult
learning principles are considered in the preparation of the
educator. There are some preservice programs which have
integrated components of adult learning principles into the
continuum. One such program which advocates such concepts
is the Integrated Day Programs at the University of
Massachusetts (Roose, Mitchell, Rudman, 1985). This program
has a comprehensive selection process for preservice
elementary education majors and actively involves students
(graduate and undergraduate) in their educational process.
The attributes of the program which identify adult learning

principles are as follows:

35
- students' active involvement in
their own learning
- students' building on their
strengths rather than focusing on

their weaknesses

- students' benefiting from
feedback and support from others

— students' participation in shared
decision—making

— students' individual needs being
met

— students' movement toward
self-initiated and self-directed
learning
Effective staff development programs are also
correlated with effective leadership. The literature
suggests that leadership development is a very important
issue. The career ladder/career development studies
identified earlier in this chapter relate to the different
roles which educators serve as they assume leadership
responsibilities. Cunningham (1985) studied the leadership
skills which are likely to be needed in the future and
suggests that these skills will be needed at every level in
education:
- ability to focus on the present
and future simultaneously
— ability to bridge gaps between
different interest groups

(internal and external)

- ability to scan, monitor and
interpret events

36

- ability to appraise

- ability to trust one's own
intuition

- ability to manage symbols of the

office and of leadership
generally along with symbolic
values

— ability to lead as a

"teacher"/project the image of a
leader as a teacher

In private industry, Peters and Waterman (1982) found
that effective leaders in staff development issues focus on
a few key business values and objectives at a time. They
found the role of the leader to be considered that of
"orchestrator and labeler." It may be necessary for
educators to once again visit the private sector for
expanding their dimensions in leadership development as a
component of staff growth.

The notion that leadership development experiences
ought to be included in the staff development process in
education was highlighted by the Association for Supervision
and Curriculum Development when they adopted their 1980
resolutions to include, ". . .Educational leaders

responsible for staff development must be given formal

opportunities for gaining expertise in planning,
implementing and evaluating instructional and staff
development programs." This researcher feels that an

additional skill needs to be included in this resolution and
also that it hasn't been emphasized sufficiently in the

contemporary literature on leadership in staff development

37

programs. Cunningham (1985) hints at it, but does not
explicitly label it; it is the ability to assist others
through change.

Staff "development" implies that change is occurring;
the literature reviewed in this section identifies various
degrees of the change process integrated into the
components. This study will have a special focus on how an
educational leader faces the challenge of assisting
colleagues with change. Garmston (1985) shares an
interesting conception of the change process through a
formula attributed to David Gleichey of Arthur D. Little
Company:

Ch = a . b . C > x

change equals the product of

(a) a shared dissatisfaction,

(b) a shared vision of an ideal

state, and
(c) knowledge of practical steps

needed to attain the vision,
provided this product is greater
than

(x) the cost of change (p. 25)

Staff development processes inherit many risks if they
are to focus on the growth of learners as identified by
Dewey at the beginning of this chapter. One of those risks
is to create the conditions in which the adult learner can
817ow. It is now important to review some of the research

C<>nducted on adult development and adult learning in order
CC) substantiate the staff development needs of educators

fI‘om this perspective.

38

Perspective of the Adult as a Learner:

In order to study adequately the adult as a learner, it
is necessary to approach this topic from two dimensions:

1) What is there that has been found to be
significantly different about adult development from
child development? How has adult development been
characterized?

2) How does adult development affect adult learning

experiences? What principles have been formulated
about adult learning?

1) Adult Development:

 

This researcher selected to study relatively current

theorists who focused on adult development in order to

 

develop a perspective which would coincide with what is also
being studied in the areas of adult learning principles and
staff development. This section represents concepts of
adult development that have emerged as the results of the
following adult theorists: Sheehy (1977), Schlossberg,
Troll, and Leibowitz (1978), Krupp (1981) and Benjamin and
Walz (1982).

A commonality that emerges quickly in all of these
works is that adulthood is perceived as a time of continuing
development, change and a variety of transitions. It is a
time of growth, of challenges, of new horizons, of
applications of experiences, of emerging dimensions and
positive movement throughout life. A key factor that makes

adult development different from child development is the

39

degree of experience which adults bring to each "stage" of
development. It is from these experiences that adults can
draw reflection "data" and move on to another period. The
cumulative experience becomes much more significant in adult
development than is possible in child development.

This sense of "movement" in adult development is
identified by Schlossberg, Troll and Leibowitz (1978) when
they differentiate the assumptions from which two viewpoints

of adulthood are formulated--static vs. dynamic:

A focus on the state of being an
adult (static) implies that the
adult years are stable. . .many
schools of analysis and therapy
assume that there is a "right" way
of being an adult. . .adjustment to
some absolute norm of
adulthood. . . . On the other
hand—-a focus on the process of
being an adult implies a more fluid
definition of the adult years.
They may be seen as a period of
change, as the middle of life, not
the end of the line. . . .
(dynamic) (pp. 25—26)

Sheehy (1977) popularized the concept that adult
development was "real" and a topic to be acknowledged by all
adults as she collected 115 life stories from adults ages 18
to 55, in all walks of life and published her conclusions in
a widely-read, contemporary book, Passages. She received an
Alicia Patterson Foundation Fellowship to study adult
develOpment which assisted her in her quest to look at the

Stages of adulthood, as she explains,

40

It occurred to me that what Gesell
and Spock did for children hadn't
been done for us adults. . .where
were the guidelines on how to get
through the Trying Twenties, the
Forlorn Forties? Could folklore be
trusted, for instance, when it
tells us that every seven years we
grown-ups get an itch? (p. 15)

Sheehy emphasized that adulthood ought to be viewed on a
continuum or through a developmental perspective:
Until recently, whenever

psychiatrists and social scientists
did address themselves to adult

 

 

life, it was only in terms of
problems, rarely from the
perspective of continual and
predictable changes. . .a new
concept of adulthood, one that

embraces the total life cycle, is
questioning the old assumptions.
If one sees the personality not as
an apparatus that is essentially
constructed by the time childhood
is over, but as always in its
essence developing, then life at 25
or 30 or at the gateway to middle

age will stimulate its own
intrigue, surprise, and
exhilaration of discovery.
During this "process" of adulthood, varying

interpretations regarding the developmental sequences are
noted. This researcher feels that it is essential to review
Scnme of these concepts as they directly affect the work of
Sttaff development planners in education.

Krupp (1981) identifies adulthood as a "time of

COIitinual develOpment and change" (p. 1) in which changes

are;

41

- age—linked, not age specific
- sequential, not hierarchical

— overlapping and connecting to
create an organic whole

— all pervasive

She sees adult development as "nothing more than the
evolution of the life structure (underlying format to a
person's life that influences that person's means of solving
different developmental tasks at different ages), the
evolution of the way the self interpenetrates the world."
(p. 4) She identifies the periods of adulthood that

alternate throughout life as:

- Stable periods are times when key

choices have been made and
structures are built around those
choices. These periods tend to

last six or seven years.

— Transitional periods are times of
questioning and reappraising with
an exploration of possibilities
and movement towards commitment
to a new stable period. These
periods last four to five years.

 

Specific elements within this context include concepts

identified by Krupp as:

— Developmental task: a job that
defines the period and creates a
teachable moment. There is a
readiness for learning that
occurs when a task is prominent
in the mind of an individual.
Teachable moments are part of
such tasks as a job change,
entering a mentoring

 

42

relationship, dealing with death,
becoming a parent, etc.

 

— Marker event: a milestone such
as marriage, death of a loved
one, serious illness/accident.

They can occur at any age; they
do not define the period, but the
period in which the event takes
place does affect the marker
event.

— Crisis: a time of profound inner
conflict--a full crisis can
result in loss of rationality.
People have mid-life transitions,
but they don't have to have
mid-life crisis. This is
dependent upon a person's
internal and external resources.

Schlossberg, Troll and Leibowitz (1978) also indicate
that adulthood is a time of change and individual
development evolving through patterns "characterized by
periods of relative stability, bridged by transitions or
turning points." (p. 14) They have identified themes of
adulthood to include stress, stock—taking, shift in time
perspective and locus of control. The period that seems
important to note in this study is that of "stock-taking" as
it relates to Krupp's concept of "teachable moments" (during
develOpmental tasks). This confirms that there are periods
which could be more open to developmental
deCision—making—-for which educators should concentrate on
in promoting change within educators. Stock-taking is
identified by Schlossberg, Troll and Leibowitz as a time

when people approach transitions that may involve changes in

life structure. They pause to take stock of

43

themselves——their dreams, achievements and options.
Sometimes this reassessment leads to the "difficult
realization that one has not lived up to earlier
expectations and aspirations" (p. 17), or, on the other
hand, it can "produce in some people a renewed

self—confidence at having triumphed over difficulty and
gained new coping strength." (p. 18)

These theories regarding adult development all conclude
that change occurs at various times and in various formats
during one's lifetime. It seems important to this
researcher that educators must also be cognizant as to how
they and their peers react to change if staff development
efforts are to be successful. Schlossberg, Troll and
Leibowitz (1978) identify that human beings respond to

change in one of four ways:

1) They may shut it out, denying
the existence of anything that
is new or that contradicts
previous experience.

2) They may open up to it all the
way, to seek new experience
constantly; this can lead to the
danger of becoming too
fragmented or the inability to
cope.

3) They can respond with a minimal
restoration of equilibrium-—may
compensate for change just
enough to return as closely as
possible to a previous state of
balance such as a retiree
transferring all energies to a
hobby or a mother transferring
all attention to a husband and
treating him as a child after
children leave home.

44

4) They may respond through growth
and develOpment by incorporating
the new experiences and
information in such a way that
the system itself is changed and
the person becomes more complex.

If the turning points in life are
to be the occasion for changes in
life structure and in personality,
two factors will determine the
kinds of change that can result:

1) individual's degree of
openness
2) individual's degree of

control over that openness.

The human being must have good
coping skills to be just open
enough, to accept just the right

amount of new experience, so that
true development will result.

(p. 34)

If educators are concerned with how to affect change in
the profession through staff development efforts, this
researcher feels that they also need to know how to
conceptualize effectively and label the developmental
notions that an adult must experience in change. It appears
that Schlossberg, Troll and Leibowitz's fourth response to
change would be the ideal to work with in staff development
activities, but it is still important to understand what
adults confront within themselves as they "incorporate new
experiences and information" into their system. Educators
find some assistance in understanding these stages of

development from Sheehy and Benjamin and Walz.

45

Sheehy (1977) accentuates the inevitable that occurs as
adults process change and vividly describes the events that
occur within one's self throughout this experience:

The years between 18 and 50 are the
center of life, the unfolding of

maximum opportunity and capacity.
But without any guide to the inner

changes on the way to full
adulthood, we are swimming blind.
When we don't 'fit in,' we are
likely to think of our behavior as
evidence of our inadequacies,
rather than as a valid stage

unfolding in a sequence of growth,
something we accept when applied to
childhood. (pp. 15-16)
. . .everyone has difficulty with
the steps of inner growth, even
when the outer obstacles appear
easily surmountable. . . . (p. 27)
With each passage from one stage of
human growth to the next, we too,
must shed a protective structure.

We are left exposed and
vulnerable--but also yeasty and
embryonic again, capable of
stretching in ways we hadn't known
before. These sheddings may take

several years or more. Coming out
of each passage, though, we enter a
longer and more stable period in
which we can expect relative
tranquility and a sense of
equilibrium regained. (p. 29)

Sheehy prefers to label the critical transitions between
stages as passages to avoid the "confusing label-—crisis."
But she describes these times as periods leading toward
growth:

The work of adult life is not easy.

As in childhood, each step presents

not only new tasks of development

but requires a letting go of the
techniques that worked before.

46

With each passage some magic must
be given up, some cherished
illusion of safety and comfortably
familiar sense of self must be cast

off, to allow for the greater
expansion of our own
distinctiveness. . . .Times of
crisis, or disruption or
constructive change, are not only
predictable, but desirable. They

mean growth. . . . (p. 31) Growth
demands a temporary surrender of
security. It may mean a giving up
of familiar but limiting patterns,
safe but unrewarding work, values
no longer believed in,
relationships that have lost their
meaning. (p. 513)

Benjamin and Walz's work also contributes to the
concepts regarding transitions in adult development, but
they take this effort a step further and focus on counseling
adults through these stages. They focus on life planning
issues which this researcher feels can be useful to
educators in personal or peer counseling/mentoring/coaching
situations. Benjamin and Walz (1982) discuss the need to

consider possible, probable and preferred futures:

Possible futures encompass all that
we imagine can conceivably occur,
an almost limitless array of
potential lifestyles and outcomes.
Imaging probable futures begins the
narrowing process and identifies
from among the possible futures
those which we believe have the
greatest chance of becoming real.
Our personal choice from among the
probable futures then becomes our
pgeferred future, the future that
we would most like to experience.

(11. 76)

 

 

47

A study that supports the notion that attention to
transitional behaviors, feelings and life planning issues
ought to be considered with educators, is found in Crow's
(1985) review of the female educator at mid-life. She
conducted a national study of working women between 1980-84
of which 146 were educators. Of the 146, 67 percent
reported that they have experienced or are experiencing a
mid-life or mid—career crisis which started about age 42 and
lasted about 5 years. Those educators ranked four factors

as "triggers" or causes:

1) concern over their own careers
2) concern over the meaning of life

3) home and family concerns

4) concern over their own
psychological and physical
health

It was also noted that "Women who focused more strongly on
their careers were also more likely than their
less—career-oriented colleagues to experience a mid-life
crisis." (p. 283) However what was significant to note in
this study, in relationship to the preceding discussion
Iregarding the change or "transitional" process, was that 33
I)ercent of the 146 educators and 24 percent of the total
égroup of 1,100 working women managed to avoid a crisis (she
(ioesn't define crisis specifically). Those who did
enrperience one found they could shorten the crisis period or

ilessen the severity of these symptoms. Many emerged as

48

healthier and better-functioning individuals--had taken
control of their lives and opened new options. One noted
"crisis only occurs when you have no options". (p. 284)
Crow goes on to conclude, "The women in my study who coped
with a mid—life crisis most successfully were those who
turned the crisis to their advantage, making it an
opportunity to renew their minds, their bodies, their
careers, their relationships and--ultimately-—their lives."
(p. 284)

With some current perceptions regarding the
significance of adult development in mind, and even more
specifically such development as related to a group of
educators, it is important to attend to the corresponding
needs of the adult as a learner-—the emphasis of this study.
This next issue will be addressed within the context of the
"developing adult" that has been established in this portion

of the chapter.

2) Adult Learning:

Continuing to review the broad "perspective of the
Eidult as a learner", the reader will now focus on some
Specific concepts which further build on the information
Silared in the preceding section. Given the context of an
aciult as a "develOping" individual, this researcher has
3Elected to highlight the work of Knowles, Warnat, Taylor

Eind Krupp in describing the adult as a learner.

49

This nation's recent experiences in observing the
efforts of Christa McAuliffe's attempt to bring learning to
every child and adult in the United States through her work
on the space shuttle, Challenger, ought to remain as a
lasting example of how effective learning principles can be
implemented. She embraced the nation and encouraged
everyone to join in her own learning experiences on a
regular basis; she elicited a nation of "self-directed
learners" as perhaps no other educator has attempted in
history. Everyone was captivated by Christa's information
which she shared willingly as a result of her developing
experiences as an astronaut. This strategy was illustrative
of a key principle in adult learning theory—-that adults are
themselves a rich resource for learning due to the
foundation of experience from which they can relate new
experiences; new learnings tend to take on meaning as they
are related to past experiences (Knowles, 1970).

Malcolm Knowles is considered one of the foremost
theorists on adult learning. He initiated the term

.ggdragogye-the art and science of helping adults learn.

 

This term was officially accepted by Merriam—Webster in 1968
as. Knowles investigated a method of making a clear
(iistinction regarding the differences between youth and
Eidults as learners (Knowles, 1970). Andragogy is premised
011 at least four main assumptions that differentiate the
Cilaracteristics of adult learners from those regarding child

ilearning (pedagogy). Knowles (1970, 1973) indicates that as

50

a person matures:

1)

2)

3)

4)

his self-concept moves from one
of being a dependent personality
toward one of increasing
self-directedness; andragogy
assumes that the point at which
an individual achieves a
self-concept of essential
self—direction is the point at
which he psychologically becomes
adult,

he accumulates an expanding
reservoir of experience that
causes him to become an

increasingly rich resource for
learning, and at the same time
provides him with a broadening
base to which to relate new
learnings,

his readiness to learn is

increasingly the product of the
develOpmental tasks required for
the performance of his evolving
social roles; andragogy assumes
that learners are ready to learn
those things they "need" to
because of the developmental
phases they are approaching in
their roles as workers, spouses,
parents, organizational member/
leaders, leisure time users,
etc.

his time perspective changes

from one of postponed
application of knowledge (as
that of a child's) to immediacy
of application and accordingly
his orientation toward learning

shifts from one of
subject-centeredness to one of
problem-centeredness. They

engage in learning largely in
response to pressures they feel
from their current life
situation.

51

Knowles' concepts regarding andragogy have impacted the\
field of adult education, industrial/business training
programs and other fields involving adult learners. They
are a necessary element of consideration in linking the
field of adult learning and staff development for educators.
Winifred I. Warnat has comprehensively reviewed the
development of adult learning theory and concluded with
relationships that emerge as prominent staff development
issues. Warnat (1980) synthesized the findings of adult

educators who have made significant contributions toward

building adult learning theory. Those whose work she
considered for this category include Lindeman, 1926;
Houle, 1980; Tough, 1971; Boshier, 1977; Kidd, 1973;

Knox, 1977; Cross, 1979; Knowles, 1972, 1978; Simpson, 1979.
Key concepts regarding adult learning theory as related to
this study and those which directly provide linkages to the
work of Knowles are outlined next.

In her analysis of the current status of adult
learning, Warnat (1980) emphasizes that Edward Lindeman laid
the cornerstone of modern theory in adult learning. His

early work identified the following:

1) adults are motivated to learn as

they experience needs and
interests that learning will
satisfy

2) adults' orientation to learning
is life-centered

52
3) experience is the richest
resource for adults' learning

4) adults have a deep need to be
self-directing

5) individual differences among
people increase with age
This early emphasis on the adult as a learner encouraged
those mentioned previously to follow in their studies of
adult learning theory. This group of adult educators

identified different elements representative of current

theory and emphasized planning of programs for adult
learners. Warnat (1980) drew conclusions regarding their
work:

— Although no learning theory
exists that is truly holistic,
these adult educators acknowledge
the need and desirability of
such.

— Theory building in adult learning
has tended to focus on relevance
for practice, rather than on
interpreting the individual adult
learning process.

— We have yet to explain how the
learner's analysis of personal
life experiences reflects the
intrinsic nature of the learning
process.

- These adult educators expressed

common concerns about the
intrinsic aspects of adult
learning in terms of learner
motivation, self-directed
learning, developmental changes,
over the life span, and the

obstacles or inhibitors faced by
the adult learner.

53

As pointed out by so many of these researchers, there
are differences in the needs of adult learners which require
adaptations primarily in the approach taken by the
instructional leader, staff development specialist, etc.
This was confirmed again in a study by Taylor (1981) as she
intensively observed the behaviors of twelve different adult

learners, all human service professionals who had at least

one university degree. She identified four stages or
"seasons" of learning through her research: divergence,
engagement, convergence and detachment. In addition, she

identified several points which consist simultaneously as

conditions "within" the adult learner as follows:

1) the learning event must be
experienced as a voluntary act
by the learner

2) it has to be okay to be confused

3) it must be possible to be open
to and receive affirmation from
significant others, one of whom
may be the instructor

4) students and teachers must come
to understand, trust and work
with intuition

5) students must be able to
initiate collaborative
relationships with others with
whom they can exchange on
complimentary or similar
questions and searches

6) learners must withdraw from busy
activity and find time to
reflect in solitude

54

7) it is important for learners to
evolve their own versions of a
new understanding in their own
time and for this discovery to
matter to someone else.

Currently the work of Judy-Arin Krupp has begun to
raise the consciousness of educators as she has studied the
needs of the adult learner and actively relates it to

elements of staff development planning in her various

presentations to administrators, staff development leaders

and teachers. Krupp (1982) thoroughly identifies the
characteristics of the adult in the following
areas-—experiential, physical, role/relationship,

personality, developmental, environmental and learning. For
the purpose of this study a review of the learning
characteristics will be listed as they succinctly draw
together the areas focused on in previously discussed adult
development and adult learning theory. Krupp identifies
adult learning characteristics as follows:

1) adults are continuously growing

and learning
2) adult learning is often

self-initiated and aimed toward
an immediate goal

3) adults learn and process
materials through multitudinous
means

4) peOple have subject matter or
skills about which they prefer
to learn

55

5) adults use only part of their
intellectual potential during
their lives

This review reflects elements of adult learning which
are not often mentioned in staff development planning
strategies. Experience in the field has indicated that too
frequently the planning is only focused on task orientation.
Many of these adult learning principles need to be woven

into the "tapestries" of staff development strategies in

order to bring about the expected outcomes. As Moore (1979)

emphasizes in his discussion on possible failures in
professional development activities, "Poor planning also
includes not determining what knowledge and skills
participants bring with them. Absent of our determining

this, we can really insult people by plowing over ground
which already has been well planted. Or, at the other
extreme, we can initiate activities at such a level of
abstraction for participants that they have to tune us out
to preserve their sanity. (p. 10) It would appear
necessary to plan staff development activities with the
participant "viewed from a 'total' adult perspective, as
well as one that encompasses the diversity of the adult
learning process of each individual." (Warnat, 1980, p. 10)
Krupp (1982) confirms this perspective as she states
that the adult learner:
. . .is in the process of
becoming. . .becoming aware of

one's identity, a lifelong process
to which learning is continuously

56

related in one way or
another. . .concern for the adult
learner means concern for the
individual as a person in all
aspects of his or her
existence. . . . (p. 3) We as

educators have an obligation to
each adult learner that supersedes
our particular area of expertise.
It is the obligation and
responsibility to build on the
learner's sense of worth, to help
each learner be all he or she can
be: in short, to be the unique
person we each are. (p. 219)

Warnat (1980) feels that educators have only scratched
the surface in regard to adult learning potential. She
explores other dimensions relating to staff development,
specifically the human mind and self—imposed limitations.
She also asserts that researchers in adult learning are
relying increasingly on a qualitative rather than on a
quantitative interpretation that allows for the integration
of the humanness factor in the adult learning process. As
an example, self—imposed limitations, (mental barriers that
an individual builds to protect him/herself from what one
does not know or understand) as expressed through
attitudes, values, beliefs and behaviors, affect staff
development efforts regularly. The relationship between
adult learning and staff development is viewed as "a
symbiotic one that makes them virtually inseparable, even
though there is an absence of cogent adult—learning theory"

(p. 59); she feels that it is a concept "starting to take

hOId."

57

It is an established fact that our nation faces an
increasingly large number of adult learners, particularly
those approaching mid-life. Weinrauch (1984) has studied
adult learning needs in relationship to the large numbers of
adult learners who will be interested in various forms of
continuing education experiences in the future. As he
points out, by the year 2000, there will be 81 percent more
adults aged 35-44 than at present and the number of people

over 55 will have increased by 27 percent. In contrast, the

18 to 24 year old population will have decreased
significantly. As Weinrauch states, "Previous teaching
methods will not suffice in the growing, heterogeneous and
dynamic field of adult education. In the future, a

predominantly adult culture will have profound implications
on educational content, format and pedagogical techniques."

(p. 37) Krupp (1982—83) adds to this emphasis as she points

out, "Sparking an aging staff is a never-ending job of daily
staff development that requires constant attention by
administrators." (p. 13)

The needs of adult learners have been emphasized in
this section in addition to the fact that staff developers
must address this continuum of needs. It appears that adult
development, adult learning and staff development have an
integrated field of research from which to draw.
KrUpp (1981) confirms this integration of concepts, "Only
the educator familiar with all areas related to staff

deVelopment can individualize and view the adult learner in

58

a holistic manner. . . . It is only through a holistic view
of the adult, a view of the adult in all possible aspects,

that staff development can hope to be successful." (p. 147)

Self-Directed Learning:

 

Within the larger context of adult learning principles
is the concept of self-directed learning. Inherent in this
study the researcher investigates the self—directed learning
processes of a variety of educators. It is essential to
focus on what dimensions self—directed learning experiences
can take.

Knowles (1975) defines self-directed learning as:

. . . a process in which
individuals take the initiative,

with or without the help of others,
in diagnosing their learning needs,

formulating learning goals,
identifying human and material
resources for learning, choosing
and implementing appropriate

learning strategies, and evaluating
learning outcomes. . .self—directed
learning usually takes place in
association with various kinds of
helpers, such as teachers, tutors,

mentors, resource people, and
peers. There is a lot of mutuality
among a group of self—directed

learners. (p. 18)
Later Penland (1981) identifies the self—directed
learner as one who is capable of directing his/her personal
life through reasoned choice. The learner takes charge of

selecting the following:

59

— learning needs, goals and strategies

- times dedicated to learning episodes

- places for learning to occur

- social setting or participation

- human and non-human resources for planning

— learning methods

Self-initiated and self—planned
learning is powered by motives
(situational perception), guided by
goals (diagnosed opportunities) and
controlled by skills (interpersonal
tactics). . . . (p. 7) Self
instructional learning emerges from
the happenings and the environments
encountered in everyday life. As
the individual's initiative is
strengthened in these encounters,
situations are increasingly created
within which learning is planned

and developed around personal
objectives to be achieved. The
sequence of planned events may

include some that are created by
others such as teachers and other
resource persons; but regardless of
the pr0portion of such additions,
the individual learner remains
squarely in control. (p. 27)

An important concept in self-directed learning revolves
around the need for reflection. In this study the
researcher is concerned with the opportunity for educators
to reflect on their experiences as adult learners and how
that relates to their educational responsibilities. But, as

Erickson (1985) contends, this may be infrequently

requested:

60

Teachers in public schools have not
been asked, as part of their job
description, to reflect on their

own practice, to deepen their
conceptions of it, and to
communicate their insights to
others. As the teaching role is

currently defined in schools there
are external limits on the capacity
of a teacher to reflect critically
on his or her own practice. There
is neither time available, nor an
institutionalized audience for such
reflection. (pp. 175-176)
As Collins (1981) points out, ". . .we do not grasp the

meaning of an action while we are caught up in its

performance; rather we turn back upon the flow of the action

(p. 13)

to capture its meaning in reflective advertence.
He suggests that we face a challenge in facilitating a
learning society in which "reflective inquiry is preferred
to the prescriptive formulations of standardized curricula."
(p. 15)

Weisbeck and Buchmann (1981) studied the process by
which teachers develop reflective skills beginning with the
initial training process. They focused on the learning
which occurred by a preservice teacher who participated in
an ethnographic study allowing her to share insights drawn
from her reflections in these initial teaching experiences.
This study indicates how this preservice teacher "learned to
stretch beyond her personal feelings to engage in the
prOfessional reflection that accompanied research
involvement." (p. 15) In addition this experience helped

her to "acquire what Feiman (1979) calls 'professional

61

discipline: a reflective or inquiring stance; the capacity
for informed and independent judgment; the commitment to
study and learn from one's own experience'. (p. 15)
Weisbeck and Buchmann summarize their assertion from this
study regarding reflection. ". . . Reflection requires
detachment and an open mind. In a more detached attitude,
people stOp taking things for granted. Detachment allows for
the surprise that accompanies some of the most significant
learning. For teachers to be flexible and open-minded may
be more important than to be right, since "being right" is a
context-dependent and time—bound phenomenon." (p. 1)
Another dimension of the need for reflection in the

educational process is explored by Sergiovanni (1985) as he
shares how essential this process is in supervision,

Supervision as a reflective

practice. . .requires that teachers

join supervisors in trying to make
sense of complex situations, in

sharing perceptions, and in
arriving at 'treatments' and other
courses of action together. The

teacher is not dependent upon the
supervisor. Instead the supervisor
needs the teacher's involvement in
order to fully understand what is
going on. . .reflective practice
seeks to establish augmented
professional

intelligence. . .augmented
professional intelligence serves to

inform the intuitions of
supervisors as they practice. As
this process unfolds, practical

knowledge is created in use as
unique 'treatments' are developed,
applied, refined and shared with
other supervisors. (pp. 16—17)

62

Blackman, Crowell, Holly and Van Voorhees (1982)
support this need for reflective thinking as a means for
growth as they focus on how writing and discussion provide
opportunities for educators to analyze the complexity of
teachinn. "Reflection and writing are personal and
self-directed professional processes which draw from
practice. They serve to extend practice and to enable
communication to develop on a professional level. As
teachers think more deeply about what they do, they pose
questions to themselves and others on significant aspects of
teaching." (p. 9)

Journal writing has been emphasized as a strategy for
self-directed learning through a reflective process. As
Holly (1983) points out, "As we write about our activity and
as we return to it later, we lend two additional
perspectives to it. We begin to differentiate when our
activities are consistent with our aims and when they might
inadvertently be working against them." (p. 22) Jackson
supports this thesis (Holly 1983) in stating, ". . .in order
to benefit from experience, we must reflect on it, cogitate
over it, and try to make sense of it from a distance.
Recording our thoughts and feelings in a journal enables us
to return to them from a different perspective." (p. 56)

Self-directed learning is an integral element in adult
learning/staff development notions as the intrinsic factors
play an important role in improving/changing performance.

The degree to which self-directed or self-initiated learning

63

occurs beyond the staff development activity directly
relates to the degree of transfer one will observe in the
classroom.

There are some graduate programs which are focusing on
pulling the dimensions of adult learning and self—directed
experiences together with the work situation. Kane (1984)
describes one which prepares educators for nonschool
settings called PEEP. She indicates that this program
integrates many principles advocated by Knowles such as
written contracts, self—directed learning, seminars with
peer discussions, etc. As she points out, "PEEP offers
students the kind of educative experiences that John Dewey
advocated——experiences that increase perceptions of
connections and continuities of the activities in which we
are engaged and that translate subsequently into self
direction and control." (p. 624)

Another important facet in the process of adult
learning and effective staff development experiences hovers
around the interaction amongst peers or participants in the

learning process.

Social Transmission/Interaction/Collegiality:

 

Piaget is the foremost researcher on the role of social
transmission in the learning process. He utilizes the

Concept in relationship to the influence of the culture on

64

the child's thought. "The social transmission of knowledge
promotes cognitive development. The accumulated wisdom of a
culture passes down from generation to generation, and
enables the child to learn through the experience of others.
Because of social transmission, the child need not
completely reinvent everything for himself."
(Ginsburg/Opper, 1978, p. 211) Ehrenberg (1983) illustrates
Piaget's notion of social transmission as simply, "the need
for learners to consistently and productively communicate
what they are learning to other people." (p. 82)

The research is noteworthy in its absence for openly
tying Piaget's concept of social transmission with adult
learning/staff development principles. Kidd (1973) does,
however, make reference to it as a useful concept to note in
adult education. There is a rising emphasis and interest in
the related concepts of collegiality and interaction amongst
peers——all of which focus on similar results.

Barth (1984) articulates collegial relationships very
succinctly when he identifies collegiality as the presence
of four specific behaviors:

1) Adults in schools talk about the
practice of teaching and
learning frequently,
continuously and in concrete and
precise terms.

2) They observe each other teaching
and administering. These
observations become a practice

they reflect upon and talk
about.

65

3) They work on the curriculum
together by planning, designing,
researching and evaluating it.

4) They teach each other what they
know about teaching, learning
and leading.

The above interpretation of collegiality would seem to
have some similarities to Piaget's emphasis on social
interaction among children (Kamii, 1984). Piaget argued
that exchanging points of View is indispensable for a
child's moral development and for the development of logic.
Perret—Clermont's research (Kamii, 1984) concludes that when
children confront the ideas of other children for as brief
an interval as 10 minutes, higher levels of logical
reasoning are often the outcome. "Clearly, social life in
the classroom affects children's intellectual development.
Exchanging points of view also contributes positively to
children's social, affective, moral and political
development." (p. 414)

Phillips (1969) has taken interaction 3 step further as
he interprets Piaget's concept of egocentrism and relates
the importance of social interactions in this process:

The ability to take the view of the

other (without losing his own) and
the corresponding social norm of
logical consistency are acquired
gradually, through repeated social
interactions in which the child is
compelled again and again to take
account of the viewpoints of
others. This social feedback is

extremely important in developing
the capacity to think about his own

66

thinking, without which logic is

impossible. (p. 63)
This study emphasizes the role that social interaction plays
while educators "take account of the viewpoints of others"
and how this relates to the thinking of the participants.
This concept of expanding thinking skills through
interaction is also supported by deBono (1983) as he states
"a natural synergy exists between thinking and the
expression of thought in language (p. 705). . .directly or
indirectly, discussion must be the most widely used method
of teaching thinking--the aim is to provide practice in
thinking." (p. 706)

Educators can transfer these research findings to their
assumptions of adult learning and the need for interaction
which can be labeled by concepts such as social transmission
and collegiality. The current research is heavily endowed
with supporting evidence that there is a need for adult

learning activities/staff development opportunities that

allow for open interaction and communication among
participants. Sparks (1983) synthesized staff development
research and states that "staff development efforts were

most likely to be successful where a norm of collegiality
and experimentation existed. (p. 66) Joyce and
Showers (1983) found that "the mastery of complex academic
content and new teaching strategies requires an active state
of interchange. . .critical is the creation of a productive

social system so that those in the most active states of

67

growth help others to reach out more powerfully into their
environments. The key is in the development of an
energizing environment within the workplace of teachers."
(p. 31)

Cruickshank and Applegate (1981) describe a project in
which the emphasis is on helping teachers reflect on their
work and discuss openly with their peers as to what the
teaching/learning processes were like for them. "This
reflective activity with the whole group encourages the
discussion of alternative teaching methods. . . .During the
feedback and reflection sessions the teachers Openly
discussed their difficulties. . . .Teachers find themselves

engaged in a meaningful process of inquiry which leads them

toward renewed self—esteem and interest in teaching."
(p. 554)

Eaton (1985) confirms the need for teachers'
interactions regarding their professional work and

identifies the role that programs such as the Written

Literacy Forum can serve to meet this need.

If teachers are to behave like the
professionals many want them to be,
they must be given the
opportunities for professional
dialogue...Traditional in-service
workshops don't provide those
opportunities. Teachers sit and
listen to 'experts' instead of
sharing what they know with each
other. Nothing in the current
school structure enables teachers
to come together as professionals.

(p. 24)

68

According to Erickson, Campbell and Navarro (Eaton, 1985),
who work with the Written Literacy Forum,
Teachers know more than they

realize and more than they can
say...They are not used to having

to articulate their knowledge
because few people, if any, ask
teachers to explain what they do
and why. Further, the working

lives of teachers leave little time
for reflection. As a result, say
the researchers, 'What they know is
often implicit, just below the edge
of conscious awareness.' (p. 25)

Anang's research (1982) focuses on teacher/developer
interactions. She identifies that the "concept of staff
development has been broadened by first recognizing the
importance of the communicative act in actual face—to-face
interactions. By focusing on the process of staff
development rather than the input or output, the
complexities and the sources of ambiguity have become
visible and open to systematic observation of how they
function. . . . It has been learned that staff development
is. . .mutually dependent on all participants and is, in
fact, a social transaction." (p. 202)

It appears as though there is sufficient evidence to
promote the need for further study on the importance of
interaction/social transmission/collegiality in the adult
learning/staff development process. This research project
will emphasize that dimension of adult learning. As

Madeline Hunter (1985) points out, "To respectfully address

another person's point of view is a master, master step.

69

Until we accomplish it in our own profession. . . . I see
very little hope for it in our community, in our cities, in
our nation and in the world."

In summary, the four concepts which have been reviewed
from the literature-~staff development, the adult as a
learner, self—directed learning and social
interaction——provide a frame of reference for this study in
the Red Rock Area School District. Through qualitative
research methods, the researcher provides data in Chapter IV
as to how this specific group of educators, working with the
Young Fives Program, perceived their learning experiences

through on—site staff development activities.

CHAPTER III

 

RESEARCH PROCEDURES

 

The Researcher:

 

The researcher is a Special Education Director for the
Intermediate School District; the Red Rock Area Public
Schools is one of the thirteen constituent school districts
served by the Intermediate School District. Due to the fact
that the Red Rock School District has a sufficient school
population to warrant a Special Education Director
internally, this researcher does not spend as much time in
direct communication with Red Rock staff as in other small
local districts. Her work in this district is primarily
accomplished with the school administrators and local school
board. As a result, this project opened up some direct
contact with new school district staff-~primarily the
teacher coordinator, assessment/diagnostic personnel who
screen for the Young Fives Program, and the teachers who
were hired to implement the Young Fives Program. These
individuals represent the "adult learners" in this study;
all of these persons are relatively new acquaintances of the

researcher. On the other hand, the researcher has known the

70

71

District Director of Curriculum, Dr. Sarah Sullivan, for a
long period of time. They had met initially when the
researcher was student teaching in 1966 as they were working
in the same middle school building. Following this, they
became friends and have retained this friendship through
various personal and professional moves over the years.
This relationship assisted the researcher in initial entry
into the Red Rock School District as Dr. Sullivan knew the
researcher was pursuing her dissertation project, but it
also forced the researcher to pursue access to a project
which was operating independently of Dr. Sullivan's daily
contact. They discussed this need and opportunity for the
researcher to establish key informants who were new
acquaintances and had had no experience in working with the
researcher previously. A preference for a project relating
to the elementary schools was discussed due to the
researcher's previous work with more middle and secondary
staff.

The researcher is normally a familiar figure in the
school district facilities as she attends many meetings in
the various buildings on special education needs/issues. It
is not unusual to find her in the middle/secondary buildings
of the district several times each week due to supervision
of Intermediate School District staff in those buildings.
Presence in the elementary buildings is not as
frequent--perhaps on a bi-weekly/monthly basis. However,

due to this project, the 1984—85 school year found the

72

researcher increasing her time in the buildings as she
attended various meetings on the Young Fives Program. It
was essential that the researcher attended a variety of
meetings in the various buildings in order to gather data on
the "develOpment process" as perceived by a variety of

district staff and parents. This type of data could not be

collected through any other method. As Yinger and
Clark (1985) indicate, ". . .in experimental research, the
researcher uses data collection instruments, while in

naturalistic research the researcher lg the data collection
instrument." (p. 25)
The researcher found it necessary to assimilate how the

Red Rock Schools were incorporating the Young Fives Program

into their curriculum at the elementary level. This
necessitated attendance at staff meetings, planning
sessions, parent and board meetings. As a result, the

researcher became known as a "regular" figure to be present
if Young Fives was on the agenda. This involvement proved
to be very helpful in establishing a frame of reference for
the more specific research questions/issues. During that
period of time the researcher concentrated on Egg the school
district was planning a new program. This led her to

understand the conditions in which the educators as adult

 

learners would be introduced to the new Young Fives
concepts, new roles, the level of administrative and board
support and the attitudes of district staff and parents

which would eventually be critical in terms of the program's

73

implementation. This process assisted the researcher in
conceptualizing the nature of the study which was evolving
in her mind concurrently with the district's sequence of
planning. Such activity is encouraged by Yinger and
Clark (1985),

. . .in naturalistic studies,

researchers are advised to immerse
themselves in a research setting

until a set of interpretive
frameworks emerge from the data.
In addition, these frameworks

should be the ones that convey
meaning not only to the researcher
as an outsider to the setting but
ones that are meaningful to the
research participants as insiders.

(p- 26)

Becoming familiar with the content associated with the
Young Fives Program assisted the researcher in later
observations which occurred from September—January of the
1985—86 school year. The initial orientation to Young Fives
allowed her to focus on the process which was involved in
assimilating staff in a new learning situation. Once the
content started to become repetitious, the researcher
intensified her focus on the essence of fieldwork research
as described by Erickson, Florio and Buschman (1980):

1) What's happening in this field
setting?

2) What do the happenings mean to
the people involved in them?

3) What do people have to know in
order to be able to do what they
do in the setting?

74

4) How does what is happening here
relate to what is happening in
the wider social context of this
setting?
5) How does the organization of
what is happening here differ
from that found in other places
and times?
Through regular attendance at Young Fives meetings, the
staff participating did not appear to observe the
"transition" of the researcher's focus. They had already

concluded that she was interested in the content/curriculum

of Young Fives; they had not associated her presence with a

study of their behavior/growth in this project. The
entry—level participation developed a "sense of trust" for
the researcher/staff relationship. As Peshkin (1978)

pointed out in his initial work in Mansfield, "The details
of the person I announced myself to be at the start of my
work in Mansfield were of less consequence than the person I
demonstrated I was. Once accepted, I was trusted. . .
(p. 1)

Because of the length of time this researcher has
worked for the Intermediate School District (16 years), the
Red Rock Area Public Schools have been a major focus of
administrative attention due to the district size and
logistics. The Intermediate School District offices are
located within the Red Rock District and several special
education classrooms are located within the buildings of
this district. In this context, it has been important for

the researcher to focus on the concept in ethnography known

75

as "making the familiar strange." Making the familiar
strange continues to be a basic problem in the
anthroethnography of schooling in our society (Spindler,
1982). But as Spindler points out it is possible to make
the "cultural translation from familiar to strange and back
to familiar" (p. 24) when working in schools.

This concept is supported by Peshkin (1982) as he
discusses the close association that must exist for the
researcher in ethnographic research. He identifies the four
R's of research: 1) researcher (who, in terms of personal
qualities and background, is doing the study); 2) research
(what is studied); 3) researching (how the study is
conducted); 4) results (what is found in the data). As he
states, "Investigators of social phenomena, which we are,
always run the risk of finding in their data not what is
there but what is in their beholding eye. Though the risk
never can be reduced to zero, it can be minimized by the
effort to "know thyself." (pp. 50-51) This researcher has
sought to maintain this perspective throughout this project
in an effort to retain understanding of this research

association.

Entry/Schedule of the Study:

The research study was initiated in September, 1984,

when the researcher "gained entry" into the district for

76

orientation regarding the Young Fives Project. This was
accomplished through a meeting with the Red Rock Area Public
School Director of Curriculum, Dr. Sarah Sullivan. The
concept of ethnographic research regarding educators as
adult learners was focused on; the researcher requested
information regarding district programs which might be
appropriate for such research. This is described in the

following excerpt from fieldnotes:

Researcher: (explaining interest
in researching a setting) where
educators were learners--working on
a new program in which they were
not totally familiar-—required new
learning experiences for them——and
that I could "somewhat
inconspicuously" observe over a
period of time as approved by the
district.

 

Sarah: (thought for a few
moments)-—something that would be
perfect would be our Young Fives

Project-—we're just starting it
this year--we're doing our planning
now--Jackie Collins has been

assigned as Teacher Coordinator to
head up this project--I bet it
would work! I talked to Jackie
already and mentioned the
possibility, but I needed to hear
more about your plans--now that
they seem to mesh—-I think this
could work.

Researcher: What kind of time
frame are you projecting for the
Young Fives?

 

Sarah: This year we're planning
and selling--the Board has got to
be convinced that this is what the
district needs—-those of us who
have been in the Gesell workshops
are convinced (with
affirmation)--but we have to lay

77

the groundwork for it in the
district and complete the research
on our kindergartners. See, we've
been studying our kindergarten
programs ever since the days of the
Developmental Kindergarten-—we're
not satisfied yet——we have to do
something to help these kids who
are just ppp ready for school even
though they're 5 years old!
Developmental Kindergarten-—at
least the way it was run
here--wasn't the answer--we think
this is (Young Fives).

Researcher: What opportunities
would there be for staff
development activities?

 

Sarah: Well, let's see-—this year

everyone will be
learning—~principals, teachers,
parents, the Board, me!——we all

have to be convinced that it is the
way to go-—so there would be a lot
of meetings. Jackie will be
responsible for working this
information out and presenting at
these meetings-—later we'll have
the Gesell Training session-—we've
already tentatively planned for
that in late January-—then, of
course there will be lots of other
folks who will, ah——"want to know"
what's going on as they hear about
something new--we wouldn't start
the classes until Fall, 1985--so
teachers won't be involved until
then (in classrooms with children).

Researcher: Well, I know you're
busy-—I'd be very interested in
this project——would you have any
questions/reservations about my
work?

 

Sarah: No, June, I think it'd work
out well——here, let me introduce
you to Jackie—-(went out to get
her)--June, this is Jackie
Collins——she'll be directing the
Young Fives Project (Jackie's eyes
got big-~and she giggled a
little)——yes, she's got a big job

 

 

1..

.s~

 

78

on her hands--Jackie, June is
interested in the project for her
research study-—you remember I told
you she was meeting with me——maybe
the two of you could get together
to talk in more detail-—

Researcher: Hi, Jackie——so you
already know I'm interested in
"following you around"?

 

Jackie: Yes, Sarah told me you
were meeting—-I'm excited! (Again
with a giggle and big eyes)—-let's
set up a time to talk more (we
pulled out our calendars as we
walked down the hall).
(FN: 09/21/84)

"introduction" to the Young Fives Program

This initial
and to Jackie Collins, the Teacher Coordinator for the
project, established the base for the sequence of activities
that followed for the balance of the 1984—85 school year and
the first semester of the 1985—86 school year.

During the 1984-85 school year the District held 28
meetings to which the researcher was invited and which were
exclusively related to Young Fives
planning/development/training. Other meetings were held,
but were not considered as relevant. These sessions, which
were representative of Young Fives Planning, were organized
as follows:

- District-wide Kindergarten teachers planning
sessions--four sessions (these teachers also
participated totally in the nine Gesell Training
sessions, the two Board meetings and the four parent

meetings and they had a representative on the
planning committee)

79

- Young Fives Planning Committee—-four sessions (these
members also participated in a large variety of the
other meetings that were held throughout the year)

- Chapter I teachers meeting—-one (this group met on a
monthly basis, but the researcher only attended the
one meeting in which Young Fives was the exclusive
topic; a Chapter I teacher was on the Young Fives
Planning Committee and all Chapter I teachers
participated in the Gesell Training sessions)

- Board meetings——two (this included the session
regarding orientation to Young Fives and the session
in which the Board took action to adopt the program;
in addition Board members discussed Young Fives at
their Board Curriculum Committee meetings, but the
researcher did not participate)

- District—wide parent meetings--four (two of these
meetings were PTO meetings at which times Young Fives
was introduced and discussed in terms of district
implementation; one was a meeting for all parents of
kindergarten-age children for the Fall, 1985 entry to
school and one was a meeting of all parents who had
children identified for Young Fives programs through
the Kindergarten Screening Program—-using the Gesell
instruments)

- Building—level staff meetings-—three (these were
opportunities for general introduction of the Young
Fives Program into the district)

- Training sessions-~nine (these were Gesell
training/staff deve10pment on how to administer the
Gesell instruments for kindergarten screening;
included formal training and follow—up practice

sessions)

- Elementary principals meeting-—one (the elementary
principals meet regularly with the Director of
Curriculum and Instruction; this was the initial
introductory session to Young Fives. The principals
designated a representative to the Young Fives
Planning Committee; this representative attended a
variety of other meetings throughout the year
regarding Young Fives, as their designee)

During the 1985—86 school year, the Young Fives Program
Was actually implemented in the Red Rock Area Public School

Disrtrict. Initially, three teachers were hired to teach

80

Young Fives. However, due to a large class in one building,
this was eventually split into two sections and another
section was opened. Four teachers were employed, in all, to
teach Young Fives. The Teacher Coordinator, Jackie Collins,
continued to be responsible for overall coordination and
implementation of Young Fives, but in addition she was also
assigned other district—wide responsibilities such as
Chapter I and other federal and state grants.

In 1985—86, the focus of the researcher's study shifted
to the Young Fives teachers as adult learners, the Teacher
Coordinator as an adult learner in a changing role
responsibility and the implications of their work in the
program that the District had planned so intensively. The
researcher's schedule during the period from September,
1985, through early February, 1986, included 34 hours of
participant observation and interview sessions which were
organized as follows, in 31 different sessions:

— Interviews individually with the Teacher

Coordinator——11

- Young Fives classroom observations——four (one in each
program)

- Staff development sessions for the Young Fives
teachers facilitated by the Teacher Coordinator--four

— Young Fives Planning Committee (same group as in
1984-85)—-one

- General staff development sessions in the
district-—two (focusing on effective staff
development issues for educators)

81

- Interviews with Young Fives teachers and other
significant educators involved in Young Fives staff
development sessions-—nine

The researcher formally exited the site following the

first week of February, 1986. There have been follow—up
contacts for specific information regarding the research
study and a number of informal contacts with personnel
involved, but the researcher no longer attended the Young

Fives teacher meetings or other sessions directly related to

this program.

Methodology:

 

Peshkin (1982) personalizes his biases for ethnographic
research which also portray the preferences of this
researcher. He describes this selection as follows:

What choice of methodology comes
down to for many of us, I suspect,

is personal taste: the sense of
adventure which I like in research

is present for me under the
circumstances of the ethnographic
research. Moreover, I like the

literary style that ethnographies
permit. Finally, I am attached to

the particular way good
ethnographies powerfully portray
and illuminate concepts and

relationships. In light of this
acknowledgment, perhaps it is not
too far—fetched to hypothesize that
some researchers have
methodological commitments in
search of a study. (p. 53)

82

As Schatzman and Strauss (1973) point out, "method is
seen by the field researcher as emerging from
operations-—from strategic decisions, instrumental actions,
and analytic processes--which go on throughout the entire
research enterprise." (p. 7) The "method" in this project
includes data gathering strategies encompassing participant
observation, interviewing and review of relevant documents.
In addition, on—going literature review was conducted to
supplement the other data gathering strategies. Schatzman
and Strauss (1973) focus on the practical element of data

gathering as they define a field researcher to be a

"methodological pragmatist"--one who "sees any method of
inquiry as a system of strategies and operations
designed—-at any time——for getting answers to certain
questions about events which interest him. As a

methodological pragmatist, the field researcher concerns
himself less with whether his techniques are "scientific"
than with what specific operations might yield the most
meaningful information." (pp. 7-8) This approach is
supported by Erickson (1985) as he explains the role of data
gathering:

When we consider fieldwork as a

process of deliberate inquiry in a
setting we can see the participant

observer's conduct of data
collection as progressive problem
solving, in which issues of

sampling, hypotheses generation and
hypothesis testing go hand in hand.
The fieldworker's daily presence in
the setting is guided by deliberate
decisions about sampling and by

83

intuitive reactions as well. When
and where the observer goes, who
she talks to and watches, with whom

she participates with a more
distanced observational stance--all
of these involve strategic

decisions about the nature of the
key research questions and working
hypothesis of the study. (p. 97)

Participant observation occurred in the setting in
which the educators work. For the Teacher Coordinator, this
included observations in staff development sessions,
assessment/diagnostic sessions and other related activities.
For the teachers in Young Fives, this occurred in the
classroom, school meetings, staff development sessions and
some informal activities. Erickson (1985) refers to this
focus on context as "social ecology"——a need to address the
process and structure of the environment and to gather
"meaning—in-action." As Bogdan and Biklen (1982) point out,
"Qualitative researchers go to the particular setting under
study because they are concerned with context." They go on

to describe this relationship to context as follows:

. . .the researcher is bent on
understanding, in considerable
detail, how people such as

teachers, principals, and students
think and how they come to develop

the perspectives they hold. This
goal often leads the researcher to
spend considerable time with

subjects in their own environs,
asking open-ended questions such as
"what is a typical day like for

you?" "What do you like best about
your work?" and recording their
responses. The open—ended nature

of the approach allows the subjects
to answer from their own frame of

84

reference rather than from one
structured by prearranged
questions. (p. 2)

Another major source of data-gathering for this project
included interviewing the educators who participated in the
adult learning experiences associated with Young Fives.
This strategy yielded most insightful perspectives from the
participants themselves as to their observations about their
own learning experiences. As Schatzman and Strauss (1973)
indicate, "A dialogue with persons in their natural
situation will reveal the nuances of meaning from which
their perspectives and definitions are continually forged."
(p. 6) In addition, this interviewing process surfaced
questions which were pursued in the study due to the
experiences in which the Teacher Coordinator and teachers
were involved on a daily basis. The researcher maintained
an opportunity to follow-up these questions/comments as she
continued her interviews. This concept is supported by
Shulman (1979), "We find problems addressed in the terms of
those who experience them, rather than exclusively in terms
of a dominant discipline." (p. 12)

It is critical to utilize the educators as key
informants in the research process of this study due to the
nature of the data needed for this research, but it is also
important to remember the role that educators need to play
in continuing deve10pment of theory related to the
profession. Florio (1980) identifies this relationship well

in her statement:

85

Teacher participation in
fieldwork research that takes the
form not only of answering
researchers' questions, but of
sharing the activities of question
framing, data gathering, and
drawing and testing inferences can
yield multiple professional
benefits. By means of their

participation, teachers not only
stand a chance of enhancing the
quality of theory about their
practice, but they develop inquiry
skills and experience that may
stand them in good stead as they
approach daily problems within that
practice. (pp. 16-17)

Interviewing the educators provided a two-way
experience--that of significant data-gathering for the
researcher and that of reflection/insights for the
respondent. The combination of these purposes yielded

"thick description" as defined by Bogdan and Biklen (1982).
In addition, certain insights were gathered as follow—up
discussions to the interviews that would not have otherwise
been possible for the researcher. The combination of the
researcher's observations along with the integration of the
participants insights yielded a perspective far greater than
one gained independently. Such a concept is encouraged in
theory-building by Glaser and Strauss (1967) as they
describe methodological corollaries:

. . .the researcher can get--and

cultivate--crucial insights not

only during his research (and from

his research) but from his own

personal experiences prior to or

outside it. . .such insights need
not come from one's own experience

86

but can be taken from
others——convert these borrowed

experiences into his own insights.
(p. 252)

The interviewing strategies were guided by the

following frame of reference identified by Gorden (1980):

a) discovering the respondent's
paths of association regarding a

certain topic, situation or
event;
b) discovering the relative

importance of various aspects of
a topic, situation, or event
experienced by the respondent;

c) discovering the frame of
reference used by the respondent
in observing, analyzing or
acting in a situation;

d) discovering the chronological
order of the respondent's
experiences in a given
situation;

e) discovering the vocabulary used
by the respondent in discussing
certain aspects of a topic,
situation or event.

Schatzman and Strauss (1973) also caution the
researcher in preparing for interviewing strategies as they
suggest that the interviewer does not use a specific,
ordered list of questions/topics as the formality "would
destroy the conversational style." They encourage

flexibility which represents a "natural" style to the

respondent and the interview situation.

87

Interviewing in this project was an emphasis due to the
degree of insights which the researcher was proposing to
seek from the participants. Most of these interviews were

scheduled after working hours when the respondent(s) felt

there was time to reflect on their
behaviors/thoughts/actions of the day/week/month. A goal
for this research was to seek the "richest data" from

interviews, as Gorden (1980) points out, ". . .planning of
an interview is a creative art and its execution is a
performing art." (p. 479)

Review of relevant documents included meeting notices,
agendas, background material shared with the staff on Young
Fives, assessment/diagnostic information, school
newsletters, and other related information. This continued
on an on—going basis as the Teacher/Coordinator was very
open in sharing materials. In addition the researcher
viewed videotapes from the Gesell Training Center regarding
their process of assessment and staff training for Young
Fives.

In this project, data gathering was on—going and
intensive. Bogdan and Biklen (1982) describe qualitative
researchers in education as those who can be continually
found asking questions of the people they are learning from
to discover "what they are experiencing, how they interpret
their experiences, and how they themselves structure the
social world in which they live." (p. 30) This type of

research study necessitated a variety of strategies for

 

_\_
.—.

.\_

 

implementation and to assure credibility.

88

Conveying

credibility is one of the problems which fieldworkers must

consider

gathered

Glaser and Strauss (1967) state that the

described

see and hear its people."

throughout the study so that appropriate data are

in order to describe the experiences vividly.

data

need

to be

so vividly that "the reader can almost literally

They define the standard devices

which the researcher can utilize to convey credibility:

He can quote directly from
interviews or conversations that he
has overheard. He can include
dramatic segments of his
on-the-spot field notes. He can
quote telling phrases dropped by
informants. He can summarize
events or persons by constructing
readable case studies. He can try
his hand at describing events and
acts; and often he will give at
least background descriptions of
places and spaces. Sometimes he
will even offer accounts of
personal experience to show how
events impinged upon himself.
Sometimes he will unroll a
narrative. (p. 229)

It is also important to seek verification of the data

which are gathered through multiple methods.

is

known

This

process

in ethnographic research as "triangulation" and

described by Gorden (1980) as follows:

Often the nature of the problem

under investigation demands a
multimethod approach because the
various methods give totally

different kinds of information that
can supplement each other, because
we do not know how to interpret
some of the information unless we

89

can couple it with other
information or because we need a
cross-check to verify the validity
of our observations. (p. 21)

In summary, ethnographic research requires a
multi—dimensional approach to data-gathering as does
anthropology. Kimball and Partridge (1979) correlate the
two fields often and identify succinctly how the researcher
approaches the field: "Anthropologists carry not only
cameras, tape recorders, notebooks and supplies with them

into the field, they also carry conceptual and

methodological tool kits." (p. 1)

Analysis:

Analysis of data can occur in two phases. First, it
can begin while still working in the field; the second
option is to wait until all data are collected before
beginning the anlysis (Bogdan and Biklen, 1982). This
researcher combined these options to a certain degree. Some
analysis began in the field as it assisted in determining
what further data were needed in the study. Reflection on
the data gathered at certain intervals assisted in creating
further direction as assertions were in the process of being
formulated.

This researcher followed the procedures defined by
eXperienced field researchers (Erickson, Glaser and Strauss,

Bogdan and Biklen, Yinger, Buschman and others) to initiate

90

the analysis process. This began with multiple readings of
the entire set of fieldnotes in order to begin a
construction of the data into a conceptual framework. The
specifics had to be organized into meaningful units of
information carefully identifying what commonalities were
noted in each group that created a conceptual idea.
Erickson (1985) describes the amount of detail which must be

investigated in the analysis process:

. . .the basic units of analysis in
the process of analytic induction
are instances of action in events
that take place between persons
with particular statuses in the
scene, and instances of comments on
the significance of these
commonplace actions, and on broader
aspects of meaning and belief, from
the perspectives of the various
actors involved in the events. The
instances of actions are derived
from analysis of formal and
informal interviews with
informants. (pp. 138-139)

This process is expanded to a broader overall study which is
known as comparative analysis. This concept is integral in
the process of theory building through grounded theory.
(Glaser and Strauss, 1967; Yinger, 1979) Yinger (1979) is
guided in his statements by the work of Glaser and Strauss

when he defines theory as:

A strategy for handling data in
research. . .theory should
1) provide modes of
conceptualization for describing
and explaining behavior, 2) provide
categories and hypotheses clear
enough to be verified in present

14 .-

 

. .. . . .
. . L. ;. .. . . .
_. .x. . . . . . , I . . . .1 L.
.\. .,. . . 7 v .. . . . L . .. .u v . .. L. l. ..
. .. H . . A . 5 . . . . f ,. . u. C .. . ., s. ~_ 1 a .
. in .\~

91

and future research, and 3) be

readily understandable by

researchers of any viewpoint, by

students, and by lay persons and

practitioners. (p. 11)
As developed in sociology and social anthropology,
comparative analysis is the major method advocated for
discovering grounded theory. As Yinger (1979) notes,
"Comparative analysis as a strategy for theory generation is
concerned with two major activities: the generation of
conceptual categories and their conceptual properties, and
the development of hypotheses about the relations among

these categories and their properties." (p. 12) At this

point the researcher is focusing on the interpretation of

data leading to formulation of generalizations. But as
Erickson (1985) indicates, the primary concern of
interpretive research is "particularizability rather than

generalizability" in which case one "discovers universals as
manifested concretely and specifically, not in abstraction
and generality." (p. 50)

Analysis, as stated earlier, continued throughout the
study. As Schatzman and Strauss (1973) point out, analysis
is "the working of thought processes" (p. 109)--this
requires continuous attention in such a complex task. The
perceptions gathered and transformed in this study are
intended for utilization in further research issues relating
to educators as adult learners in staff deve10pment
activities. Erickson (1985) confirms this researcher's

perspective ". . .the central questions of interpretive

92

research concern issues that are neither obvious nor
trivial. They concern issues of human choice and meaning,
and in that sense they concern issues of improvement in

educational practice." (p. 14)

CHAPTER IV

 

PRESENTATION OF THE FINDINGS

 

Introduction:

 

The purpose of this study was to gather descriptive
data on a specific group of educators participating in staff
development experiences. In the context of this study, the
worksite is considered to be a significant resource for
long-term staff development activities. In addition, it
was necessary to establish a site in which educators
participated as adult learners in a variety of professional
growth experiences which had direct application to their
interests and/or role responsibilities.

Given these parameters, the researcher selected the
Young Fives Program at the Red Rock Area School District for
fieldwork research. This program provided the researcher an
opportunity to observe educators in two distinct phases of
the Young Fives Program--a) the planning and development
phase of a new district project and b) the initial
implementation phase of a new project. Each of these
periods provided staff development activities unique to each

phase and allowed for a wide variety of adult learning

93

94

experiences for the educators participating. The study was
initiated in September, 1984, and was concluded in February,
1986.

The researcher observed the work of Teacher
Coordinator, Jackie Collins, who was assigned leadership
responsibilities for the Young Fives Program throughout the
period of time from September, 1984, through February, 1986.
During the 1984-85 school year, the key groups of people
with whom Mrs. Collins interacted consistently included the
district kindergarten teachers, the Young Fives Planning
Committee, Chapter I teachers, assessment/diagnostic
personnel and the parents of prospective kindergarten
children. In addition, Mrs. Collins conducted numerous
presentations for all levels of district staff and
parent-teacher groups. This study focuses on her work
throughout these experiences which occurred during the
developmental phase of the project.

During the remaining period of the study, September,
1985, through early February, 1986, the emphasis of the
study shifted to the implementation of the Young Fives
Program. The researcher continued to observe the work of
Jackie Collins, but intensified the data gathering process
by conducting interviews with her during these months. The
researcher met with her every other week for an interview
session alternating with participant observations conducted
in various meetings which Jackie held with Young Fives

staff.

95

In addition to Jackie Collins, the researcher focused
significant attention on the four teachers hired to teach in
the Young Fives Program. Participant observations were
conducted in each of their classrooms and at their Young
Fives meetings. Between December, 1985, and early February,
1986, interviews were conducted with each of these teachers.
Interviews were also conducted with two persons who served
as assessment/diagnostic personnel; they participated in the
Gesell training experiences in the 1984-85 school year and
conducted Young Fives screening in May, 1985. In addition,
two other teachers were interviewed——one kindergarten
teacher who was actively involved in the developmental phase
of the project in 1984—85 and one other teacher from an
elementary building who was minimally affected by the
project.

The broad overarching questions in this study include:

— How does the educator perceive him/herself as an
adult learner in the context of staff development
experiences?

- What is significant to note about the adult learner's
(educator's) perceptions in a staff development
process?

- How does this information relate to the effects of
such experiences on one's performance in the
worksite?

— How does this information relate to the observations
one makes of oneself in this learning process?

More specifically, the researcher sought data on the

following points in this study:

96

- How does the learner/educator approach the staff
development experience?

— How does the purpose of the activity affect the
learner/educator/s perception?

— What expectations does the learner/educator have from
the staff development experience?

- What differences are noted if expectations are also
defined by others (e.g. administrators)?

— What motivates the learner/educator to participate in
this staff development activity? How does the
perceived motivation affect the degree to which
transfer of learning occurs at the worksite?

— What is the frame of reference one brings to the
staff development experience? How does this affect
the thinking that occurs during the experience? How
does this affect the outcome from the experience for
the adult learner/educator?

- What social and interactional experiences occur
during the staff development sessions? How do these

affect the quality of learning? How are they
perceived by the learner/educator? What role do they
play in follow-up activities? What "collegial

relationships" result from such experiences?

- What cognitive processing occurs during and after the
staff development experiences? How is this defined
by the learner/educator? To what degree is this
processed with others? What elements are transferred
to the activities at the worksite? What are the
effects on oneself?

— In what format does the learning experience seem most
comfortable for the learner/educator? What factors
affect this? To what degree are self-directed
learning activities observed? How do they transfer
to the worksite?

— What differences seem to be observed in the
performance of the learner/educator at the worksite?
To what degree has the staff deve10pment experience
influenced this? How does this become internalized
in the learner/educator's frame of reference?

The findings from the study are shared through

responses to the questions identified. The organization of

97

this information is developed from specific to general, that
is, the responses to the more specific questions are covered
first; the responses to the broader, overarching questions
are covered in the latter part of the chapter. The findings
are further organized in regard to the two phases of the
study——the planning/deve10pment phase and the implementation
phase. A third section on adult learners concludes this

chapter.

Prior to a review of the data, it is helpful to
"conceptualize" the key informants in this study. A brief
description of the Teacher Coordinator and Young Fives
Teachers is included to assist in establishing a frame of

reference for the balance of the study.

Jackie Collinsi Teacher Coordinator:

Jackie is an attractive, tall, effervescent young
woman. She is an avid sportswoman who enjoys downhill
Skiing in the winter and selects running, biking, and tennis
during the warmer months. Jackie's expressive eyes dance

With enthusiasm and excitement—-capturing one's attention

when conversing with her. She has a ready smile and a
distinctive "giggle" which seems to add a touch of "genuine
warmth" upon contact. Her ability to communicate clearly
arui concisely with a wide variety of personalities

F~‘mIPhasizes her leadership potential and desire to "be in

98

charge."
Jackie's seven years in education have been spent as a
substitute teacher, kindergarten teacher, guidance counselor

and most recently as a Teacher Coordinator——all with the Red

Rock Area School District. Previously she served as a
counselor in Student Support Services at the local
University. She aspires towards an educational

administrative position and has achieved her Education
Specialist degree in that area. Jackie is married to a
teacher who is also an area businessman and has one son.
She is a busy career—oriented woman who combines an active
professional, personal and civic life. In carrying out her
responsibilities, Jackie reports directly to Dr. Sarah

Sullivan, Director of Curriculum.

Young Fives Teachers:

Due to the fact that Young Fives is a new program in
the Red Rock Area School District, all of the four teachers
have Previously been in other assignments. They represent a
Variety of backgrounds and experiences.

Lois Gates is a former speech and language therapist
Who has nine years of experience in special education. She
IMis a Master's degree, is married and has two young
(”lildren. She was the special education representative on

the Young Fives Planning Committee and expressed her

99

interest in joining the Young Fives Program through a

combined professional and personal perspective:

As a speech therapist, I was always
the first referral source—-I was
intrigued by the developmental
approach—~again in later grades-—I
was the first referral source.
Literally spent 9 years testing
children and said-—I don't know
what's wrong, but this child isn't
c1icking——carried a lot of these
kids on my caseload as
language—delayed kids, but by
second grade they were LD kids.
Also, then my son has an October
birthday (described his testing
results) and I had to decide
whether to send him to kindergarten
as a 5 year old, and possibly then
repeat kindergarten, or do I give
him an extra year? From the
parent's perspective I knew how
tempting it was——with the magical
age I could have sent him, but I
waited for a year. So, with my
educational background and being a
mom of a fall son-—I was intrigued
with Young Fives. I walked into
the Planning Committee last fall,
having waited that year—-and knew
that it made all the difference in
the world. (INT - 12/5/85)

Sandy Clark pursued a Young Fives position due to her
interest in young children. This was her first full—time
teaching responsibility, having done her student teaching in
the Red Rock Area School District at the kindergarten level.
She combines a busy life of teaching and being the mother of
a baby born just before school started for the 1985—86 year.
Eula has plans to return to college during the summer, 1986

SeSsion, to secure additional credits for the continuation

Of her teaching certificate. Sandy's zest for the Young

100

Fives Program is explained:

I've done an awful lot of work with
young children-—worked in preschool
and did my student teaching in
kindergarten—-I feel very natural
with it--thoroughly enjoy it! The
longer I've worked—-I enjoy younger
children--l like this type of
curriculum-—the open, exploring
type. . . . I've done a lot of
volunteering——I feel I know the
preschool Child well.
(INT - 1/30/86)

Peggy Little saw the opportunity to teach in Young
Fives as a "dream happening." She started her career as a
speech therapist and has since served as a Chapter I teacher
in the elementary schools for several years. This year she
teaches one section of Young Fives in the mornings and
teaches Chapter I in the afternoons in the same building.
Shea has requested a full-time position with Young Fives for
tile 1986—87 school year. Peggy's interest in this program
COIItinues to expand:

I'm even more interested now--I'm
pursuing additional credits in
Early Childhood—-feel I need it as
well as my interest--I just love
it--those kids--the biggest reason
is when working as a Chapter I
teacher for all those years--I've
said if we could only start "way
back when"-—it's a dream
happening. . . . (INT - 2/5/86)
Valerie Peters is an experienced kindergarten teacher,

haVing taught elementary music prior to that. She did not

Start out the year teaching Young fives as she had two

101

kindergarten classes. However, Peggy Little's Young Fives
class had too many children; Jackie Collins and Sarah
Sullivan knew that a change had to be made. Another section
of Young Fives was opened as an afternoon group—-in the room
Peggy Little used in the morning for Young Fives. The
principal at the St. Clair Elementary School talked with
Valerie about taking the position for a year as he knew of
her intense interest in the development of the program.
Valerie had been active in the planning process and worked
hard to sell the concept in the district. In addition, she
had previous experience teaching a Developmental
Kindergarten for the district. She decided to take the
position for one year in response to the situation:

At this point my interest comes

after the fact that there was a

need--in my heart this is not

really the level that I want to

teach, but I felt like I have the

background. If (referring to other

kindergarten teachers) would have
had to take it, it wouldn't have

been fair to them or the
children—-you know, all of the
teaching I've done is really a
concern for the children that

motivates me——they were in a bind,
they needed someone. . . . I feel

this is something Pegg Little
really wants. . . . I want to
return to kindergarten.

(INT — 2/5/86)

As one would note, the variety of experiences of these
five people created an interesting cross—section of
individuals culminating in a Young Fives "team." A

C0mmonality that was observed among all five was the strong

102

interest in the young child, the intense belief that the
school system needed the Young Fives program to meet the
developmental needs of five—year—olds and their genuine love
of children. Their differences became clear as one observed
this "team" implementing a new district—wide concept—-each
in her own style within her respective site.

The other educators interviewed are briefly described

within subsequent sections of this chapter.

Planning and Development Phase—-Young Fives:

 

As a school district decides to initiate a new program,
especially one as comprehensive as Young Fives, careful
planning is necessary. The purpose of this study was not to
evealuate the Red Rock Area School District's
[Klanning/development process, but rather to follow the lives
of representative persons involved and affected by the
PIrocess. This project created a number of staff development
aCitivities within the district in which a significant number
of? educators participated—-and in some cases this may have
1)een their first experience in such an activity. As stated
ir1 an earlier chapter, this provided "fertile" opportunities
fOrobserving educators as adult learners in a series of new
learning experiences. In Chapter II of this text, the
reader has been reminded of the need for educators to be

}nvolved in their own learning experiences; the Young Fives

103

project provided such involvement and investment for

specific groups of Red Rock School District personnel-—the

kindergarten teachers, the Chapter I teachers,
assessment/diagnostic personnel, administrators and
representative parents. The concept of the Young Fives

Program was initiated when a small, core group of educators
attended a Gesell Training Session with Dr. Sarah Sullivan.
This concept became a reality through the combined
leadership efforts of Dr. Sullivan and Jackie Collins. This
leadership was evident in the planning/deve10pment phase
which was a collaborative effort with the kindergarten
teachers, Chapter I teachers and the Young Fives Planning
Committee. This study provides descriptive examples of how
these educators participated in their district as adult
learners throughout the 1984—85 school year and assumed the
task of "selling" the Young Fives Program to their
colleagues, the parents, and the Board. The questions which
Ruided this study serve as the organizational format for

sharing the data gathered during each phase.

How: does the learner/educator approach the staff development

‘

mgrience?

Differences can be noted in the methods which were
Utilized to introduce the Young Fives Program into the Red

Rock; Area School District. These differences directly

104

relate to the particular group which was involved in the
staff development activity and the degree to which the group
would be involved on a long—term basis.

The Chapter I teachers were one of the groups which had
a vested interest in the implementation of Young Fives.
These teachers worked daily with children who had specific
learning difficulties which were, in part, attributed to
developmental learning factors. They expressed great
support for the Young Fives Program, had a representative on
the Planning Committee and appeared to be a core group
expected to participate in the actual kindergarten screening

with the Gesell School Readiness Test. They requested that

Jackie Collins provide a demonstration utilizing this
instrument at their first meeting in the fall, 1984. The
following excerpts from the researcher's fieldnotes

illustrate their high level of interest in this procedure as
they participated in a staff deve10pment activity for a

total of two hours and fifteen minutes:

Seven Chapter I teachers
gathered in a semi-circle as they
seated themselves at the

primary-level table in the Chapter
I classroom at the Washburn School.
Based on their comments as they
were entering the room, they had
eaten lunch together--a "tradition"
they carry out before their monthly
Chapter I meetings. It was now
1:00 P.M. and they were ready to
start their meeting. Maggie Kraft,
"senior Chapter I teacher," served
as the coordinator of the group.
Following some opening
announcements, Maggie announced
that "Jackie Collins will conduct a

105

Gesell screening with a
kindergartner from the Washburn
School to demonstrate the procedure
and to provide an orientation on

the elements of the testing
procedure for the Chapter I
teachers because we will be

involved in this process."

Jackie opened by explaining
the seating procedure that she
would use with the child, Lindy,
which had the child seated at a
small child's level table with
chair. Lindy would be facing the
teachers so that they could observe
her work during the screening and
Jackie would be seated at Lindy's

left. She then announced to the
teachers that the "head person of
the Gesell Institute, Jackie

Haines, will conduct the training
session in late January for the Red
Rock Area staff participating."
She emphasized the "head" person
and the teachers looked at each
other with eyes wide, nodding their
heads up and down and comments such
as, "Boy, aren't we lucky.
That's great! . . . We got to have
the best . . ." were heard.

Before the child entered,
Jackie Collins gave each teacher a
copy of the test "so they could

follow along" and she explained
some of the key portions for them
to observe. She also indicated

that "later I'll give you a copy of
the one I'm using with all of my
notes from Lindy's testing so that
you can use it as an example as you
begin to orient yourself with the
recording procedures--today I just
want you to become familiar with
the format of the test, how a child
proceeds generally, and how I
behave in response to the child's
responses in each section-—don't
take notes, just observe—-and we
will have no discussion until after
Lindy leaves—-any questions?-—Oh, I
might add that parents are always
welcome to come," and she pointed
to the general location where she
would ask the parent to sit and

106

explained the directions she would
give to the parent. "Lindy's mom
has given us permission to use her
in this demonstration today, but
mom will not be here."

Jackie left the room to get
Lindy from her classroom and while
she was out, Maggie commented,
"Isn't it wonderful that we'll have
Jackie Haines in our district."
(Maggie was designated the Chapter
I representative on the Planning
Committee and had heard Mrs. Haines
at a conference during the summer
of 1984 where she had been oriented
in the Gesell School Readiness
procedures; Maggie had also done
some practicing with the test as a

result of her exposure.) "We have
to convince everyone in this
district as to how important
development is in the teaching

 

process--and what this can mean
later to the child in terms of
academics--this program is really
something!"

Jackie re—entered the room
with Lindy, explained to Lindy,
"these peOple are my friends and
they are interested in what I'm
doing today-—they'd like to watch
us work together for a little
while—-we can go ahead and get our
things here on the table. . . ."
The teachers were rapt with
attention--their eyes did not leave
Lindy and Jackie during the
process, their bodies were all
leaning forward with an indication
of eagerness and desire to "catch
everything." When Lindy carried
out a task well, the teachers
looked at each other and smiled.

At 1:59 P.M. Lindy was
finished, Jackie thanked her and
brought her back to her classroom.
Immediately as they left the room,
the teachers started to talk, "she

never stopped smiling . . .
wouldn't you love to have her in
reading? . . . Wasn't she
great—-and with us watching!"

Maggie started to explain some of
the testing procedures as they

107

discussed sections of the
instrument, "Won't this be helpful
as we talk to parents about where
the child is deve10pmentally--we'll
have concrete examples to show
them-—it won't be so much
guessing."

Jackie returned to the room
with copies that she had made of
the recording she had done during

Lindy's testing. As a group they
huddled around in their semi-circle
with Jackie at the center and

everyone concentrated on the sheets
that Jackie had distributed. They
went through each of the sections
and discussed Lindy's results as
well as the range of possibilities
which might be performed in each
section. At 2:48 P.M. the teachers
and Jackie were still intensively
reviewing these sections; the
teachers were making their own
notes on their copies and asking
questions along the way, such as,
"Why were you clicking? (the
st0pwatch), What happened with the
tower? . . . How do you know what
symbols to use? . . . How long does
it take to figure these symbols
out? . . . Can you make up your
own?", etc.

At 3:00 P.M. Maggie encouraged
the group to"stop and let this
jell-—we can keep covering this at
future meetings." Jackie commented
that "You are already so far ahead
of others who usually go through
training."

The teachers were appreciative
of Jackie's demonstration, "You
really did a good job on presenting
this. . . . Thanks for doing this
with us . . .we are so happy to
know more about it . . .how will
the testing be done for the
district? . . . Who will do all
the testing?" Jackie said "At this
point, ypp need to digest this——and
I want to work with you and others
to decide how you want to get it
done-—there will be 25 people
trained." Everyone repeatedly
thanked Jackie for her work, Maggie

108

announced the next meeting date and
the teachers slowly disbanded at
3:15 P.M. (FN - 10/3/84)

As noted, the Chapter I teachers demonstrated an
interest in the specifics of the Gesell Screening Test and
already viewed themselves as a part of the implementation
process. They worked directly in the schools where the
Young Fives Programs would be housed and conveyed an
ownership to the details of the project. They also
respected the direct link to the planning process through
their staff representative, Maggie Kraft.

In contrast, teachers in the middle and secondary
buildings of the Red Rock Area School District did not have
as direct an interest in the Young Fives Program. However,
the Planning Committee and Jackie Collins felt that it was
critical to inform them of the program's direction and to
provide them an Opportunity to ask questions regarding the
program before it went to the Board of Education for action.
They sensed that some of the staff would be concerned as to
the "financial priorities" of the district. Jackie
explained to the researcher that the teacher's union was
Concerned about new program development because it affected
"the amount of money available for salary settlements—-they
are; concerned about financial priorities in the district."

She; indicated that the teachers on the Planning Committee
werWe trying to "keep the ranks informed of the need for the
Yolflig Fives Program and how funding was to be handled."

SCNne of these concerns became evident through the questions

109

of the teachers from the Baltic Middle School. Jackie made
a presentation to all building staffs in the district during
the fall, 1984, to assist in minimizing the concerns
regarding new program development and to keep the total
district staff informed of the need for Young Fives. On
December 4, 1984, she presented a brief outline of the
district's previous Kindergarten Screening process to the
Baltic Middle School staff at their regular staff meeting.
Through this outline, she defined the results of previous
screening through the use of the DIAL instrument and
compared some of the results with the Gesell device. This
section of narrative is representative of presentations made

to other building staff meetings:

Our past records indicate that
about 57% of our kindergarten
children attend kindergarten

screening; it has been voluntary.
On the DIAL, about 32% were not
ready for kindergarten but 26%
enrolled in kindergarten—~we have a
high percentage of high-risk
children in kindergarten. When we
have tested some of these children
this year on the Gesell School
Readiness instrument, we have found
some children to be operating as
low as the 2 1/2 year leve1--and in
kindergarten. Most of the parents
have chosen to keep their children
in kindergarten, some for financial
reasons--sitters and things.

With the Gesell data, (showed
charts on overhead) they have found
sometimes as high as 30—50% of
those enrolled in kindergarten to
be deve10pmentally much younger
than five years--by fourth grade
level, this type of child "bottoms
out" in their area of

110

strength--Gesell shows that these
children rarely "catch up." Over
1/3 of our students are overplaced
and the results include
psychosomatic illnesses,
passive/resistance, college
dropouts, etc.

We are suggesting that the child
who is developmentally younger than
five years be given time to
develop. For those children we
feel the Young Fives Program would
be more appropriate than
kindergarten. We see that we would
have approximately the same number

of kindergartens as now, the
transportation would follow the
kindergarten bus schedule and
instructional supplies would be
allocated from the building
budgets. We would not be adding
children, but restructuring the
program to allow for this

modification. (FN — 12/4/84)

Following the presentation which lasted approximately ten
minutes, she opened the meeting to discussion and questions.
The questions raised at this meeting are representative of
other staff meetings which focus on awareness of Young Fives

as the purpose:

Teacher-—How do you test for
socialIemotional development?

Jackie-—(showed a transparency on
scoresheet and explained)

Teacher--Any feedback from parents
on options for kindergarten
placement?

Jackie--From discussion with other
districts, the most difficult year
is the first year--after that it
goes more easily.

111

Teacher-—Is this a public school
nursery?

Jackie——No, these children would be
in kindergarten anyway as we are
responsible, but the curriculum of
Young Fives would be different.

Teacher-—What about funding—-where
are the dollars coming from?

Jackie--We have 16
kindergartens-—some of these would
become Young Fives, but we can't
predict exactly—-would need to see
the Gesell Readiness results for
accurate numbers.

Teacher--On DIAL, did you look at
failures in terms of birthdays?

Jackie——Red Rock data show 30% that
were high risk (of the 57%) were
fall birthdays.

Teacher——Do they go from Young
Fives to kindergarten?

Jackie—~Yes, this is different from
our previous developmental
kindergarten—-then they went to
first grade.

Teacher--What about a transition
room?

Jackie-—Some districts have looked
at it, but we have not at this
time.

Teacher-—Isn't there a state law on
changing the entry date for
kindergarten?

Jackie——It has been studied--other
areas are being studied rather than
changing entry date--especially
because of minority children.

Teacher——What about the funding of
your position?

112

Jackie-—My position may be
discontinued after this year-~now
it is from Chapters 1 and II--other
questions?

There were none and the meeting

ended at 3:25 P.M. The staff
walked out quietly--no further
discussion on Young Fives was

overheard. (FN —12/4/84)

As noted in these two examples, the degree of interest
in Young Fives and the degree of specific involvement
requested by the staffs are different. The Chapter I
teachers requested future information and direct
involvement; the Baltic Middle School staff did not seek
either.

As one explores how the purpose of the staff
development activity affects the educator's perception, one
can once again refer to these examples cited. The Chapter 1

teachers initiated their participation in the kindergarten

 

screening activities as they foresaw their direct
involvement with some of these children in the elementary
buildings. There is a relevancy between this program and
their work that encouraged them to focus on this district
need. However, the Baltic Middle School teachers will not
Esee these students for approximately six years; the
iJnmediacy of the situation is not as critical to seek
'Viirect" involvement. Through this and other observations,
it was evident that the overall concern of teachers who were
1101: "directly" involved focused on the potential financial

lmPlications which such new program development might have

113

while the teachers who were directly involved focused on

content and procedural issues regarding implementation.

How does the purpose of the activipy affect the

learner/educator's perception?

The kindergarten teachers met regularly with Jackie
Collins to review the planning and development processes for
the Young Fives Program. They were key participants in this
process as they were the teachers who worked with the
children being discussed. Their purpose for seeing the
Young Fives Program implemented was even more immediate than
for the Chapter I teachers. This project could impact their
kindergarten classes during the following school year!
Through observations it became obvious that they were
working intently to encourage the implementation of the
program. They demonstrated this by meeting with Jackie
Collins monthly to gain further information and to assist in
the program planning and development process. These two
examples of fieldnotes highlight the kindergarten teachers
purpose in promoting Young Fives; these comments are
representative of their interest in the planning process:

- Seven of the nine kindergarten
teachers were already present as
I arrived in the library at the
Vilders School for their 3:15
P.M. meeting. They were seated

in a circle around a round table
waiting for Jackie (Collins) to

114

begin her discussion about the
Young Fives planning process.
Their comments were in progress
". . . Which kids do you have who
would probably be in Young Fives?
. . . How many of those are also
late birthdays? . . . I don't
know how I'm going to make it
through the year with this
kid--he just isn't ready for
school. . . . What do you do at
this point--the parents just
don't see what we see. . "

(FN - 11/14/84)

Jackie reviewed the proposal on
Young Fives that would be
presented to the Board for action
at their next meeting.

Jackie—-All kindergarten teachers
presence will be appreciated—-my
support crew's presence will be
expected! It will be first on
the agenda, then you can
leave——but let's not be real
obvious about it. Let's think
through the questions that we
should be ready to field—-

Teacher--(Carol Parker, the
kindergarten teacher's
representative on the Planning
Committee) mandatory testing is
what is important, because if
they don't—-we'll be in the same
boat that we've been in up to
now.

Jackie—-Here are the two areas
where mandatory testing is
included in the proposal
(pointing to the sections)—-and I
have two letters of support on
this—-Task Committee #3 and the
Parochial Principals. Also one's
coming from Peter Kline's office
(Regional Education Office).

Teacher--What about the children
who show up in the fall and they
haven't gone through screening?

115

Jackie—-The Core Team can do the

"makeup" work for any new
students—-and for transfer
students during the year too.

Teacher--You don't want to tell
parents about fall screening now.

Jackie——That's true—~but we must
place the emphasis on mandatory
screening if its going to work.

Teacher—-Meeting with the school
secretaries may be important to
do to explain the process.

Jackie——Have planned to go over
this with secretaries after the

Board acts on it. That will
happen.
Teacher——Kindergarten teachers

Will—EEt results?
Jackie—-Yes, they'll be in the
CA60. (FN — 12/5/84)

As noted earlier with the Chapter I teachers, the
kindergarten teachers demonstrated an intense sense of
interest in the implementation of this new project. Their
purpose was "problem-centered" as identified by Knowles in
research on adult learners, due to their daily work with the

children.

,Ehat motivates the learner/educator to participate in this

Staff development activity? How does the perceived

 

mOtivation affect one's level of participation? How does
the motivation affect the degree to which transfer of

lfifiirning occurs at the worksite?

116

During the planning and development phase of the Young
Fives Program, a high degree of motivation was observed in a
variety of settings by a variety of the participants.
However, a notable degree of motivation was observed when
the decision was made on the district's plan to conduct the
Gesell School Readiness Screening. This required new
assessment/diagnostic skills for those educators conducting
the screening. Staff members who were assigned to conduct
the pre—kindergarten screening for the district attended a
three—day Kindergarten Screening Workshop which was
conducted by Jackie Haines, Chief Developmental Examiner for
the Gesell Institute. The focus of this workshop included
an orientation to the development of four—to six—year-old
children, observation of testing children with the Gesell
School Readiness Test and a discussion regarding the
interpretation of the results. This session was conducted
in one of the Red Rock Public school buildings from 9:00
A.M. - 3:30 P.M. on January 30, 31 and February 1, 1985 (see
sample program in appendix). Included in the training were
kindergarten teachers, Chapter I teachers, assessment/
diagnostic staff, and other select special services staff
members.

Following this initial training program, the staff

Palfticipated in an intensive practice schedule developed by
Ja(:kie Collins. Beginning on February 4, 1985, the staff

weet‘e asked to practice various sections of the Gesell School

117

Readiness Test with children each week through May 3, 1985.
During this time period, Jackie scheduled six follow—up
sessions for all the staff who had been trained; each of the
sessions focused on a different portion of the test. At
these sessions an extensive walk—talk through demonstration
of the specific section was conducted by Jackie. Then the
participants practiced with each other in conducting and
scoring that section of the test. This provided them with
an initial skill level that was then further refined through
practice with children. Questions regarding their learning
were discussed at the subsequent practice session before a
new section of the test was reviewed. Practice sessions
were held on February 18, February 27, March 20, March 27,
April 17 and May 8, 1985 from 2:00 - 3:30 P.M. The actual
pre—kindergarten screening was conducted between May 13—26,
1985.

This assignment strongly motivated participants to
develop their skills in conducting the Gesell School
Readiness Test appropriately as they were all working on
building teams to screen pre-kindergarten students for the
district. They wanted to perform well in this capacity as
they realized that the decisions regarding which youngsters
WCHJld be placed in Young Fives would be made on the results
of their work. Through this experience, their decisions
wOnld result in children actually being recommended for a
Pr<3gram which the district had never had before. The role

théit they played motivated them to learn the mechanics of

118

the test well during this three—month period. An example of
this motivation is shared through fieldnotes from one of the
practice sessions which focused on the motor development

section of the test:

I walked into room 103 of the
Gillespie School a few minutes
after 2:00 P.M. just as the fourth
practice session was beginning.
The room was arranged as in
previous sessions with small
tables, standard office desk size,
lined three across and five down
throughout the room. Two persons
sat comfortably at each of the
tables. There were two "odd-size"
tables at the back of the room-—the
speech therapists and occupational
therapists sat there. I found a
chair (with arm attached) near the
rear of the room (my normal spot)
and quietly sat down. No one even
noticed my entrance. Jackie
(Collins) was announcing a date
change for a practice session--from
May 1 to May 8. I jotted that in
my calendar quickly.

Jackie was in her usual
location-—near the front of the
room--her "teacher" position-—
standing next to the overhead

projector which she used in each of
these sessions. I quickly counted
35 staff present (normal number).

Following her announcement, Jackie
asked for questions on the previous
portions of the test that they had
worked with in earlier
weeks--paper/pencil tasks, cubes,
the initial interview, DASE, and
animals/interests. A few questions
were asked, but sounded like peOple
were getting pretty comfortable
with these sections. But then a
question emerged--"What about the
age of kids when they go to
kindergarten, first grade--and if
they have to be retained—-won't

119

they be pretty old in their

classes-—have we thought about
this?"--this resulted in a lot of
discussion regarding their

developmental progress over their
chronological age, etc.

Jackie broke in, "0k, let's move on
to the motor part of the test--we
have a lot to cover." She handed
out the recording sheet for this
section and gave instructions for

this section. "Who will volunteer
to be our five year-old today?" No
one stood up, so Jackie urged

Maggie Kraft—~"Maggie, why don't
you come up so we can see how you

hop, jump, etc. today?" Maggie
laughed, "Why not——I do very well
at the five year level!" Everyone
laughed.

Maggie did each of the activities
that Jackie requested of her--stand
on one foot, hOpping on one foot,
beanbag throw and beanbag catch
(see appendix for administration
directions and motor recording
sheet). Staff recorded responses
as Maggie completed each task.
Following the set of tasks, Maggie
sat down--and questions were
handled, e.g. "Can we record hand
dominance?" (from the occupational
therapist)——

Jackie: "We'd like to stay with
the basics this year--we'll leave
it so that you can record it if you
wish" (not required on recording
sheet).

At 2:55 P.M. everyone was still on

task, asking/responding to
questions. Jackie broke in, "now
we'll break into little
groups—-everyone can leave at 3:15
today (normally stay until

3:30)-—only have to give two tests
this week (normally they give
four—five practice tests per week)
due to Easter break and parent
conferences."

120

At 3:15, two—three people
left-—majority showed no signs of
leaving. They were in groups of
three-—four practicing on each
other--lots of "on task" talking,
checking out questions on clarity
with each other--"How did you mark
how he balanced? What if you
forget to click the stopwatch
on--should you re-do it? What if

they "side—arm" instead of
overhand/underhand?, etc." Lots of
biting fingernails, re—reading

materials, scrunched brows, intense
eye contact with one another, no
one was watching the clock,
rechecking answers on previous
sections of the tests. (Appeared
that everyone was relaxed in their
work with one another-—intense/on
task, but enjoying it.) Jackie was
rotating from
group-to-group——answering questions
and making suggestions. She raised
her head at one point—-"with
parent-teacher conferences, could
the special services staff practice
with kids in the afternoons?"
Kindergarten teachers and special
services staff discussed and
arranged option for this. The
School Social Worker, Bart Duncan,
added, "I can still get four kids
in before kindergarten if I get
there at 8:00." (Sounds like he's
trying to keep a lot of practice
sessions going even with his busy
schedule from school to school).

At 3:25 P.M. only two more had left
(Jackie said they could leave at
3:15—-good indication that they are

still interested). Lots of
discussion still going
on--questioning one another, making
notes. Jackie is still
side-by-side with staff up and down
the aisles/groups. Now at 3:29

P.M. a couple heads look up at the
clock, starting to gather papers
and putting them in bags, but still
talking and putting notes down on
paper as they prepare to leave.
Jackie reminds them, "You can leave

121

anytime, but I'll stay if anyone
needs more help." By 4:00 P.M.
everyone but one group of three had
slowly walked away——most leaving in
groups of 2-3-4 people--still
talking about their recordings,
possible behaviors of children and
experiences from their practice
sessions. Jackie, still talking to
the group of three, put her books,
transparencies and other materials
in her bag, nodded at me and walked
out--still engrossed in discussion
with the group at 4:04 P.M.
(FN - 3/27/85)

This activity serves as an example of the persistence
which the majority of the staff demonstrated during the
practice training sessions. The motivation to do well on

the pre—kindergarten screenino was evident; they knew that

o
the children screened for Young Fives would soon be named
and discussed with parents. Everyone appeared helpful to
one another-—giving suggestions and options to consider;
consistency in recording procedures was observed as a great
concern. They wanted interpretations to be based on similar

data from the children. The motivation to work as a team

was obvious in each session--no one practiced alone.

Ehat is the frame of reference one brings to the staff

Eeyelopment experience?

During the planning/development phase of Young Fives,
the general frame of reference shared by Jackie Collins was

one of information sharing, communication link for Young

122

Fives, coordinator of the groups having a significant
interest-—kindergarten teachers, Chapter I teachers and the
Planning Committee. She openly discussed the Gesell
research on the development of young children in each
meeting with staff and parents. Following is an example of
fieldnotes taken during her presentation to a Parent Teacher
Organization at the Washburn Elementary School with
approximately 60 people present. This narrative is

representative of other parent group meetings:

What can we do—-what can we change

to better meet the needs of
kindergarten readiness—-3O to 50%
of the kindergartners are not

developmentally ready for school
according to the Gesell Institute.
Let's look at what it means to be
ready-—(showed a chart labeled The
Total Child and broken into four
sections):

Social I intellectual
physical I emotional

 

A child who is ready to cope with
the school environment is ready in
all four areas (gave some examples
in each area). Previously here in
the Red Rock Area School District,
we have used the DIAL screening
instrument for kindergarten
screening. The main results we
received from this gave us mental
age-—we feel we need more--so we
are preparing to give the Gesell

School Readiness Test instead——
(showed another chart) so we can
determine if some children are
overdeveloped in some areas and
underdeveloped in others. For

example, a child I recently tested
was a good example of a child who
seemed very intelligent in a number
of areas, but when I gave the
paper/pencil test he said, "This

123

pencil seems extremely thin, do you
think I could have another as it
seems very awkward" (she explained
where this boy would be on her
chart).

What can we offer you, as parents?
Gesell research has shown that in

schools where developmental
programs are developed-~based on
children screened through the
School Readiness Test——retention

rates have dropped, referrals for
special services have dropped and
the need for alternative programs
has dropped. We are working with
the Planning Committee to implement
a program curriculum for children
who are 4—4 1/2 years
deve10pmentally. If a child comes
in at this point, 4-4 1/2 years
developmentally, then what can we
offer?—-a Young Fives curriculum—-

 

 

for children who still
like to move—-an activities-
oriented curriculum, where we

accept them for what they are-—they
are not ready for workbooks. The

teacher/pupil ratio will be
lower-—the following year the
children will go to

kindergarten-—we suggest that these
children need a gift of time-~now,

let's open to questions. .
(FN — 10/8/84)

 

This presentation, which was similar to all that she
made to parents throughout the district, expressed a
Positive step for the school district——to recognize the

needs of the developmentally 4-4 1/2 year old child-—and to

develop a program to meet those needs. It brought out
Cluestions and also comments at the Washburn meeting
IWegarding the importance of the parents' role in

decision-making for the children:

124

Parent--Do parents have a choice in
placing their child in Young Fives
or regular kindergarten?

Jackie——Yes, parents always have
the final say.

Parent-—Our child was in
kindergarten--and at the end of the
year, we were told he should stay
in kindergarten for another
year-—he did repeat——he's now doing
well—-we as parents have to be
involved.

Parent—-Our son was not held
back-—we asked the school to hold
him back--he wasn't ready.

Jackie—-There's no better time to
give your child this time to grow
than at this early leve1--later the
thrust is very academic--these
first two years are much easier to
give this opportunity.

Teacher—-I'm new to this first
grade position in this school—~some
of my students are frustrated, I am
frustrated-~if we give these
students this extra time--it'll be
beneficial to everyone.

Jackie-—I'll be available after to
talk-—or call me--our goal is to
offer your child the most
successful learning experience
possible.

Jackie received a resounding "hand"
as she sat down. (FN - 10/8/84)

This type of presentation appeared to create a positive
frame of reference regarding Young Fives throughout the
district--no one challenged the concepts presented; they all
Steemed to accept that this would be "good for kids." In

addition, Jackie's presentations were clear, concise and

full of "energy" and enthusiasm. This was transferred to

125

staff also as was noted at the Fralick Elementary School
staff meeting. After Jackie's usual "upbeat" presentation,
there was a series of questions promoting much enthusiastic
discussion about the developmental needs of children.
Finally, one teacher asked Jackie:

Teacher-—Could we say you are £331

excited about the program?

Jackie—-Yes! Didn't think you
could tell!

Another Teacher-—Well, now I am
too! (FN - 10/8/84)

 

This "promotion" stressing a positive frame of
reference along with Jackie's confidence and effective
communication skills made a difference in "selling" the
program. From the observations it became apparent that the
adult learners——teachers and parents--felt that the district

was considering a good program for kids.

What social and interactional experiences occur during the

S aff development sessions?

 

During this planning/development phase, many
Opportunities for interaction became available. The key
Siroups who worked with Jackie Collins became "interactional"
0n a regular basis—-the kindergarten teachers, the Chapter I
teachers, the Planning Committee and the thirty—five people

who participated in the Gesell training/practice sessions.

126

Some of this interaction has already been illustrated in
previous examples. Previous to the Young Fives project,
only the Chapter I teachers had met on a regular basis.
Years previously the kindergarten teachers had met
periodically but that practice had waned. The regular
meetings of the kindergarten teachers encouraged discussion
of other mutual topics such as kindergarten curriculum,
report cards, sharing materials and other resources.
However, as the year moved on, the discussion regarding the
Young Fives implementation became more concrete in nature.
Initially everyone was excited about the process, their
involvement and the progress that was observed. After
Jackie's presentations to the various faculty meetings and
parent groups, more discussion regarding the implementation
of Young Fives began to "jell" in people's minds. Now,
personnel in the district were asking the teachers, who were
directly involved in the planning, for more information and
generally discussing the impact that this would have on the
district financially. As was noted earlier, new program
development was a concern raised through the teachers' union
due to financial priorities—-the union contract was expiring
On June 30, 1985. There was much discussion "beginning to
bubble" in the teachers' lounges and in other locations.
Td1e meetings of the Young Fives groups-—specifically the
t11ree——kindergarten teachers, Chapter I teachers and the
Planning Committee—-served as a vehicle for information

exchange on the "latest developments" regarding Young Fives

127

and also a time for the supporters of the program to
"strategize" a little in regard to how Young Fives could
continue as a priority in view of the upcoming contract
negotiations. These particular groups of teachers wanted
both ideas to survive-—Young Fives and increased
salaries--and they knew that among the teachers' union
members, discussion was in progress as to what priorities
needed to be considered. An example of this occurred in a
kindergarten teachers' meeting in January, 1985, following a
viewing and discussion of a video tape on the Gesell
training package. As the teachers were "wrapping up" their
discussion, it became obvious that Hilda, from the St. Clair
Elementary School, had more to discuss. Jackie was

sensitive to this and encouraged her to go ahead:

Hilda-—I've got some "concerns"
about Young Fives that we have to
talk about-—I have a concern about
the flyer that went out—~it looks
like this program is at no cost to
the district——what about sub time,
equipment needed, materials and
what else--we are lying to the
taxpayers and the Board if we say
that--who will teach these
classes--volunteers? How will it
be assigned? What about the number
of kindergarten teachers for future
displacement-—what about the ripple
effect? What about 1/2 time Young
Fives and kindergarten? Have all
these things been thought out and
considered?

Jackie--(quietly, slowly and with
direct eye contact responded not
only to Hilda, but to the other
kindergarten teachers-—she was
seated in a semi-circle with them)
The subs, training costs and my

128

salary are grant funds—-also the
training funds for the Young Fives
teachers will come from this-—the
dollars for materials, equipment--
the kindergarten children will come
to school anyway. We will not
order workbooks and other materials
for them--each building budget will

handle this for Young Fives
instead. We'll get state aid for
them-—the Young Fives and

kindergarten children—-they're both
eligible.

Another teacher-—What about science
materials? What areas have been
addressed for materials?

 

Jackie-—These have to be considered
in the curriculum planning——we will
try to make an effort to plan ahead
as much as possible.

Hilda-~You know that we are going
for salary raises—-this is a big
thing this year--new programs are
going to be hit hard in
negotiations--we’ve got to be clear
on all this stuff——where are we
going to be? How many rooms? And
who's going to teach Young
Fives—-I, for one, do not want to
be reassigned.

Jackie-—We do not know where the
Young Fives rooms will be yet—-this
proposal is also built around the
redistricting plan of the
Board——you know this is also a goal
of the Board this year (she covered
some other details on
redistricting).

Hilda--I'm not really asking for
answers-—I'm asking yap to serve as
a conduit on these questions to
central administration—-

Hilda and Valerie—- We're trouble—
shooting ahead for the problems
that will come up—-you get cynical
about these things after past
experiences like the math program
that was tried--

 

129

Jackie—-I really appreciate you
sharing these ideas and
concerns—-so I can also support you
in your teaching assignments, room
selection and other things.

Libby--Do we have a commitment from
anyone that it will last five
years-—so it gets a hold?

Jackie--No, we don't. We'll have
to tackle that one year at a time
and hope that the program sells
itself-~Other questions?

(It was now 4:53 P.M. the teachers
had stayed late—-but intensely
involved in the discussion—-Now
they started to leave——still
talking to one another as they
left——this was the first time the
meeting had become so closely tied
to personal concerns--good
opportunity for "open discussion"
on the issues). (FN - 1/9/85)

This discussion was an example of how interaction was
needed to "vent" some of the concerns which had been
developing. This kindergarten teachers session provided a
"productive environment" for handling these concerns. The
atmosphere was not negative, but a certain amount of
"tenseness" was observed in airing these issues. As Hilda
stated, she wanted Jackie to serve as a "conduit to the

central administration". She felt that she had

"productively vented" as she had a "pipeline to the system".

Such interactional opportunities appear necessary to
consider for adults as they "work through" a new program
concept and adjusted roles in communicating proposed

implementation. This discussion also serves as an example

130

of the cognitive processing which occurs with learners as
they participate in a planning experience; they initially
think the new concept is totally acceptable if they have
been intimately involved in creating the concept. However,
as time and experience with the new concept are increased,
questions begin to arise of a different nature. As with the
kindergarten teachers, they had now experienced some
challenge with their concept——it was now January and other
people were asking questions. They found themselves
representing both groups——the Young Fives supporters and the
teachers' union. They needed to find a vehicle to get their
union concerns voiced early enough to the "central
administration" so that it wouldn't appear that their work
in the Young Fives planning had been incomplete. This
discussion serves as an example of the cognitive processing
which can occur during staff development experiences. It
can serve as useful information to administrators and staff
development 1eaders——teachers need to share their roles from
a variety of perspectives. This discussion is also
representative of the process involved in the following

question.

What cognitive processing occurs during and after the staff

 

development experiences?

131

As stated in the preceding section, teacher questions
and discussion can reflect the stage of cognitive processing
which is occurring at a given time. This is how one can
best "observe" cognitive processing-—by noting the questions
and comments which are being shared. This is utilized every
day in the classroom with children; it can be just as useful
to observe in the adult learner.

Another group of adults who were "active learners"
during this study were the parents who had children entering
kindergarten in the fall, 1985, and would have their
children screened through the first year of implementation
of the new pre-kindergarten instrument—-the Gesell School
Readiness Test. An example of their cognitive processing
was discovered in March, 1985, when the Young Fives Planning
Committee hosted a meeting for all parents of prospective
kindergartners for the 1985-86 school year. The Planning
Committee was expecting approximately 50-75 peOple to
attend; they arranged the meeting in a section of the
cafeteria at the Gillespie School--a central location in the
city of Red Rock. When this researcher arrived at 7:20 P.M.

(for the 7:30 meeting). the room was filled and persons were

scrambling for more seats. School officials were opening
the dividers in the cafeteria for more seating. The
researcher counted 100 people before 7:30 P.M.; more
continued to arrive steadily. By 7:45 P.M. a rough count
was up to 175 persons. As Dr. Koerner, School

Superintendent, welcomed the people, he asked, "How many of

132

you will have your first child attending kindergarten next
fall?" A large majority of the hands went up. It was
obvious this group of adults was largely experiencing school
entrance for the first time as parents. The program started
with the Planning Committee's presentation on the Gesell
research, the need for change in screening at Red Rock and
an overview of the screening procedure and Young Fives
Program. It is interesting in this section to review the
specific questions which the parents asked——given the fact
that they had relatively no experience yet as parents of
youngsters in the district. This is an example of the
cognitive processing which was occurring with these
parents——and that which the Young Fives Planning Committee
could "record" for future reference. Only the questions are
listed from the fieldnotes to serve as an illustration for
this section; answers were provided in the session by the
Planning Committee to the following:
- Will there be Young Fives in all
elementaries?

- Will classes be both in the
mornings and afternoons?

— Should underplacement be a
concern?

— How do you meet the individual
needs of children?

 

- How big will Young Fives classes
be?

- Age-—what are we looking at--five
in May or by December 1?

133

Will Young Fives replace
Headstart?

What's the advantage of placement
in Young Fives over preschool?

Any disadvantage if child is
familiar with the tester?

If child is recommended for
kindergarten, could parent elect
to go with Young Fives?

What are the hours for school?

If recommended for Young Fives,
could we meet the teacher, see
the room—-before we have to make
a decision?

When will we know who the Young
Fives teachers are?

Will the tester know the child's
date of birth?

Will this sway the decision?

Will a late fall birthday be
recommended for kindergarten?

What size is a regular
kindergarten?

If one child is over—quota, how
would this be handled?

Give the details of experience
that the examiners have had?

Who have teachers (examiners)
used for "practice kids"?

How can you test the readiness of
a child emotionally/socially?

I'm a Headstart parent, the
teacher will be "nuts" with 15-18
"four year olds" at one time!

Will there be extra help?
(FN - 3/26/85)

134

Following responses to this long list of questions,
parents were excused at 8:41 P.M., but encouraged to stay if
they wished. At this point, many left the hot, stuffy room,
but a large number ventured to the front of the room for
further discussion with Planning Committee members. This
provides an example of how eager parents are to learn about
their child's first educational experience. Their questions
are active indicators of their cognitive processing at this

stage of their experience.

In what format does the learningfi experience seem most

comfortable for the learner/educator? To what degree are

 

self-directed learning activities observed?

During the planning/development phase, the major
learning activities regarding Young Fives included the

following formats:

— orientation to Gesell research
and training at conference in the
summer, 1984, by Jackie Collins,
Maggie Kraft, Carol Parker and
Dr. Sarah Sullivan

- self-directed plan for targeted
implementation developed by
Jackie Collins (see appendix)

- ongoing committee structure for
key participants——kindergarten
teachers, Chapter I teachers and
Planning Committee

135

— three—day intensive training
session with six follow—up
practice sessions for all persons
conducting pre-kindergarten
screening

— one—time presentations for

district staff and parent groups

~ two presentations for the Board
of Education

— specific presentations for all
parents of potential
kindergartners and a follow-up
presentation for all parents of
children identified as eligible
for Young Fives Program

- individual opportunity for
consultation for parents of
children identified as eligible

for Young Fives Program with
Jackie Collins

A variety of self—directed learning projects was
initiated by the committee members actually involved in the
project. Examples included the presentations developed for
staff, board and parents, the charts and other resource
materials provided throughout the year. A booklet, Growing,
was adapted by the Chapter I teachers for parents. In
addition, the components for the curriculum were developed
by the members of the Planning Committee. A synthesis of
this self—directed project was shared by Carol Parker,
kindergarten teacher representative on the Planning
CcNumittee, at the parent meeting in March, 1985:

Carol Parker explained some of the
significant differences between the
Young Fives curriculum and the

kindergarten curriculum. Her
comments highlighted these areas:

136

— Young Fives will be filled with

open-ended experiences, hands-on
activities that will last for
shorter periods of time than in
kindergarten, there will be a
changing tempo throughout the

day. All four areas of
development will be integrated
into the activities--social/

emotional/physical/intellectual.
Some specific differences between

Young Fives and kindergarten will
be:

Young Fives reading readiness

will be a total language
experience approach-—lots of
talking, listening, using
puppets, fingerplays, songs;
kindergarten will use the
McMillan beginning reading

program.

Young Fives will use pencils at
the end and then only to write
their first name; kindergartners
will use pencils earlier to write
their first and last names and to
do other printing. Young Fives
will make letters out of dough
and use magnetic letters.

Young Fives math will focus on
counting things as they observe
them from 0-10; no books will be
used. Kindergartners will count
to 0-20 and use the Heath math
series. Young Fives will talk
about shapes, feel them, find
them, etc. Kindergartners will
also draw them.

Young Fives will have art as a
process-oriented experience while
kindergartners will move towards
a product oriented experience.

Young Fives science will be
"hands—on" with real, concrete
items; kindergartners will expand
to the Silver—Burdette science
program.

137

— Young Fives will focus on
themselves and some community
helpers in social studies; they
will be great visitors. The

kindergartners will focus on the
family, school workers and relate
these to themselves.

- Generally Young Fives will focus
on process——an active experience

where kindergartners are more
heavily moving to product—
oriented experiences because they
are developmentally ready for

them. Kindergarten will pp; be a
repeat of Young Fives—-it will be
a different approach.
(FN — 3/26/85)

This short description represented a cumulative project
that Carol Parker and Jackie Collins had been develOping to
illustrate the differences between kindergarten and Young
Fives. Materials and guidebooks were being developed to
prepare Young Fives teachers in the specific areas. Many
ideas were being "packaged" from other Young Fives teachers
throughout the country.

All of these learning experiences seemed to play an
important role in the planning/deve10pment phase. Again,
these experiences were determined in conjunction with the
purpose of the learning activity. What is important to note

is the variety of learning experiences that these adults

needed in the staff deve10pment activities.

What differences seem to be observed in the performance of

the learner/educator at the worksite? How does this become

 

138

internalized in the learner/educator's frame of reference?

 

Throughout the 1984—85 school year, there was a growing
sense of confidence observed in Jackie Collins' behavior.
The various staff members involved demonstrated a better
knowledge base regarding the development of young children,

but Jackie had internalized it through her immersion in the

 

project. This was observed through comments she made over
time. In early October, 1984, at the Chapter I teachers
meeting, she missed a section of the test when she was
demonstrating for just seven people:

As Jackie reviewed her recording

sheet with the teachers she noted,

"And staring me in the face--I

forgot the tower--that was a part

of my nervousness!" (FN — 10/3/84)
In contrast, by June, 1985, she met with approximately 50
parents of children who had been identified for Young Fives
through the Red Rock pre-kindergarten screening held in May.
She made an effective presentation, using overhead
transparencies and noting examples from each section of the
test as to how a Young Fives child might have responded in
comparison to a kindergarten child. Then, following the
question/answer session which went smoothly, she set up an
opportunity for further consultation on each set of results

that evening:

139

I will now be available to meet
with you individually, across the
hall, to discuss your child's
results. We can only take a few
minutes with each set of parents
tonight, but you can schedule a
follow-up visit with me in the next
two weeks—-Or if your schedule
doesn't allow you to stay tonight,
please call me for an appointment.
I want you to feel free to review
in detail how your child performed
on the screening instrument. I
have reviewed all the
recommendations for Young Fives
myself--and feel confident in our
information. Please review it so
you, too, understand why we are
suggesting Young Fives for your

child. (FN - 6/4/85)

Observing the degree of competency that Jackie Collins
acquired from September, 1984, to June, 1985, provided a
concrete example of how educational leadership can be
developed when individuals are given the opportunity to be
involved in a new learning experience. As an adult learner,
one also needs the opportunity to reflect on how these
learning experiences have affected their growth. In
September, 1985, Jackie was meeting with the researcher to
outline the Young Fives implementation process. Along with
other discussion, the researcher asked Jackie what were some
significant areas of learning for her during the previous
year. Jackie thought for a few moments and commented:

Of course all the information on
the development of young children,
the Gesell research and the testing
process were extremely important in
my battery of knowledge, but a few

things that really stand out for me
are aside from those-—those were

140

givens for what I was doing-—there
were other things that stood
out-—first, my ability to speak to
groups--in high school my Dad tried
to get me to take speech and I
didn't do it--took data processing
instead. Thought about that a lot
last year as I had to give
speeches—-Don't like to use notes,
so I'd try to remember my key
points in my head for each group.

Researcher——You certainly acquired
the skill quickly--the
presentations were well done.

 

Jackie——Thanks, June! I was
pleased too and it got easier as
time went on--what was really nice
was when people called me or came
to see me--specially to give me
feedback—-that really was
encouraging!

Another thing that I learned was
all the different processes that
are needed and have to be covered
in order to set up a program-—WOW!
There's a lot of steps and you've
got to follow them
step-by-step—-its a lot of work,
but I liked seeing it develop—-then
there was something that
disappointed me too-—people not
taking responsibility for their
appointed jobs that were supposed
to be theirs—-that was
frustrating, but. . .

(INT - 9/23/85)

This reflection by Jackie was significant in that it
began to indicate her expectations of others now that she
was in a leadership role. It serves as a transition for the
next stage of the Young Fives Program and for this report--a
new cast of adult learners. Jackie remained in her position

of working with the Young Fives Program, but acquired added

responsibilities:

141

Last year Young Fives was a small
isolated area of responsibility,
this year I have Chapter I/language
arts/teachers of reading as my
primary role responsibilities——also
support services in grant—writing,
testing, the Bi-County High School
support grant--and of course Young
Fives--maybe something else too
that I haven't found out about yet!
(INT — 9/23/85)

This leads into the next phase of the study which
focuses on adult learners in the implementation process of

the Young Fives Program.

Implementation Phase-—Young Fives:

 

The implementation phase of the Young Fives Program in
the Red Rock Area Public School District began in September,
1985, following a two-week strike by the districts' staff.
The strike did not appear to affect directly the initial
stages of the program implementation--at least nothing was
observed as different from any of the other district
programs. However, it did cause a delay for the researcher
in establishing observation experiences. Participant
observations began on September 23, 1985, rather than on
September 9, 1985, as was previously planned.

This section of the report will focus on data gathered
during the implementation period of Young Fives from

September, 1985, through early February, 1986. The

142

questions for the study will once again form the structural

report of the findings.

How does the learner/educator approach the staff development

 

experience?

 

As the 1985-86 school year began in late September for
the Red Rock Area School District, the researcher
interviewed Jackie Collins to find out how she was
approaching the first year of implementation of the Young
Fives Program. Her assignment was maintained as a Teacher
Coordinator, but it appeared as though the "teacher" portion
was dropped because she and another staff member with
similar coordination responsibilities were no longer members
of the union. Her responsibilities were changed to include
coordination of Chapter I activities as well as grant
writing, testing, Bi—County School support programs, and
Young Fives. There were more "administrative-type"
responsibilities, but according to Jackie, the lack of
definition was frustrating:

Starting out this year was
different than last year-—some
recommendations were not carried
out in my role. I am not an

administrator--there is a lack of
definition——its frustrating. Last

year as a Teacher Coordinator,
people didn't think about it as
much. As a Teacher Coordinator, I

designed and developed the Young
Fives Program so that it was ready

143

for implementation--and established
an evaluation system. It was known
as a one-year process, but the
system indicated that a
follow-through would be necessary
if Young Fives was to be
successful. The Planning Committee
was instrumental in the follow
through of this position in regards
to Young Fives. . . . I like the
change. . . will give me more
experience in different areas—-feel
glad that I'll be officially in
charge to work with the teachers
now. . . but there's no salary
change. . . disappointed about
this. . . not a part of the union
now. (INT — 9/23/85)

The researcher sensed in this approach a mixture of
excitement with her new and expanded responsibilities and
disappointment from the lack of administrative appointment
as the new school year began. It was noted as an area for
further observation as it related to the Young Fives
implementation.

The newly hired Young Fives teachers also started out
their school year with a mixture of excitement and
disappointment. As with any new program, there were a
number of details that had to be adjusted and a variety of
program implementation strategies that required attention.
All of these became evident at the first meeting of the
Young Fives teachers which was held about two weeks after
their classes had started. At this point, the researcher
had met two of the teachers who had been assigned to Young

Fives-—Lois Gates and Peggy Little. Sandy Clark had just

started that day; she had been on pregnancy leave and was

144

returning to work in her new assignment on this particular
day. The teacher who had served as a substitute for Sandy
was also present at the meeting. At this stage of
implementation there were only three Young Fives teaching
positions—-Lois taught two sections (morning and afternoon),
at the Pillsbury Elementary School, Peggy had one section
(afternoon) at the St. Clair Elementary School and Sandy's
program was located at the Washburn Elementary School with
two sections (morning and afternoon). Excerpts from the
researcher's fieldnotes of this meeting illustrate the

initial problems with which the teachers were coping:

Entered the Board Room in the
Administrative Offices at 3:15 p.m.
Jackie Collins was the only person
in the room——she was stacking
papers for handouts to the Young
Fives teachers and organizing other
materials in boxes. She greeted me
cheerfully as she continued
working; we chatted for a couple of
minutes and then Peggy Little
arrived. The substitute teacher
arrived next and Jackie introduced
me to her--Jill Sawyer; she had
subbed for Sandy Clark for two
weeks while Sandy completed her

pregnancy leave. Sandy and Lois
Gates arrived next.

Everyone but Jackie looked
tired--their bodies were
dragging-—shoulders slumped, no
smiles, eyes down, slow pacing and
they "dropped" into the soft

armchairs in the Board room with
"sighs" of exhaustion.
Jackie called the meeting to

order with a bright smile,
shoulders forward over the table
and a look of interest and
excitement in her big eyes—-"Glad

you could all make it after a busy
day, let's follow the agenda for

145

openers and see how things are
going." Jackie asked me to say a
few words about my project-—(no one
seemed even interested, they were
tired and appeared to have their

minds on their classroom. They
were not discourteous-—just not
attentive to any "projects". That

was fine with me--I settled back
and took notes—~no one even noticed
that I was busy writing.)

Jackie: So, how is everything
going?

Lois: Haven't lost anybody yet,
but we're going to if we can't get
this transportation thing worked
out--earlier this week we had two
kids left at the wrong drop—off
spot—-they wandered around strange
neighborhoods.

Jackie: (had known about this
incident based on her head nodding)
Lois, your letter to the

administration--Superintendent,
Transportation Supervisor--was well

written--this shouldn't happen
again.
Sandy: It was pandemonium! The

addresses-~not right, to get kids
on the right buses is unbelievable!

Jackie: (gave Sandy some
suggestions on organizing
information during the first week,
structure for bus preparation,
etc.)

Lois: Call Lena—-she's the
secretary in Transportation--she
knows what's going on-—get an

accurate list on where the bus
stops are, addresses and whatever
from her—-she's been great to me.

Jackie: What else?
(Everyone started talking with one

another about their "worst"
situation for a couple minutes)

146

Peggy: My problem is having 25
kids (in one session!)--but-—not
only that--they, (the busses) leave
early every day-—not all the
busses--but two busses leave
early-—at 11:20 instead of 11:35--I
have to have two times for bus

prep-—the class leaves at two
different times! What are we going
to do?

Jackie: I'll talk to Sid

(principal) to find out what's
happening-~in that school (St.
Clair)-—the principal prepares the
transportation schedule——we'll
figure this out, Peggy. . . . How's
the curriculum going?

Lois: Social studies needs a lot
of expensive props--very time
consuming--lots of consummables-—36
paper bags, paper plates, yarn,
sand paper, oranges, pickles—-lots
of time getting these things.

Jackie: What about asking the art
teacher for help?

Lois: Myrna (art teacher) says she
can't even get crayons——and "she's"
the one I'm dealing with (rolling
her eyes with a look of
hopelessness).

Jackie: Will you have to deal with
these every year or is it a one
time project?

Lois: They take the projects
home-~50 yes, every year. . . .

Jackie: Make a list for each unit
of what you need--we'll try to get
the cheapest way possible--what
about "Know Me/Know You"?

Lois: Have made it through 24
finger plays and finger puppets—-I
think!

147

Jackie: Great!

Sandy: Do you have time frames for
these things?

(Further discussion on the sequence
of the curriculum guide)

Lois: Lots of lessons have had to
be axed due to maintenance
problems——like making bus
tags. . . .

 

Jackie: Back to "Know Me/Know
You"——let's make a list of
consummables between now and
December——

Lois: I'm so swamped with
everything in the curriculum
(pointing to her guide and

cards)--that I've been picking and
choosing what I could do--based on
time available--not going
sequentially. . . .

(Discussion continued on a variety

of details--classroom supplies,
report cards, parent meetings,
etc.)

At 4:30 P.M. . . . (as discussion
was winding down on report cards)

Lois: We have so much "getting
through life" at this point right
now--could you (to Jackie) just
revamp this basic report card right
now and run it by us?

 

Jackie: OK, I'll try to pull
together what was discussed and
we'll meet again——what's a good
time for our next meeting-2 or 3
weeks?-—What about meeting in the
classrooms-—its energizing for
me--what are your thoughts?

Sandy: That's fine!

Peggy: Come to "my house"—-I need
some H E L P!

148
Jackie: We'll get this bus thing
straightened out, believe me. . .
(Discussion continued until
4:50 P.M.) (FN - 9/30/85)

The details of getting the Young Fives classrooms
"rolling" were definitely the focus of the meetings which
Jackie scheduled with the teachers during these initial
stages of the implementation phase. It was interesting to
note that at this point, all of the teachers were coping
with similar problems, regardless of their previous teaching
experience. They were all "new" in the implementation of
the Young Fives experience. This was a commonality which
was consistent for Jackie and the teachers as they
approached the 1985-86 school year with a new series of

staff development activities dealing with implementation.

How does the purpose of the activity affect the

 

learner/educator's perception?

 

Following this initial glimpse at the approach these
educators had of the implementation phase, it is timely to
review the perceptions which they had regarding the purpose
of the staff development activities. Beginning with the
first Young Fives meeting on September 30, 1985, it is
important to study the agenda items which Jackie Collins had

prepared for this session:

149

AGENDA

Review how curriculum lessons
are going. Please bring your
lesson plan books.

Bring your ideas regarding
REPORT CARDS——we need these for
Nov. conferences.

Open House-—An open house for
Young Fives will need to be
scheduled in each building to
meet Chapter I funding
guidelines. Check with your
building principal to see if a
P.T.A. or parent meeting is
scheduled in Oct. that you might
be able to work this into.
Parents will visit room and you
will be expected to review with
them the Developmental
Philosophy of Gesell and your
daily schedule, curriculum, etc.

In Oct. there will be an
ON-SITE VISIT from the State
Dept. to Chapter I and Young

Fives classrooms. Lesson plan
booklets, daily schedules will
be reviewed. Part—time

personnel will need their logs
up to date as well.

Learning Centers--should be
ready to go by Nov. 1. Learning
center books from the curriculum
workshop are being copied now so
if you would like to get an
early start—go for it!!!

Enclosed are some dough recipes
for play dough, and projects
etc.

Please send your weekly schedule to

me

by the 2nd day of school.

(FN - 9/30/86, received at meeting
from Jackie Collins)

150

At the meeting on September 30, 1985, the teachers were
preoccupied with their transportation problems, scheduling
difficulties and classroom supplies as indicated in the
preceding section of fieldnotes. It was approximately
one—third of the way through the meeting before Jackie
focused the group on the first agenda item-—review of
curriculum plans. This discussion centered around a lack of
supplies to implement the lessons in the curriculum guide
(as noted in fieldnotes quoted earlier). Following this,
Jackie tried to refocus the meeting to the second item on
the agenda--report cards. An example from that section is

shared from fieldnotes:

Jackie: Report cards——

Lois: On the math——(discussion
about sequencing the presentation
of unifex cubes and the
appropriateness of this)——its

heavy--over their heads (the other
teachers nodded in agreement)-—too
many things missing in my book to
teach this (as she pointed to
lessons on various concepts).

Jackie: Just do it—-go outside of
the curriculum to do whatever you
need to--get the pulse of your kids
and do whatever you need.

Lois: I'm concerned about what
we're all going to do in these
areas--what's the consensus as to
what we should do—-what fillers
should we use--what are the rest of
you doing in response to the
"book"? (pointing to curriculum

guide)

151

Jackie: We have fillers to touch
all areas-—physical, academic,
social, emotional——these are the
common areas to be covered, but of
course there are also other things
that you all do——recess——

Peggy: I've only been out for
recess once—-with 25 kids, no

aide. O O 0

Jackie: Back to report
cards. . . . (at this point
discussion moved to "specials"--art

and music schedules)

Lois: Back to report cards--I
think we need a pre-assessment on
each kid in order to support a
progress report on November lst so
I can answer parent questions——like
"How did you know that they didn't
know colors, etc." when they came
into the program?

Jackie: It sounds like a good
idea, Lois--what do the rest of you
think about that?

(Lois went on to describe her
format that she had been working
on-—others observed her form and
listened intently to her"

Lois: . . . takes a lot of time,
but I feel its important enough to
take it. . . .

 

Jackie: I did that too when I
taught kindergarten and found it
was invaluable——also used my
assessment sheet when I had extra
help in the room, so I could have

parents and volunteers help in
those areas. Now, we have to
decide if we all want to do

that-~(everyone nodded their heads
in agreement). . . . I'll make a
form to help you get ready for

this--OK--on report cards—-what
other areas would you like to have
on the cards (referenced

handout). . . it's now 4:15--due to
time, let's identify the areas that

152

we want to concentrate on and
continue with detail another time—-

Lois: There was one in our
book—-in "report form" section of
the book that seemed to be
good-—also what about the new
revised kindergarten form—-would
that have some similarities to

Young Fives—-

Jackie: Other ideas? (none). . .
I'll make a copy of the
developmental information that Lois
has-—(at this point, even though it
was late, it seemed that the energy
level had picked up a bit-—not as
negative, but still overwhelmed by
it all). . . . Back to report
cards——

Lois: Keep it simplistic——

(As discussion was winding down on

report cards.) We have so much
"getting through life" at this
point right now—-could you (to
Jackie) just revamp this basic

report card right now and run it by
us?

Jackie: OK, I'll try to pull
together what was discussed and
we'll meet again——what's a good
time for our next meeting—-two or
three weeks? . . .

Lois: What is the Chapter I audit?

Jackie: (described the purpose,
procedure, etc.) Don't lose sleep
over it.

Lois: What about this clay——its
terrible (described consistency).

Jackie: So you guys need
play-dough--how much? (discussion
on ingredients for play-dough and
it moved on to flannel boards)

153

Sandy: What about magnetic
letters-~I have a board, but no
letters—-

Lois: What about potential

 

handouts for parent meeting?

Sandy: I'm developing a file on
items to share with parents—-right
now I've got an article on "how to
stress—proof your child."

Jackie: Each teacher needs to have
a parent meeting to inform them
generally of what's going on in the
program--some buildings have fall
open houses——this could be done in
conjunction. . . . (They discussed
suggestions.) We'll need dates for
parent meetings-—and Peggy,
Sandy--will need copies of your
weekly schedules by the end of the
week——don't need lesson p1ans-—just
general schedule (showed them a
sample). . . . Anything else? (It
was almost 5:00 p.m.--individuals

stood up slowly gathered
materials--still talking to one
another and to Jackie—-everyone
looked tired——like they were
"dragging their tails.")

(FN - 9/30/85)

Upon reviewing the outcome of the meeting with Jackie
Collins the next week, the researcher probed at Jackie's
perceptions as to what purpose was intended and what she
thought had happened:

Researcher: What were your

perceptions of the meeting last
week with the Young Fives teachers?

 

Jackie: Real frustrated with the
amount of direction they are
needing at this point.

154

Researcher: What did you expect?

 

Jackie: (with a glint in her
eye--and a chuckle) Ideally-—to
have them look at the
curriculum--digest it——and

implement it in the classroom!!
Their need for approval bogged me
down.

Researcher: What did you feel that
you were trying to accomplish at
the meeting?

 

Jackie: Felt they needed
attention-—I stayed "with them"--it
seemed like they were responding as
if I brought a workbook and had
they all completed the workbook--it
would have been fine-—I don't want
this-—there's no growth in this
type of activity.

Researcher: What do you think is
happening?

 

Jackie: No classroom experience-—
especially in kindergarten-—Lois'
needing lots of quality
control--from her federal program
experience—-pre and post
everything. Peggy's at the
opposite end of the
spectrum—-she'll let things

slide-—Jill (the sub) had a "better
grip" than anyone else—-Sandy came
in from the first day in her
program and has not had the Gesell
training because of her
pregnancy—-she's threatened.

(discussed individual teacher's
needs further). . . . Yea, who
would have thought that Peggy's
class would have to be changed——oh,

by the way--your need to
know--Peggy's class will be
divided--Valerie Peters has
volunteered to teach the other
section of Young Fives at St.

Clair--she'll also teach a section
of kindergarten—-this should be a
real asset—-am anxious to have
Valerie come aboard—-she
volunteered to share the teaching

 

155

responsibility in kindergarten and
Young Fives!—-we'1l be back to
stage one at our next meeting
though because we'll be adding
Valerie's involvement--we11, that's
the way it goes! (INT — 10/7/85)

As one can note from Jackie's assessment of what had
happened at the September 30 meeting, her idea of the
purpose of the meeting was changed. She had intended to
concentrate heavily on curriculum and report cards, but the
teachers' current needs had to take priority. As Knowles
would state in such a situation, the teachers' needs were
"problem-centered" which is typical of adult learners. At
this point, Jackie was beginning to observe how the needs of
her "adult learners" are somewhat different than what she
had anticipated. As Jackie and the researcher were leaving
the interview session on October 7, she turned and said,
"This has helped me to look at myself as a learner-—studying
what the teachers are going through is helping me to look at
myself as a learner." (INT — 10/7/85)

As a follow—up to this reflection, Jackie scheduled the
next Young Fives staff meeting at the St. Clair School on
October 14, 1985, and only listed one agenda item--review of
the report card. She sent the meeting notice/agenda to the
researcher along with a note on it, "June, 233 agenda

item—-hope we get that far!" (10/9/85) Jackie viewed this

meeting with more success in regard to purpose:

156

Researcher: How did you feel
things went last week at the
meeting?

 

Jackie: Things went much better-—
Valerie brings down to a lower

level of importance all the
problems that people were bringing
up before--she's a great
asset-—Valerie stuck right with

going over the report card-—related
it to the curriculum discussion and
pulled it together.
(INT — 10/21/85)
It appeared as though a correlation between purpose and
implementation of meaningful staff development activities
was beginning to be observed by Jackie Collins at this

point. The implementation phase was well on its way with an

"active" group of educators as adult learners.

What eypectations does the learner/educator have from the

§taff development experience?

By December, 1985, the Young Fives teachers were deeply
engrossed in implementing their approaches to the
Curriculum; modifications were being made in each classroom
based on the philosophy, personality and experience of the
teacher. It was now time for the Young Fives Planning
Committee to meet and review the progress of the program in
the district as well as to determine the focus of the
Program for 1986-87. This activity required the members to

gather some information on how the Young Fives Program was

157

meeting the expectations of the various educators in the

district.

The committee initiated its

data—gathering

process internally with input from Lois Gates, the Young

Fives teacher representative to the group:

I think the classrooms are going
well-—in mine I had 18 sets of
behaviors to shape up and this was
such a challenge--we (teachers)
weren't prepared for that many
children being that far off task
for that long--couldn't get into
curriculum as soon as we
wanted--we've all been pleased with
the language arts curriculum—-the
math series has not been
appropriate and the science series
has come in late, but good so far.
Know Me/Know You (social studies)
is excellent--so 3/4 have been
great—-maybe math will be when we
get to that level-—manipulatives
have been good. Pleased with
parent conferences—-in my room 33
out of 34 showed up--parents said
they were pleased with the
children's enthusiasm. . . .

Maggie Kraft: How could we have
helped you more in the beginning?

 

Lois: Behavior system might have
been adjusted——behavior mod could
have been together—-next year we

will all have the same
plan——assertive discipline—-Sandy's
using it now——could be more
helpful-—

Jackie: the "specials" have also

asked for it--assertive discipline.
We have discussed everyone using

the same three rules at the
beginning of the year—-so we're all
consistent--1) listen to each

other. 2) stay in your own space
and 3) one talks at a time--next
year we will all have to remember
to start with these basic rules and
everyone will use them to help the

158

children settle in. . . in terms of
our meetings. . . it seems that we
have 4 different philosophies in
terms of what's important in the
curriculum.

Maggie: I'm not surprised--it
happened in Title I-—it didn't
happen overnight--its taken

sharing, talking, time. . . .

Jackie: Everyone working towards
similar goals--

Lois: Two of us are trying to do a
little bit of each area
regularly-—two are emphasizing some
things that are different. . .

(further discussion)

Lois: There is positive feedback
from kindergarten teachers--these
kids being screened out has helped
them out-—I'm very pleased with the

testing--in that it was very
accurate—~I'm very comfortable with
all who were placed in my

classroom. . . .

Maggie: hearing a lot more about
how this is affecting kindergarten
in our building-—so much

better. . . we need to keep looking
at older grades--for developmental
programming. . . . (FN — 12/4/85)
This feedback regarding the kindergarten teachers'
perception of the positive impact of Young Fives was

Confirmed later by Libby Harris, a kindergarten teacher at

the Fralick School:

We—-the kindergarten teachers--are

 

the ones that see it
firsthand—-definitely§ see the
difference! The first year--we had
to sell the program——to parents who
were apprehensive, hopefully

parents who see the results will be

159

asking to be placed in it-—that
they can understand it
developmentally--that some kids
need the "gift of time"——as a
classroom teacher this year--to
have a group of children who are
"ready"-—you can feel comfortable
and kids there who are feeling good
about themselves——and the teachers!

(INT - 1/28/86)

The positive impact regarding Young Fives, such as
those noted, assisted the district staff in planning for
future program implementation. Details on pre—kindergarten
screening and parent meetings were well underway by January,
1986, for the 1986—87 school year. For the district as a
whole and specific staff members within the district, the
Young Fives Program had met the expectations envisioned to

warrant continuation.

What differences are noted if expectations are also defined

by others, e.g. administrators?

 

During the planning and development phase of Young
Fives (1984-85), the district administration directed the
activities through the leadership of Jackie Collins, Teacher
Coordinator. In turn, Jackie worked with the various staff
representatives (kindergarten teachers, Chapter I teachers
and the Planning Committee) to develop the specific
activities incorporated into this phase. During the

implementation phase (1985—86), the activities of the Young

160

Fives Program were much more directly influenced by the four
teachers in the program with consultation and coordination
from Jackie Collins. There was a consensus from the staff
involved with Young Fives that is was a good program and
that the Board's decision to implement it was beneficial for
children. This statement is substantiated by comments from

representative staff members:

— The program has been very
beneficial-—definitely agree with
the testing-mandatory evaluation
of all kids coming in—-its
something we ought to be involved
in. . . my friends have kids in
the program--they feel real
good-~real happy about it—-real
happy about what its done——the
parents are very supportive-~the

kindergarten teacher at St.
John's is very happy with it
because she has 26-28

kindergartners-~if she would have
Young Fives's kids--she doesn't
know what she'd do.
(INT — 2/4/86)

- Am not sure that it would have
been successful without the
Board-~the Superintendent
specifically--get them behind you
first! (INT - 1/20/86)

- Board action was
necessary--that's a tough one——I
have lots of complaints from
other teachers about adding "this
new program and that new
program"——but it y§§_necessary to
have Board action——it's still not
a priority for some in the
district, some are just not real
interested, but Chapter I and
kindergarten teachers really see
a difference! Kindergarten
teachers really see a
difference--they've all said it
here (three kindergarten teachers

161

in that building).
(INT - 2/5/86)

I definitely feel its
necessary--very pleased that they
(Board) have-—very concerned that

it would be deleted—-other
teachers have also felt its very
necessary-—the kindergarten
teachers most especially—-they
feel their rooms are totally
different now with
developmentally young children in
Young Fives. Upper grade

teachers are very anxious to see
what will happen—-haven't had
anyone who has not
supported—-parents are pleased
that their children are so happy.
(INT — 1/30/86)

 

Young Fives decision was
excellent! It's developmental.

 

 

(INT - 2/5/86)

Really believe in Young

Fives—-wish it would not have
been involved with federal
funding--I have trouble with
programs that are federally

funded due to past experiences.
(INT — 12/5/85)

In regard to the decision of

naming

a

Teacher/Coordinator to direct the efforts of Young Fives,

the following comments were received:

I think in anything there always
needs to be a coordinator--or if

not one person-—a team of
people—-otherwise there's not
organization--I'm a real
organized person, and I need
that! Things would be too

sporadic--I'm glad that they've
had a coordinator, but I feel
they've given Jackie too many
hats to wear and she hasn't been
able to spend enough time with
us--yes, it was definitely

162

necessary in the preparatory
time, but its also necessary
now--our heads are on the

chopping block--this program is
going to fly if we can do it, but
we need someone to coordinate

it-—for at least the first three
years. (INT - 1/30/86)

She (Jackie Collins) plays a

major part—-a very major
part-—having Jackie Haines here
was important—-she was our

resource, very informative, but
after three days—-she was on the

airplane--back to New Haven,
Connecticut-—we needed "our
person now"—-that we looked

to--for questions to be answered.
She was our core person and I
think you have to have a core
person in any learning
situation--here to have "your
leader"--the person who's in
charge—-she did an excellent job
of adjusting our levels of
concern as we went along, making
us feel successful--working with
us in a very professional and
genuinely personal way——she did
an excellent job--it made us feel
good to go to her-—asked our
silly questions--we all learned
together and she would let us
know that this was new to her
too--and sometimes she would have
to doublecheck--we were all in
this together-~she was the person
we relied on to lead us through

our meetings—-to put it all
together-—she had the task of
putting it all together.

(INT — 1/28/86)

As much as I hate to say

it--someone has to be more of an
authority figure--defining that
there is an intent and a purpose
in the curriculum for
children--that children will
learn from them, and that maybe
you shouldn't stick on a tangent.
If there's going to be a person
overseeing all of this, I'd

163

rather have that person take a
stronger role-—I'd be able to buy
into what's best for kids-—even
if it wasn't my idea--but I don't
know if the others would. . . . I
think it was essential for
someone with her skill in
communicating--for someone of her
caliber to be able to have the
time to invest her time in the
project. I don't know of any
teacher who can teach all
day--and then be able to invest
that kind of time into the
hardsell of the concept—-it was
essential. . . . We did our
hardsell in the ranks--you need a
core of people in the ranks to
hardsell--we did it in special
education, Chapter I and
kindergarten at least.
(INT — 12/5/85)

She's (Jackie) excellent at

keeping track of information and
sharing it with others, but no
experience to base it on-—does
not fulfill the quality that is
needed--its a surface sort of
thing——she's a fine, industrious
sweet gal--I love her dearly, but
she hasn't had the experience,
its frustrating to me--whatever
Gesell training-~she hasn't had
the chance to put it to work.
(INT - 2/5/86)

We need some direction, so we're
kind of at the same
goals/objectives--Jackie's work
has been helpfu1-—I feel I need
guidance from her--am open to
it--I think Jackie's help is
needed by all Young Five's
teachers. (INT - 2/5/86)

I think whether its Young Fives

or anything else--unless a
project has a "champion"—-it
won't happen--like they say in
the private corporations—-that
Peters/Waterman stuff--Jackie was
the "champion of Young

Fives"-—there's so much inertia

164

in any organization, new ideas
will just be squashed. . . I
admire her. (INT — 2/4/86)

The decision by the Red Rock Area School District Board
and Administration to name a coordinator for the program
appears to have been beneficial. The lack of experience
which Jackie has had with this particular level of program

did create some problems, but overall, the expectations of

the staff involved have been met through this decision.

What motivates the learner/educator to participate in this

 

staff development activity? How does the motivation affect

 

 

the degree to which transfer of learning occurs at the

 

worksite?

 

In this study it became evident that the quality of he
Gesell Kindergarten Screening and Training Program was a
major factor in motivating the staff to be involved in Young
Fives. It seemed to provide the "missing link" in the
staff's concept of a meaningful developmental experience for
young children. The program itself "drew" participants like
Libby Harris into being a "convert". Libby is a
kindergarten teacher who had recently come back into the
teaching force on a full-time basis after five years of
raising her children and working part—time. She's a very
dedicated teacher who often returns to her classroom in the

evenings and on the weekends to prepare lessons, develop

165

materials and parent worksheets for her students. She

describes her motivation for the Gesell workshops:

I didn't have a great deal of

knowledge—-had heard good
things——went into the
workshop—-motivation wasn't as
intrinsic at that point——I was
there as a kindergarten
teacher—~when I really got involved
with the workshop—-I became a

convert—-then the motivation was
intrinsic—-I really wanted to be
there——I believed in what the
Gesell people were talking about—-I

became a convert—-it was like
"coming home"—-things in education
that I believed in, what I had
experienced—~someone was now
telling me ypy and giving me
specifics—-making me feel good

about things that I had been
doing--as the workshops, practice
sessions continued-it was a
learning experience that I
felt-—that here is all this
information that I knew all along,
but hadn't put it all into any type
of practical situation and testing
situation—~I found it very exciting
to get involved--I knew more about
it-—its like anything--you do feel
more comfortable when you become
more knowledgeable. . . the
content--was so "coming home"--the
research that she (Jackie Haines,
Gesell Institute) had done-—the
years and years of research--the
things that we had seen as
teachers--the information she was
telling--we could look and smile at
each other—-and say "a-hah,
a—hah"—-we'd known this--it
confirmed so many things that we
had seen and that we were trying to

share with other upper grade
teachers, administrators—-and
parents, yes, with parents. . . in
some cases you need a little

nudging--if someone hadn't told me
as a kindergarten teacher to be at
Gesell--maybe I would have thought

166

it was a great program and read
about it, but would I have gotten
as actively involved—~it affected
mg as a teacher——so I really wanted
to be there--I had motivation!.

the Gesell was all a challenge-—it
definitely was-—it was the hardest
test I have ever given-—the most
difficult to assess--no black and
white or right and wrong
answers--it was probably one of the
most ultimate for me—-and will be
again this spring—-we'11 be giving
the test again in May--each testing
brings with it something
different--every child comes in as
a unique human being—-you're never
quite sure--what they're going to
say or do--and you have to react
subjectively through that whole

process--its a challenge. . .
besides reaffirming what I was
already doing, it opened new
doors—-we were struggling with some
concepts in the MacMillan

program--then we found out about
when a child is ready to make two
oblique lines in relation to his
ocular development--it made
sense. . . . I felt good——I was
there—-we had worked so long and

hard. . . its the single
"most-best"thing that's happened to
me as an educator--that's how

strongly I feel! (INT - 1/28/86)

Another kindergarten teacher, Valerie Peters, was very
impressed with the quality of the screening and training
program. She had taught 3 Developmental Kindergarten at one
point, but never really felt that she had understood the
assessment data. Through her understanding of the material
in Gesell, she became motivated in Young Fives. In fact,
due to the large number of children referred to Young
Fives, an extra section had to be opened at the St. Clair

School where Valerie taught. She volunteered to help the

167

district this year by teaching a Young

Fives

section.

Valerie describes her impressions of how this program has

motivated her and how she immediately puts it to work in her

classroom:

Sandy

It (Gesell) was excellent-—it
really was——new approach to testing
was really, not only a great
opportunity because we were
involved—-we understood-—where we
used the DIAL before and the only
person who understood the results
was the tester—-and we weren't
involved. When we got the test, we
really didn't comprehend what the
numbers meant. . . finding the
Gesell so much more revealing as to
where the child really is-—and then
comparing that to the small amount
of information that we were really
getting out of the DIAL--was really
a revelation to me-—that was my
problem when I had the
Developmental--was trying to get
information—-where they were—-what
they need. . . when I look at these
Gesells--there are children who
need help--there are
differences-—we can work on these
right away at the onset of the

 

year--so we've picked up on these
lags--I can give them that one to
one attention-—I feel like I've
been doing a better job of teaching
if I can understand what the
children need. . . the Gesell
training in March--I wouldn't miss
that for anything! (INT — 2/5/86)

Clark has been motivated by how the screening

selected appropriate students for her Young Fives classroom:

On

ly training I've had is in the

Gesell testing--has helped me

tr

emendously-—seeing the

reinforcement of those that belong

in

here-—all the information and

168

how the children complete the

test--I'm seeing these children
over and over again in my
classroom—-its very
significant—-there was immediate
transfer. I wish I could have gone
to the training in the summer

time-—I feel like I'm a little
behind the other teachers, but its
helped having my experience with
preschool, kindergarten and young
children. (INT - 1/30/86)

Another dimension of motivation was shared by Lois
Gates. She was already familiar with the benefits of the
Gesell School Readiness Screening as she had been on the
Planning committee; she was "intrigued by the developmental
approach." The turning point which motivated Lois to seek a

teaching position in a Young Fives classroom was the

opportunity to work with young children on a daily basis:

I guess I always like young
children——even with my speech
therapy caseload I saw bigger
changes with the young children.
My favorite times were with

preschool children--would walk into
that room and say,"Gee, that would
be fun to be in here every day."
Although I like the speech therapy
work, I thought the time was right
and also I knew that there were a
lot of other people waiting for
jobs-—it was now or never-—if I
didn't make a stab at it—-others
would love it. . . . There's a lot
of joy in this age group—-when I
have everything mastered—-I'll
really enjoy it. . . . I'm here
until 7-8-9:OO at night just
getting "prepped" for the next
day——down the road I'll know the

fingerplays, science, math. . . .
(INT - 12/5/85)

169

It is evident from listening to the teachers and
observing them in their classrooms that the Gesell research
components on developmental needs of young children
convinced them to be involved in the Young Fives Program and
that they are transferring that degree of motivation into

productive learning experiences for the children.

What is the frame of reference one brings to the staff

 

development experience? How does this affect the outcome

 

 

from the experience for the adult learner/educator?

 

During the fall, 1985, another area school district
conducted a Gesell training session with Anita Davison as
leader. Due to the proximity of her presence and an opening
in her schedule, Jackie Collins arranged for Anita to meet
with the Young Fives teachers on October 21, 1985, at 4:00
P.M. This staff development session unveiled the types of
questions which were pervasive in the minds of the Young
Fives teachers. It was an opportunity to observe the frame
of reference which the teachers had develOped in their
initial weeks of curriculum implementation and to seek out
"experienced" answers and reflections regarding the program
from Anita. In her local school district, Anita serves as a
Young Fives teacher; she is released a few days each year to
conduct Gesell training throughout the United States. This

degree of experience provided a wealth of information for

170

the eager Red Rock Area Young Fives teachers; their
inquiring minds were like sponges—~soaking up every idea
possible.

The questions which the teachers raised at the meeting
are indicators of their frame of reference in Young Fives in
October, 1985. These questions are shared in an abbreviated
section of fieldnotes to provide the essence of this
session. The discussion started with a review of a sample
report card for Young Fives that Anita was sharing;

following this Anita provided general information about her

school district, the administrative philosophy and the

financial status which has defined the staffing
realities——"no specials" (art, music, physical education).
Teacher: What is your maximum/
minimum number of students in Young
Fives?

Anita: Try to stay with 20, but
we've had a group of 9-—that will
grow--have to be honest about the
20. . . sometimes I take in "crying
children" who stand outside the
door because they don't like
kindergarten. . . .

Teacher: Do you have an aide?
Anita: No aide.

Teacher: What math and reading
skills do you teach?

Anita: Exposure to
everything—~very much language
(explained modifications in the
curriculum to adapt to students'
needs). . . need to emphasize
language all the time--they can
write their own stories—~parent

volunteers come in to help make

171

these into books-~then we read the
books-—that's our library--builds
so much language and they see how
stories develop. . . .

Teacher: What about math?

Anita: We use no math series at
all--but we use materials to do
things with (gave examples). . .
there's so much with your normal
day-—take a walk outside and count
the kids, trees. . . set the
table, count the napkins.
concrete experiences for math.

the best ideas come from the kids
(described examples of how
"Cooperation Day" and "Outdoor Day"
were initiated through ideas that
were nurtured out of
children).

Teacher: How about social studies
and science?

Anita: Most like dinosaurs. . .
Young Fives teachers can group
together and exchange projects and
materials. We have an "Elmer's
Glue Group"--we teachers stick
together until we can work things
out that we can all use--then we
pass them on during different times
of the year--all the materials are
always there-~and the teacher using

it decides how long they need
it—-it works very well-—keeps us
together and yet gives us

flexibility.

Teacher: Don't we need to do
things based on children's needs?

Anita: Yes, exactly--but always
language arts—-always, always.

Teacher: I believe that this
should be the majority of the day.

Anita: (described book—making
project in detail)

172

Teacher: I'm interested in your
parent involvement.

Teacher: What about behavioral
techniques for kids who are mean
and aggressive?

Anita: Check on
diet7nutrition. . . do not believe
children come to school as

mean/aggressive. . . . I like some
of the assertive discipline aspects
(went to explain and gave
examples). .

Teacher: How do you handle the
thing on the blackboard with names
for four year—olds?

Anita: (explained the system)

Teacher: Do you use marbles?

Anita: Yes, we catch them being
good-~it has to be an
observation--kid can't tell you

that they did it——you have to catch
them being good. . . .

Teacher: I'd like to know more
about parent support.

Anita: Has to be done
carefully-—(explained system). . .
start slowly. . . teachers of young
children work £22 hard——if you are
doing 80% and the children are

doing 20%—-you are working too
hard--have to turn this
around-—children can be great

helpers--you have to help them know
how--teachers can't do everything--
you need to be able to participate
with the children--see what's
happening—~helping them to do
things-~that's how they learn. . .
don't try to do too much--try one
project at a time (gave lots of
examples--described how she helped
children learn to cut, had a
Christmas concert, etc.). .

173

Teacher: How do you plan your
day——structure your day?

Anita: Play time first--gathering
around--doing what's right for
them--then we gather for a
story—-then back to play——play--
play-—with interruptions for
"lessons"—-then back to play. . .
(gave examples of lessons/

projects). . . remember, if you're
doing more than 20%-—you're doing
too much (gave more
examples). .

Teacher: How much time do you
devote to play?

Anita: About 60% in the
beginning--it works down to 40%,
but you must remember what play
is—-its learning by doing--they
must touch, feel, and that comes
through play. . . (it was now 5:00

p.m.). . . . Be brave in what
you're doing-—support each
other——we went to each others'
buildings a lot--even supported
each other at parent
meetings. . . . I believe that
teachers of kindergartners and
Young Fives are at the ppp of the
pecking order. . . we are

influencing the world, but we have
to believe that and enjoy what we
are doing. (questions continued as
she was preparing to leave, such
as:

— Do you monitor the learning
centers that kids go to?

— Do you let kids use hammers,
nails and saws?

- Do you have free art every day?
(FN - 10/21/85)

This staff development session with Anita Davison

reshaped the frame of reference for these Young Fives

174

teachers. At this point they started to develop a
conceptual framework enlarged by the addition of Anita's
experiences which were now being internalized. They no
longer had to rely totally on their brief experience of
teaching Young Fives——they could "borrow" from others who
had a wealth of experience. As adult learners they were
clarifying and extending their concepts of teaching in the
Young Fives Program.

The outcome of the teachers' work in the classroom was
affected by this staff development session. This was
observed immediately by Jackie Collins as she visited Young

Fives classrooms in the next two weeks:

I have been to every classroom
since that meeting--and everybody
seems to be a lot more relaxed. . .
they were receptive to what she was
saying in terms of ". . .don't
worry about that—-its OK--you're
not going to be able to follow your
plans every single day--it may take
a week to get through some
things. . . . I think the timing of
the meeting was good--to facilitate
those things. . . being flexible
with the curriculum, how to handle
specific areas. . . Anita said that
the questions that these teachers
had were very similar to other
teachers she meets with throughout
the United States--she was not
surprised by the detail that came
out in the questions, she say that
as normal for the people at this
stage of their work.
(INT - 11/4/85)

This observation made by Jackie was confirmed by Sandy

Clark as she reflected on Anita's visit with the teachers:

175

Anita was tremendously helpful—-I
think because she's been in the

classroom--its not somebody
theorizing about it——she knows! I
kept badgering her with

questions——but she was tremendously
helpful--one of the things that I
kept wondering about—-is that no
matter how much we do—-in our
curriculum——is that a child is
going to develop at their own rate
and all we can do is expose
them—-and she said, "You said it!"
I remember that--and I keep
thinking about it-—not so concerned
about the end product-—but with
what's happening——like today with
Erik, he kept going on about this
experience that he had—-and we just
listened-—I learned a lot about
Erik during that time-—so did the
other kids——I keep telling myself
that its not so important that a
center "work", but that the kids
learn on their own-—they learn so
much better at this if they get to
actually manipulate it-—or actually
problem—solve——and I can see direct
application in myself-—because I
don't like it when someone sits
there and lectures to me and I have
to take notes-—and I have to spit
it back out--I learn so much better
if I can jump right in and do it
myself--I can use as many senses as
I possibly can--it sticks!——and
then observe what I've done and how
I've done it. (INT - 1/30/86)

Even for Valerie Peters, a veteran kindergarten

teacher, Anita's session on Young Fives was productive:

Anita-—she was wonderful! She gave
so many examples--that's what
helps--everyone was "hearing" what
she was really saying--it made

sense--we could all glean what we
wanted and needed to hear-—I was
really interested in the open—ended
ideas, the parent involvement and

176

how they developed their report
cards—-in kindergarten we've just
been through a lot of work on
report cards-—now I'm into it on
Young Fives--her ideas were good--
her experience! (INT — 2/5/86)

Frame of reference is a very fluid and conditional
concept--all relating to the degree of experience one has
had with a topic or idea. For Jackie Collins, the Young
Fives Program was a new experience for her at the Red Rock
Area Public Schools and in the company of Anita Davison,
Jackie represents a "beginner". However, in another
situation Jackie becomes the "expert". The following

excerpt from fieldnotes provides this example:

On December 16, 1985, Jackie
Collins was presenting to a group
of 6 elementary teachers and the
district superintendent from a
small, rural district in a
neighboring county. This district
was concerned about their
kindergarten enrollment—-several
children were not "ready" for
school experience as defined in
their kindergarten. The teachers
and superintendent had met a few
times-—and then heard about Young
Fives at the Red Rock Area Public
Schools. They invited Jackie
Collins to speak to them on Young
Fives and Jennifer Sanders to
discuss possible assessment of
their kindergarteners with the
Gesell School Readiness Survey.
Jackie presented the
background of the Red Rock Area
School District's concern with
their kindergarten enrollments and
the experience with Developmental
Kindergarten. Then she covered the
research from the Gesell Institute
on children who were not

177

developmentally ready for
kindergarten (as she had done in
the 1984-85 meetings in her own

district). Following this she
described the planning and
development process which the Red
Rock Area Schools completed.

Examples of how the fall, 1985
implementation of Young Fives was
progressing completed her
presentation. This was followed by
a question/answer session on
specific concerns in this small
rural district along with
possibilities for exploration.
Jennifer Sanders then developed a
plan with the staff to conduct a
series of School Readiness tests on
the children in need.

(Jackie had an excellent
presentation--clear,articulate,
meaningful and full of examples
from their experiences. Also q/a
session was handled well--gave the
staff a lot of thoughts to
consider.) (FN - 12/16/85)

This observation was made by the researcher in an
effort to compare how Jackie Collins "experience" was
perceived in another setting away from her home school
district. In this setting, Jackie's degree of experience
provided a conceptual frame of reference from which these
staff members could "borrow" to build their ideas on how to
affect change in their district. As Anita Davison assisted
the Red Rock Young Fives teachers through initial stages of
implementation, Jackie Collins was now assisting this

district's staff in planning and development by sharing Red

Rock's experiences.

178

What social and interactional experiences occur during the

staff development sessions? What "collegial relationships"

 

result from such experiences? In what format does the

 

learning experience seem most comfortable for the

learner/educator?

 

In the research cited in Chapter II the perceived
"isolationism" of teachers was identified as one of the main
occupational hazards--teachers do not have opportunities to
talk 313p each other. Piaget's notions on social
transmission and how this concept affects the learning
process is also emphasized in Chapter II. These issues were
studied in terms of how the Young Fives staff perceived the
need for interactional experiences and what role such
experiences play in the learning process of these adults.

The data revealed an overwhelming need for
:hlteractional staff development experiences to best
accommodate learning needs. All of the staff interviewed
expressed this need openly in their comments; some
information revealed selectivity. Due to the strong
emphasis on how interaction affects the adult learner,
excerpts from each of the staff interviews are shared to
confirm this point:

- I have grown the most in
"rapping" with others-—first-hand
experience--scouting out people,
calling people--nit-picking
people to the point that I'm a

pest—~to ask questions. . . we're
all in it for the same

179

reason-—the people I have
contacted have all shared,
offered suggestions--I found that
to be the most helpful—-getting
together with others--finding out
what was successful, not
successful in their
experience--I've always been that
way too--anything that's worked
for me. . . I'd give it
away-~because its for the
kids. . . like to see inservice
where someone comes in and shares
their most wonderful ideas that
worked for them. . . rather than
having the mystery speaker come
in. . . this summer I went to a
session with a teacher——she
brought in her entire
library-—everything that she had
developed on Young Fives—-it was

just wonderful--and then she
asked the teachers to share. . .
it was excellent——the most

rewarding conference that I had
ever been to--I can take that
kind of information back and use
it in my classroom. . . I'd be
willing to meet after school——I'd
like to see a plan from your
research or other research—-that

teachers learn from other
teachers--a jam session to share
with others-—at grade
levels-—also release time for

prepared activities that teachers
would do—-I'd like to see that be
a given. (INT - 12/5/86)

You learn, you share, you

communicate--I think the learning
process is broadened. . . we were
all together--learning about what
to use in our district. . . it
(Gesell training) was a real
growing process and it continues
with the training sessions-—we'd
share with each other so we could
feel good about it. . . it

enhanced the experience being
with your own
colleagues-~whenever its a new
learning experience going

in--everybody had a little

180

uneasiness at first. . . with
complete strangers you can't
share in the same way--you can't
communicate-—it was a real plus

to be with other staff
members--that we all had this
"commonness". . . now we're
meeting as kindergarten

teachers--on—going projects. . .
I'm the only one in my building
and others are too--its
sharing—-its a way of
growing--aloneness causes us to
seek each other out--sharing is
important. . . . I'd like to get

together more frequently. . .
input from the staff is
critical——topics that are

relevant and important from the
teachers-—where do we need help?
What do we need growth in? . . .
teachers know best what needs are
best--then let's find a resource

to meet those needs. . .
"hands-on" experiences are the
best——not just sitting and

listening. . . . I also had the
opportunity to educate my staff
in my building (on Young
Fives)--I wanted to get their
support--they were overwhelmed by
what we had to do——they were
surprised-~and saw that it was a
big project. (INT - 1/28/86)

. . . I'm constantly trying to
talk to other people and say,
"How do you do this? What worked
for you?"--I've used a lot of the
people here (at her school) as
sounding boards--enjoy learning
from other people. . . to me if
someone's tried it, they can give
me a better perspective than a
book. . . cause I can get
feedback--I can say, "What if I
went about it this way?"--its
on-going communication while I'm
with someone. . . I don't
particularly care to sit and just
be lectured to—-involvement is a
key factor. . . at the last Young
Fives meeting--we kept badgering
Jackie—-I think the teachers feel

181

the same way as I do—-we did hash
it out--I came back with a better
understanding of some of the
things I was having problems
with—~and I think Jackie "heard"
us--we don't want to just be
clinical-—we want to talk about
what's happening-—I'm hoping that
we can get more of that. . . I'd
like one afternoon a month or
even a full day a month--that we
could have a sub come into our
class--and we would work with
Jackie—-and spend the full
time-—get down to working on the
curriculum. . . I really want to
know how every teacher approaches

 

things differently. . . would
like to work together as a
group--really important to get
involvement from the outside
too——parental involvement/

support. . . . Anita said it was
important to get a parent support
group together—-I just haven't
had time. . . the staff here (in

her building) has been
exceptional to me. . . they've
been very good resources for
me-—very good sounding
boards. . . . I wish we could
have more of that in Young

Fives--I really think we need to
give each other feedback because
its so new-~to all of us. . .
that's the way I know I work
best-—if I have that kind of
support system. . . the "soap in
the bucket" idea from the last
meeting—-its worked out just
fine! That was great!
(INT - 1/30/86)

People around me are
critical--particularly with the
communication--openness--I go to

people involved in my field,
visit other programs, meeting
with other teachers—-like in the
Gesell training sessions——they

were critical as follow-ups. . .
we became much more proficient in
procedure. . . initially I said
I'd never be able to do this--to

182

know a "developmental four year
old"-—but we didn't have to
worry-~everyone helped each
other—-it promoted a tremendous
amount of comraderie. . . . I
don't know how anyone could have
learned that testing without the

follow-up training. . .
involvement with people is
critical. . . . I'm a team player
and verbalizing with someone
else-—being able to say I'm
learning at this and I'm going to
need your help—~that openness

about that-—its not necessarily
having all the answers—-its the
"give and take" of the
information--I learn well from
others-~the key is communicating.

(INT - 2/3/86)

This summer——the inservice was
very helpful—-it was talking with
other teachers--you just don't
get that at college and I've been
teaching 10 years, but when you
start something new--sharing with
other teachers. . . the support
that it gives—~that there are
other people out there who are
going through a trial and error
period--that there's not just one
right way—~that there's several
ways of doing it and that you
have to try all of them. . . like
to learn from peOple who have had
experiences and I learn from
experience. . . sharing with
other teachers--with a lecture
you have a 50/50 chance, but with
the other--you can't lose!
There's so many ideas--so much to
choose from—-there's so much to
tap into--you can be selective--l
have a need to tap people to find
what's usable to me.
(INT - 2/3/86)

I like to observe——watch other
people-—I observed in the
kindergartens to get a "feel" at
the beginning of the year--I
probably learn best that
way--then discuss. . . like to

183

learn from people in the same
area--the discussion of other
people's "hands—on" experiences
are helpful—-what works, doesn't
work--I might try it--and could
modify it in my work from their
experience. . . I didn't
participate in the summer
training, but the March session
is coming up. . . would like to

keep the regular Young Fives
meetings-—in Chapter I we meet
once a month--its really
helpful—-a good information

exchange. (INT — 2/5/86)

One of the teachers explained her need to be selective
in how she spends her time interacting with other teachers

due to her years of experience:

At this stage in my teaching. .

I want to be there by choice
because I want to feel that there's
something valuable that I'm going
to take away from this—-and that
I'm going to implement and its
going to help my children-—I feel
very harassed at having to attend

groupings where its covering
something that in my past learning
experiences I've already

developed. . . last year I applied
for a visitation day and went to
(another school district in the
county)-—and that was marvelous--I
had never seen an all—day
kindergarten--and the methods she
uses are based on Gesell--that was
beyond what I was exposed to-—that
was very beneficial--we had a lot

to talk about. . . as far as
methods and activities-—I am just
saturated with choices and

resources-—what I need is the time
to refine and fine tune and stay in

that area. . . . I would have
enjoyed seeing the Headstart
Program because many of our
children come from Headstart--I

would have liked to see what

184

they"re dealing with and how
they're dealing with the
situations——and work on
communication with them—-we had a
real gap over (student), it took
until after Christmas to get her
records—-she should have had OT in

September—-I should have known
about exercising those eyes——there
was a lack of communication—-a

breach—-now this was something that
was really important and it would
have been relevant to me--and then
I could grow-—I could have
something-—we can share things with
one another and I'm willing to do
that. . . we don't want to waste
time--that precious time--want to
learn something pgy—-very
selective, searching--to
expand. . . the Gesell training in
March—-wouldn't miss that for
anything! (INT — 2/5/86)

An assessment/diagnostic staff member was also
selective in how he perceived his need to interact. This
was an interesting difference because he does interact with
educators all day. His conditions of employment are
different from the teachers as he serves several school
buildings and talks to professional staff in other agencies

on a daily basis. His needs are defined:

I am a self-directed learner and I
need to go a little in the other
direction, but I'd like to have a
mentor--somebody like
that-—somebody you'd talk to once a
month—~to touch base--to bounce
ideas off--its something I've
thought about-—I'm going to have to
consider getting a teaching
certificate, but the thought of
sitting in a class and having
assigned readings is bugging the
heck out of me. . . if I go to the
university again, it'll be like I

185

was 20 years old again and a dummy
and didn't know how to do anything

on my own. . . when I get a
chance--I like to go to
conferences—-largely because I'm
doing the other (meeting with
others in education) every

day—-don't get any opportunities to

go to conferences due to budget.
(INT - 2/4/86)

Jackie Collins reflected on the need for the Young Fives

teachers to interact from her perspective in the program:

Its been real important for them to
meet and discuss their program-—one
reason is that they've been able to
voice their concerns, complaints,
criticisms to a group that's had an
intellect of what's been going on
there--so in voicing these
concerns, not only can they get an
appropriate response rather than a

reaction of "Oh, my God—-what's
going on here——what's going on in
this district!"--and the negative

flowing throughout—-its for the
most part been able to be tabled
right within the setting—-so I feel
good about that——the other thing—-I
feel that people being able to
socialize like that——they've been
able to feel confidence in what
they're doing-—and to strengthen
their weak areas. . . adults need
times that are both non—threatening
and well-defined--an agenda set
ahead of time so they know what to
expect--so it gives them some
control over what's going to
happen——and the opportunity to
interact-—to participate-—there are
times to be informal or formal-—it
depends on the goals--it should be
informal if the goal asks mostly
for participation and it should be
a shorter agenda. (INT - 1/20/86)

186

The educators in this study all felt that staff
development experiences need to include social/interactional
opportunities. For some people, these activities may need
to be selected with others outside of the school district
buildings to provide a more meaningful experience, but
opportunities to interact with others is clearly considered
a priority by this group of educators. Anita Davison
referred to such a group of Young Fives teachers as the
"Elmer's Glue Group--keeps us together, yet gives us

flexibility."

What cognitive processing occurs during and after the staff
development experiences? How is this defined by the

learner/educator? What differences seem to be observed in

 

the performance of the learner/educator at the worksite?
How does this become internalized in the learner/educator's

frame of reference?

In staff development activities, a key person is the

coordinator or facilitator of such experiences. Often the
"development" which this individual experiences is not
highlighted. It seems important to review the cognitive

processing which occurred with Jackie Collins during this
period of time in reference to her own staff development
experience. It provided an opportunity to reflect on one's

processing over time while one experiences change. The

187

conceptualization of one's professional role through
systematic observation and reflection assists in
internalizing the realities of the role and the decisions
one has to make for future planning.

The period of this review encompasses the
implementation phase of the study--September, 1985, through
early February, 1986, with reflection on the 1984—85
planning and development phase throughout. Discussion of
this period will be followed chronologically to allow for
observation of development in Jackie's perceptions of
herself in her role.

In September, 1985, Jackie was made aware of a change
in her responsibilities; she would now have coordination of
Chapter I as a primary responsibility along with grant
writing, testing, Bi-County school support services and
Young Fives. These areas required more
"administrative—type" responsibilities than she had in
1984—85, but there was no salary change. Her perceptions on
these changes:

I like the change. . . will give me
more experience in different
areas—~feel glad that I'll be
officially in charge to work with
the teachers now. . . but there was
no salary change. . . disappointed
about this. . . not a part of the
union now. (INT — 9/23/85)
There was a mixture of excitement with the new challenges

that she would encounter and disappointment over the lack of

an administrative appointment. This study only covered

188

Jackie's Young Fives assignment; discussion was focused only
on that portion of her work.

At this point Jackie also reflected on the significant
areas of learning for her in the 1984—85 planning and
development phase of Young Fives. They included three main
observations:

— ability to speak to groups was
improved. . .

- learning the different processes
that needed to be covered in

order to set up a new
program. . .

- people don't always take
responsibility for their
appointed roles. . .

(INT - 9/23/85)

The implementation phase of Young Fives brought some
new and different learning experiences for Jackie. Now she
was assisting a staff of four teachers in their adjustment
to a new program at the same time that she was adapting to
the changes in her role. The differences between planning
and development leadership and implementation leadership
began to emerge. This discussion took place after a Young
Fives teachers' meeting at which time a number of curriculum
implementation and procedural concerns were raised:

Researcher: What were your
perceptions of the meeting last
week with the Young Fives teachers?
Jackie: Real frustrated with the

amount of direction they are
needing at this point.

189

Researcher: What did you expect?

 

Jackie: (with a glint in her
eye--and a chuckle) Ideally-—to
have them look at the curriculum
——digest it--and implement it in
the classroom!! Their need for
approval bogged me down.

Researcher: What did you feel that
you were trying to accomplish at
the meeting?

 

Jackie: Felt they needed
attention—-I stayed "with them"--it
seemed like they were responding as
if I brought a workbook and had
they all completed the workbook--it
would have been fine-~I don't want
this-—there's no growth in this
type of activity. (She went on to
describe her observations of each
teacher's level of experience and
how this related to their new
assignment). (INT - 10/7/85)

At this time Jackie did not feel the teachers were handling
change very well and she described some specific examples of
their behavior which convinced her of that. It was then
interesting to note her observations of her own difficulty
in handling change:

Researcher: Let's switch gears a

little--you are obviously trying to

be very helpful to all the

teachers-~and things are hectic

right now-—what are you noticing
about yourself?

 

Jackie: I have to instill some
patience in myself—-acceptance--
hardest thing for myself is to keep
it cool—-high anxiety—~could be in
(name of an area mental institution

 

given jokingly)! I'm aware of our
own district timeline for Young
Fives-—and the one I've

developed--it's almost November,

190
but I think we are in August on my
timeline!

Researcher: Think about what's
happened to affect the timeline.

 

Jackie: Yea, who would have
thought that Peggy's class would
have to be changed--oh, by the
way-—you need to know--Peggy's
class will be divided-—Valerie
Peters has volunteered to teach the
other section of Young Fives at St.
Clair--she'll also teach a section
of kindergarten--this should be a
real asset--am anxious to have
Valerie come aboard--she
volunteered to share the teaching
responsibility in kindergarten and
Young Fives!--we'll be back to
stage one at our next meeting
though because we'll be adding
Valerie's involvement—-well, that's
the way it goes!

 

 

Researcher: Let's look back at
you, Jackie-—what's your support
system?

Jackie: Reach out to Sarah!

(Sullivan)——she's calm-~brings me
back down to ground. If something
was really a problem-—she would
help me out with procedures—~or
anything. Also Joe (another
administrator in central office)
has really been supportive—-like a

"puppy dog"-—its been nice.
(INT - 10/7/85)

Following more discussion on the different ways that the
Young Fives teachers approach things, the researcher started
to leave. Jackie stopped her and commented:

This has helped me to look at

myself as a learner--studying what

the teachers are going through is

helping me to look at myself as a
learner. (INT - 10/7/85)

191

The researcher noted that Jackie was smiling again, talking
at a slower pace and her usual "bounce" appeared to have
returned to her walk.

At the next interview Jackie discussed the positive
influences which Valerie had brought to the Young Fives
meetings and how this helped to keep the session on focus.
She then went into a lengthy review of how each teacher was
adapting--or not adapting, whichever the case. In addition
Jackie described a visit with one of the teachers in which
they worked out some needs in a personal situation and then
she reviewed the changes occurring at the St. Clair School
with the new Young Fives section that Valerie was teaching.
The adjustments were working out well and this was reflected
in her observations of herself.

Researcher: Let's switch gears
now—-how are you doing this

week--there have been a lot of
changes—-what's happening with you?

 

Jackie: Very relieved this week!

Researcher: Why do you say
relieved?

 

Jackie: All the things about St.
Clair—-the overflow of kids--that's
taken care of with Valerie's class
added-—I was worried that some
parent would call me about
this--it's been a "time bomb" ready
to explode! Now I'm feeling better
about it--even if Valerie needs her
own set of curriculum materials,
things have got to be better with
this change.

192

Researcher: 80, what does this
mean for you?

 

Jackie: Maybe now its time for EX
agenda--we can start looking at
some things that I feel are

important now. (INT — 10/21/85)

Following this interview Jackie asked the researcher some
questions about adult development. A week prior to that
Judy Arin—Krupp had been a speaker at a local professional
development workshop. Jackie knew the researcher had
purchased Krupp's two books; she asked to borrow them when
it would be convenient.

During the latter part of October, 1985, the Young
Fives teachers met with Anita Davison, a trainer for the
Gesell Institute. In addition, Jackie continued to visit
the Young Fives classrooms and met with teachers on an
individual basis to discuss her observations. She was very
pleased with the results of the meeting with Anita, but she
was observing many adjustment problems which the teachers
were having at this time. The teachers were all at
different stages in their curriculum implementation and each
Of them had different perceptions of what exactly needed to
be implemented. This caused confusion at their meetings and
consensus on any one procedure/decision was not possible.
Jackie was struggling with how these differences could be
resolved, how her expectations could be met and how the
teachers could progress from this particular phase. She
references her role in this set of dynamics which

illustrates her thinking at this point:

193

Researcher: What do you think
would be happening with the
teachers if you were not here to
work with them now?

 

Jackie: I think Young Fives would
come close to falling apart—-it
could turn out to be real
negative-— backstabbing—-
inconsistencies among the
programs—- blaming.

Researcher: What do you see as the

 

key factor right now in your role?

Jackie: In their perception, if
there's things they need--like all
these math items--I could get those
things——someone to call if there's
a problem——but in my perception,
I'm the one who they can take all
their negative feelings out on,
instead of taking them back to the
faculty and the public-~also some
of the detail things (mentioned
some specifics on furniture
requests).

Researcher: Do they pursue their
principal at all for support?

 

Jackie: (after pausing) I don't
think so, because they'll typically
come to me with things that they
need and ask if I've checked in my
office-~even when there's no way
that I can get these
things—-something that is different
too-—for Lois and Sandy, this is
their first year of working with
these principals; I am sure that
Valerie and Peggy would go to Sid
for support more frequently than
the others would because of their
years together. (INT - 11/4/85)

As the month went on, Jackie started to experience the
realities of "routine" and what this means during program

implementation. She started to become aware of how this

194

change in the teachers' behavior affected her decision to be
involved in a leadership position and what the implications
of such leadership can entail. It was noted that these
reflections signaled a turning point in her personal
observations:

Researcher: What types of activity

have you had with Young Fives
teachers since we last met?

 

Jackie: None!

 

Researcher: How has this changed
since the beginning of the year and
why?

Jackie: Think it's because they
have been "settling in" and doing
the things in the programs which
they have been talking about—-and
not needing me in the process like
they did in the beginning—-which
has quite frankly been good because
of the many tasks that I have been
given since the beginning of the
year!

Researcher: How have you adjusted
to the changes?

 

Jackie: This is the first time
that I have been in a job in which
I'm doing some of the same things
two years in a row--that of teacher

coordinator——involves maintenance
things with Young Fives—-not
necessarily the same effort of
having to "sell" the program to

everyone-—it's going on its own.

Researcher: How is this affecting

 

you?
Jackie: Do not have the
challenge——the "hype" of doing

 

something that could fail-—when I'm
working on something with a lot of
risk, I get excited-—its like
getting ready for a NASTAR ski

 

195

race--I get all excited-—almost
"losing it" often, but then go on
and do it--its almost anticlimactic
at the end--the thrill is in the
anticipation. My life has changed
a lot too this year in other
ways--I'm married now--so I know
where that's going, my job has some
of the same elements as before-—so
there's not so much going on that's
new and different. . . .

Researcher: What type of "agendas"
are you planning to cover at the
next meeting-—what do you want to
accomplish?

 

Jackie: To be more directive
(referred me to a handout)-—it'll
be the most directive that I've

been with the teachers up to
now——I'll be curious to see how
they react--I've given them

assignments to read and we will
cover them at the meeting. . . .
(INT - 11/18/85)

Indeed Jackie was more directive at the next Young
Fives meeting. She reviewed the "total child" in terms of
Gesell research and led a discussion that resulted in a
consensus that the "social/emotional" area of growth and
deve10pment was the first priority in the Young Fives
Classroom. During the next few weeks, Jackie spent
Considerable time with individual teachers in their
Classrooms and in individual conferences. These experiences
led to a level of acceptance from Jackie's perspective.
After discussing the adjustments that the teachers had been
making, Jackie shared some of her own perceptions of her

adJUStment:

196

Reseacher: Where do you see
yourself at this point?

 

Jackie: I see myself as accepting
where everything is at and being
able to look ahead and realize that
everything this year won't be what
I had hoped. . . its OK—-that it's
moving along——

Researcher: Why your "peace of
mind"?

 

Jackie: Visiting the classrooms in

November——fewer complaints about
details—-now I realize that the
teachers are serving as

facilitators of learning--I don't
care if we don't get to workbook
page 22-—the kids are being taken
care of—-

 

Researcher: Appears as though
you've done some thinking in your
observations--

 

 

Jackie: Yes, remember the
IIsocial/emotional" discussion we
had at the meeting-~next year this
is where we have to start-—"Ygg
too, Jackie"--(pointing finger at
herself with emphasis)--I've

learned a lot in the process and I
didn't know it--nor do I think
those teachers are perceiving their

growth! (INT - 12/16/85)

The holidays were approaching and the teachers didn't
want to have too many visitors as their children were
getting very excitable with the holiday preparations.
During this time Jackie traveled to a district in a
neighboring county and presented an overview of the Young
FiVes planning and development process; she was now
"experienced" in relationship to this group of educators who

knew nothing of the Young Fives background. After the

197

holidays, Jackie picked up her visitation and meeting
schedule once again. During the final interview with the
researcher in January, Jackie made some significant
observations in regard to how she perceived her degree of
interest in handling on-going projects. As she stated in
November, she enjoys the challenge and risk of working with

a new project; she finds it difficult to deal with

 

maintenance issues which require time and patience. This is

confirmed in her final reflections:

The most significant thing and the
most difficult for me to accept is
that things take time and they
don't happen overnight as I would
want them to--so I've learned that
just reinforcing that patience is
necessary-—that's the most
significant thing I've
learned. . . . I enjoy putting more
energy into new things rather than
maintaining them-—that's the
biggest single thing——the other
thing is that I really want things
to happen right away—-and patience
is real important--my perspective
has changed from dealing with the

expectations of children——but
applying it to adults--it's a
different perspective than

before. . . the Young Fives Program
has been real important to me-—the
first part was the most
exciting--the "movement" on the
training, the follow-ups, selecting
the teachers--the most difficult
has been the maintenance and having
to deal with all these little
things. (INT - 1/20/86)

At the conclusion of this study Jackie had just begun
her involvement in a long—term staff training program which

the Red Rock Area School District initiated in late January,

198

1986. She will now have the opportunity to face challenge
once again in the planning and development phase of
Essential Elements of Effective Instruction.

Following the study it was learned that Jackie has
begun conducting training sessions for others on the Gesell
School Readiness Instrument. As of this writing, she is
training the group of educators in the neighboring county,
who participated in her awareness session on Young Fives in
December, 1985. Perhaps this combination of activities will
provide a "challenge" to her and will assist in balancing
out the "maintenance" portions of the Young Fives

implementation.

Adults as Learners:

The overarching question in this study was:

How does the educator perceive him/herself as an adult

learner in the context of staff development experiences?

 

This is the question that is the essence of what this
researcher intended to glean from the educators at the Red
Rock Area School District. It was necessary to observe
their learning activities at length in order to establish
the "fabric" of the larger frame of reference that made up

their cumulative experiences. It was such a context that

199

the Young Fives Program provided--an extensive array of
staff development activities at the worksite over a long
period of time (15 months) which included a
planning/development phase and an implementation phase.
Each of these phases provided a unique set of adult learning
activities which related to the specific purpose of the
respective phase. The previous data presented in this
chapter have been descriptive of the learners' experiences
within the Young Fives Program.

Given that context and frame of reference, the
researcher now shares the perceptions of these educators as
they experience learning in a broader perspective. This
information shared by the participants is a synthesis of
their reflections on past and present learning experiences.
It may not be reflective of just the Young Fives activities
between 1984—86 as other life experiences are incorporated
into their thinking.

The data gathered in response to this overarching

question is conceptualized in two main categories:

a) perceptions that appear to

initiate significant learning

 

for the educator

b) perceptions regarding conditions

for learning which appear to

 

make a difference in the

200

receptivity for continuation

a) Initiating Significant Learning:

In this study the educators described situations which
seem to promote growth and motivation for significant
learning at a given point in their lives. The main factor
that appeared to be consistent in determining what prompted
the learning at that particular time was related to a change
in role assignment, expectations correlated with the role
assignment, a task that needed to be accomplished, or a
personal or professional decision to accomplish something
individually. The majority of the educators interviewed
were experiencing a change in role assignment due to the
Young Fives Program and the expectations correlated with
that assignment. Others were faced with tasks that needed
to be accomplished while others referred to individual goals
that were in process.

Within this context, specific descriptions of the
educators' perceptions revealed commonalities as to what
makes a difference in the initiation of a significant

learning experience. Challenge was one of the points noted

 

by several of the participants as a stimulant of learning.
Examples of how challenge is perceived as a factor are
noted. Jennifer Sanders, an experienced pre—school

(HDnsultant, describes her recent change in role:

201

- My first reaction was to say "no"
to the role——didn't feel I had
enough time to "get ready", but I
saw it as a challenge-—an
opportunity to use some of my
previous training. . . the
challenge of trying something
new--forced me to change——try
something new--I don't know where
I go from here, but change is
critical--there's an opportunity
to grow through that change.
(INT — 2/3/86)

Libby Harris, an experienced kindergarten teacher, relates

to her challenges at work and in her personal life:

The Gesell was all a challenge. . .

you have to react subjectively
through that whole process—-it's a
challenge. . . perhaps as you

relate to skiing where sometimes I
will jest about a new learning
situation because I'm not totally
comfortable in that situation yet,
but I wouldn't be there if I didn't
have the motivation and desire to
be there--with stability, there's

no growth-—if everything is
wonderfully fine and straight
across the board-~no growth. I'm
the kind of person that doesn't
want to stay on this solid,
straight line——I want to go
up-—going up there are the
hills——up and down like in skiing
and Gesell training-—you remind
yourself of what point you're

at. . . life gets very complicated,
but all of these things are
learning experiences. . . I won't
remain stagnant-—there are lots of
new things that come about.
(INT — 1/28/86)

JEickie Collins, Teacher Coordinator, needs challenge in her
life to perform well. She aspires to be an administrator

arid she likes the development phases of projects more than

202

maintenance activities. She describes the element of

challenge that she misses in maintenance-type of activities:

Do not have the challenge—-the
"hype" of doing something that
could fail. . . when I'm working on
something with a lot of risk, I get
excited--it's like getting ready
for a NASTAR ski race.

(INT — 11/18/86)

In addition, she sees her learning experience in Young Fives

as helpful in future challenges for her professionally:

I've been motivated in this
program, but I also look for
advancement—-what kinds of

opportunity might be open to me--on
a quality level--what doors might
this open. . . . (INT - 1/20/86)

Another factor that was significant in the adult
learning experiences was the response to change. Coping
with change presented new learning experiences and broadened
perspectives resulting in an expanded and clarified frame of
reference of one's learning process. Some found this
process of learning through change to be overwhelming and
difficult; they gained new insights into themselves as they
struggled. Jennifer Sanders describes her observations as
she initiated new learning through a role change:

Initially it was hard, very
difficult--was just me--I'm the

type of personality that if I do
something well, I want to do it
very well on day one-~that wasn't
realistic—-in turn that's part of
the challenge--picking up a journal
at night, even if you're

._F______.__

.--._ s.-.‘

 

‘_.._...____

203

tired-—it's exciting-—
challenging. . . but my
first-initial response was "no"—-it

was purely out of being scared with
a new frontier—~now that I look

back-—I've learned. . .but there
was a fear of the unknown-—the most
difficult part in a new

situation--am I what I'm perceived
to be? (INT - 2/3/86)

Sandy Clark shares her perceptions of how the frustration of

change inspires her to learn more:

I feel that I am open—-I feel like
the more I learn, the more I don't
know—-and the more inept I find
myself——which sends me back to
learn more——a cycle which is very
frustrating at times because I feel
overwhelmed--I constantly feel that
way in here (classroom) because I
go over everything I did each
day--and say "scratch this"-—it
didn't work at all—-or it worked
great. . . I feel that I enjoy
learning. (INT - 1/30/86)

Lois Gates had nine years of experience in education before
taking a Young Fives teaching position. She identifies the
key elements in her new role that made change difficult, but
also predicts these factors to be positive motivators in the
future:

My new job has been very

overwhelming-—I was very naive-~in

speech therapy you only have 2-3

children at a time--behavior was no
problem--now to have 18 kids "at

me" at one time--this is a
monumental change! I walk out of
this classroom just whipped! Every

ounce of energy is drained——where
in speech therapy-—the investment
of total energy wasn't there. . .

204

it's a lot harder than I thought it
would be. . . but the first year in
anything is the most horrendous
year. . . when I have everything
mastered--I'll enjoy it. . .
there's a lot of joy in this age
group--the change of kids each year
will be nice. (INT - 12/5/85)

Another factor that initiated learning on the part of
the educators in this study centered around the need to
"gain control" within a new and different situation.
Through this process they eventually could sort out that
which was essential to focus on and that which could be
delayed or discarded. Lois Gates struggled with the
establishment of the new curriculum in Young Fives; she felt
that the four teachers should be more consistent in this
area to tighten up the program:

I don't think we are all in the
same track. . . . I would like to
see more of a "match" in the
curriculum with each of us having
our own fillers. . . . I'd like to

see us in that direction. . . be

sure that the curriculum was in
place. (INT - 12/5/85)

Valerie focused her energy on controlling her independence
and sought the opportunity to refine all that had been

shared with them:

I am very independent. . . . I
don't feel that anyone can tell any
teacher at any level what they
should teach other than your basic
curriculum. . . . I feel right now
as far as methods and
activities--that I am just
saturated with choices and

 

205

resources--what I need is the time
to refine and fine tune in that
area. . . . I have to decide what
the needs are—-and what resources I
have--sort out all the materials I
have and think I need——that will
help me strengthen the area that I
need to help a child--to get a
well—rounded impression——then delve
into the information.
(INT — 2/5/86)

Dolly Leonard, also an experienced teacher, was in the
process of a role change. She identifies her need for
control:

I don't like being put in a

situation where I don't feel like

I'm in control. . . . I gained it

by just coming in every day and

"working it"--going through the day

to day experience of coming up with

different situation and having to

deal with it. . . . I fell back on

my previous preschool experience

and read, studied--now I'm more

knowledgeable. (INT - 2/3/86)
All of these situations which Lois, Valerie and Dolly shared
were learning experiences accrued through the process of
gaining control over their particular teaching assignment;

the situation forced them to persevere towards the level of

quality that each identified for themselves.

b) Perceptions regarding conditions for learning which
appear to make a difference in the receptivity for

gontinuation:

206

Each educator interviewed identified certain conditions
which encouraged learning for them as adults. The majority

of the persons in this study favored collaborative

 

interactional styles of learning with others in their field.

 

 

The extensive evidence for this can be found in the detailed
section in this chapter regarding the need for interaction
as it relates to learning. Meeting to discuss common
instructional responsibilities, methods and resources was
the highest priority in terms of format of learning
activities. These data also indicates that teachers in this

study see themselves and their colleagues as impprtant

 

resources for learning. Also judging from the consistent

 

attendance and active participation in the Young Fives,

 

Chapter I and kindergarten teachers' meetings, they also
prefer mutual planning sessions for their respective
programs. Bart Duncan, Valerie Peters and Jackie Collins

expressed the need for selective learning experiences for
themselves, but all felt that the need for interaction and
collaborative planning was important.

Also noted and cited earlier in this chapter was the
notion that typical university classes and lectures were not
the choice of these educators as they pursued staff
development options. Several mentioned that they have had
to attend university classes for securing credentials, but
tliey perceived this as a "necessity", not necessarily a
DITeferred choice in staff development. As Bart Duncan, who

has a Master's Degree and over ten years of experience

207

states:

If I go to the local university
again, it'll be like I was 20 years
old again--and a dummy and I didn't
know how to do anything on my
own. . . there are some things I'd
like to learn, but maybe I've
worked to have enough
self-confidence that to do these
Mickey Mouse things——that somebody
who has never set foot in a school,
other than a student, has to
do--doesn't make a bit of sense.

(INT — 2/4/86)

All of the adults in this study were active, involved
learners as observed by the researcher in their classrooms,
in staff development sessions and through the interviews.
But as adult learners they had distinct preferences for
their learning activities. They wanted some ownership in

defining this experience.

Summary:

A synthesis of data gathered over a fifteen-month
period of field research in the Red Rock Area School
District has been reported in this chapter. During this
time the researcher served as a participant observer in the
Planning/development phase of the Young Fives Program and in
tfle initial stages of the implementation phases of Young
Ffives. The following statements serve as a summative

response to the questions which guided this study:

208

Planning/Development Phase:

-The teachers whose roles linked them directly with
very young children focused on Young Fives content and
procedural issues during this phase, while the teachers in
the district who had an indirect role (with this specific
age-group of children) focused more on the potential
financial implications of new program development.

-The kindergarten teachers had a significant interest
in the district's policy regarding mandatory screening of
all pre-kindergarten children. They strongly encouraged
this component of the Young Fives Program as they now saw an
optional placement available for the children who were
assessed to be developmentally younger than five years.

—A significant motivator for expansion of knowledge and
skills by the staff directly involved in this phase was the
team approach to conducting the Gesell School Readiness
Assessment. They strived for similar competency levels and
wanted to assure appropriate selection of children for the
Young Fives Program.

-The positive, functional approach of responding to the
developmental needs of young children provided an effective
frame of reference for "selling" the Young Fives Program.
It also provided an "education" for staff and parents as to

the latest research on the development of young children.

209

—The interactional planning experiences of the
kindergarten/Chapter I teachers and the Planning Committee
not only provided opportunities for gaining knowledge
regarding Gesell research on young children, but also
provided opportunities for "venting" on district concerns,
divergent thinking in regard to the support of the program,
and, due to the impending union questions, provided a
collaborative "in house" support group for planning concise
responses to peer questions/concerns.

-A study of the questions raised by staff and parents
during awareness sessions on Young Fives reflected thinking
that represented a high degree of interest in the research
regarding the development of young children and support for
applying that knowledge in the district's program. An
additional factor noted was the high degree of curiosity
regarding the many "details" of school-entry from parents of
children entering school for the first time.

—The educators in this study needed a variety of
learning experiences to prepare themselves successfully for

implementation of the Young Fives Program including: large

group awareness experiences, small group interactional
experiences, small group guided-practice sessions,
individualized guided-practice sessions and

individual/small-group self-directed experiences.

210

Implementation Phase:

 

-All of the Young Fives teachers experienced a
significant degree of "cognitive dissonance" during their
initial weeks of implementing the new program. Their

learning from previous teaching experiences did not transfer
immediately to this situation which incorporated a new
curriculum, a new program structure and a different
developmental level of children.

-The Teacher Coordinator found it necessary to adjust
her plans for assisting the Young Fives staff members during
the initial two-three months. The meeting agendas had to be
limited to one or two items to allow for flexibility in
discussing the many adjustments that the teachers were
experiencing. The Teacher Coordinator's role had to focus
on assisting the teachers through the process of change
during this period.

—The Young Fives Planning Committee concluded from
observations and feedback received from staff and parents
that the implementation of the program was meeting their
expectations. They established an expanded goal of meeting
the "developmental" needs of children at other levels.

-Persons involved in the Young Fives Program concluded
that the program could not have been implemented
successfully without strong Board-level support or without a
leadership person directing the activities of the

planning/development process.

211

-The effective dissemination of quality research
regarding the developmental needs of young children
successfully motivated this Young Fives staff to participate
actively in the implementation of this program.

—Successful experience in Young Fives was considered a
valued resource by the young Fives teachers in the "change
process."

-The educators in this study strongly expressed a need
to have time to interact with other educators regarding
common programming areas.

-The Teacher Coordinator's observations throughout the

planning/development/implementation stages led her to
expanded insights regarding appropriate leadership
strategies during these respective periods. She also

developed insights as to her own preferences regarding work
in each of these stages.

—Educators in this study perceived that significant new
learning experiences are stimulated for them when they
encounter personal/professional challenge, a change in
role/expectation or a need to gain control within a new or
different situation.

—Educators in this study identified the following
points as considerations for staff development:

1) they prefer opportunities for collaborative,

interactional learning experiences with others in their

field;

212

2) they see themselves and their colleagues as
important resources for learning;

3) they prefer mutual planning sessions for their
respective programs, and

4) the typical "lecture—type class sessions" were
not a preferred choice for extended learning opportunities.

The broader conclusions of the study along with

implications for educational practice and recommendations

for future research will be discussed in the next chapter.

CHAPTER V

 

SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

Summary:

The objective of this study was to gather descriptive
data on educators participating in staff development
experiences within their work-site. The purpose of the
study was to analyze these data to determine how adults
perceive themselves as adult learners in the context of
staff development experiences within their work—site. The
overarching question which guided the researcher throughout

the study was:

How does the educator perceive him/herself as an adult

learner in the context of staff development experiences?

The study was conducted in the Red Rock Area Public
School District between September, 1984, and February, 1986.
The specific program within that district that served as the
focus of this study was the Young Fives Program, a new

program established for children who are chronologically

213

214

eligible for kindergarten entry, but developmentally younger
than five years as determined by the Gesell School Readiness
Assessment.

The researcher served as a participant observer in the
planning and development phase of the program (September,
1984 - June, 1985) and again in the initial stage of the
implementation phase (September, 1985 - February, 1986).
The design of the research model was developed on accepted
principles for qualitative research (Bogdan and Biklen,
1982; Spindler, 1982; Peshkin, 1978; Schatzman and Strauss,
1973; Gorden, 1980; Kimball and Partridge, 1979; Erickson,
Florio and Buschman, 1980; Glaser and Strauss, 1967; Yinger,
1979; and Erickson, 1985).

The researcher proceeded on theoretical assumptions
regarding adult learning experiences and staff development
activities as defined in Chapter II of this study. She also
felt the importance of investigating what specific
perceptions that this particular group of educators had
regarding their staff development activities as integrated
into the work—site through the Young Fives Program. Due to
Young Fives being a new program implemented in the district,
the researcher found it interesting to pursue the educators'
perceptions of how the change in role responsibilities
affected their learning experience within a professional and
personal context.

In reporting the findings, the researcher found it

necessary to distinguish between the data in the

215

planning/development phase and in the implementation phase
of Young Fives. This need for difference in detail emerged
as the researcher analyzed the data. It became necessary to
organize the narrative report in such a format to allow the
reader the opportunity to conceptualize the "deve10pment" of
the program and to gain a view of the educators involved.
Following these sections, the researcher discussed the
educators' perceptions regarding adult learning which were
cumulative reflections from the planning/development and
implementation phases, along with other respective learning
experiences.

A summary of the findings in each phase of this study
follows. This section is followed by a synthesis of the
major findings from the planning/development and the

implementation phases.

Planning/Development Phase:

 

-The teachers whose roles linked them directly with
very young children focused on Young Fives content and
procedural issues during this phase, while the teachers in
the district who had an indirect role (with this specific
age-group of children) focused more on the potential
financial implications of new program development.

-The kindergarten teachers had a significant interest

in the district's policy regarding mandatory screening of

216

all pre-kindergarten children. They strongly encouraged
this component of the Young Fives Program as they now saw an
optional placement available for the children who were
assessed to be developmentally younger than five years.

—A significant motivator for expansion of knowledge and
skills by the staff directly involved in this phase was the
team approach to conducting the Gesell School Readiness
Assessment. They strived for similar competency levels and
wanted to assure appropriate selection of children for the
Young Fives Program.

—The positive, functional approach of responding to the
developmental needs of young children provided an effective
frame of reference for "selling" the Young Fives Program.
It also provided an "education" for staff and parents as to
the latest research on the development of young children.

-The interactional planning experiences of the
kindergarten/Chapter I teachers and the Planning Committee
not only provided opportunities for gaining knowledge
regarding Gesell research on young children, but also
provided opportunities for "venting" on district concerns,
divergent thinking in regard to the support of the program,
and, due to the impending union questions, provided a
collaborative "in house" support group for planning concise
responses to peer questions/concerns.

—A study of the questions raised by staff and parents
during awareness sessions on Young Fives reflected thinking

that represented a high degree of interest in the research

217

regarding the development of young children and support for
applying that knowledge in the district's program. An
additional factor noted was the high degree of curiosity
regarding the many "details" of school-entry from parents of
children entering school for the first time.

-The educators in this study needed a variety of
learning experiences to prepare themselves successfully for
implementation of the Young Fives Program including: large
group awareness experiences, small group interactional
experiences, small group guided—practice sessions,
individualized guided-practice sessions and
individual/small—group self-directed experiences.

—The staff working on the planning/development phase of
Young Fives not only internalized the details of the Gesell
research on young children, but they also internalized the
processes involved in establishing a new program within the

district.

Implementation Phase:

-All of the Young Fives teachers experienced a
significant degree of "cognitive dissonance" during their
initial weeks of implementing the new program. Their

learning from previous teaching experiences did not transfer
immediately to this situation which incorporated a new

curriculum, a new program structure and a different

218

developmental level of children.

—The Teacher Coordinator found it necessary to adjust
her plans for assisting the Young Fives staff members during
the initial two-three months. The meeting agendas had to be
limited to one or two items to allow for flexibility in
discussing the many adjustments that the teachers were
experiencing. The Teacher Coordinator's role had to focus
on assisting the teachers through the process of change
during this period.

-The Young Fives Planning Committee concluded from
observations and feedback received from staff and parents
that the implementation of the program was meeting their
expectations. They established an expanded goal of meeting
the "developmental" needs of children at other levels.

—Persons involved in the Young Fives Program concluded
that the program could not have been implemented
successfully without strong Board—level support or without a
leadership person directing the activities of the
planning/development process.

—The effective dissemination of quality research
regarding the developmental needs of young children
successfully motivated this Young Fives staff to participate
actively in the implementation of this program.

—Successful experience in Young Fives was considered a
valued resource by the Young Fives teachers in the "change

process".

219

-The educators in this study strongly expressed a need
to have time to interact with other educators regarding
common programming areas.

-The Teacher Coordinator's observations throughout the

planning/development/implementation stages led her to
expanded insights regarding appropriate leadership
strategies during these respective periods. She also

developed insights as to her own preferences regarding job
roles/responsibilities in each of these stages.

-Educators in this study perceived that significant new
learning experiences are stimulated for them when they
encounter personal/professional challenge, a change in
role/expectation or a need to gain control within a new or
different situation.

-Educators in this study identified the following
points as considerations for staff development:

1) they prefer opportunities for collaborative,
interactional learning experiences with others in their
field;

2) they see themselves and their colleagues as
important resources for learning;

3) they prefer mutual planning sessions for their
respective programs, and

4) the typical "lecture—type class sessions" were
not a preferred choice for extended learning opportunities.

In this section, a synthesis of the major findings

drawn from the planning/development and implementation

220

phases in the study are shared. These statements are each
followed by summative discussion relating to the specific
finding. This section is followed by the major conclusions
drawn from the study and a discussion of implications for
educational practice as perceived through reflections from
this study. The culminating section of this chapter
incorporates some of the researcher's questions which have
evolved through this study and could be considered as
further research recommendations. The chapter closes with a

section on reflections by the researcher.

Findings--Planning/Development and Implementation Phases:

 

1) A year devoted to planning and development activities for
the Young Fives Program resulted in multi—dimensional
long-term benefits for the district which include: a) a
successfully implemented Young Fives Program serving
approximately 100 students, with little or no negative
feedback from the community or staff, and was initiated
during a time when new program development was evaluated
scrupulously by the three unions in the district; b) an
accepted district procedure for pre-kindergarten screening,
using the Gesell School Readiness Assessment, and a core
staff trained to conduct it annually, and c) the
introduction of the concept of "developmental programming"

to meet the individualized needs of children to all the

221

staff in the district and a significant number of parents in
the community.

The investment which the Red Rock Area School District
made in the planning/development phase of the Young Fives
Program yielded productive long—term results in areas far
broader than the four programs (six different sessions) for
children. As was noted in Chapter IV, the district staff
were preparing their "negotiation strategy" during the
1984—85 school year; Young Fives was reviewed internally by
the staff in relationship to the overall district funding
considerations. The fact that the recommendation for the
program was not challenged by the unions and that it did not
become an issue during the strike in September, 1985, was
significant. This leads one to assume that the need for the
program and the perceived quality of the program were
effectively communicated during the planning/development
process.

One of the great concerns raised by the kindergarten
teachers specifically, and others more generally, was the
district's pre—kindergarten screening procedure. They felt
that the previous assessment provided only an indicator of
potential intellectual deve10pment; development in the
physical, social and emotional areas was not addressed. The
Gesell School Readiness Assessment provided this look at the
"total child." In addition, the decision to train
kindergarten and Chapter I teachers plus all

assessment/diagnostic personnel in the implementation of

222

this process, created a core group of well-educated internal
staff who would be long—term supporters of the program.
These "adult learners" will continue their refinement of
their knowledge and skill in this area on an annual basis.
They have already had follow—up sessions in March and May,
1986, to prepare for the 1986 screening procedures.

Due to the comprehensive planning/development sessions
held in 1984—85, the district provided an awareness of
"developmental programming" to a wide array of people--this
"seed" has already been planted positively in the minds of
many. If further programming needs are addressed in this
area, there is a large nucleus of educators who have
strongly accepted and internalized the concept and others
who could be at "teachable moments" (Krupp, 1981) as the
concept is reviewed for extended application in the
district.

In summary, the investment that the district made in

educating their staff and community will provide an on-going

 

resource for refining the present Young Fives and
kindergarten programs and for extending these concepts to
other levels. The number of adults involved in this
learning process will expand through further implementation

strategies.

2) The educators involved in the various committees of the
planning/development phase of the Young Fives project had

specific learning experiences that went beyond the

223

internalization of the knowledge from the Gesell research
and skills developed on the Gesell School Readiness
Assessment. They also a) attained knowledge about how a
district introduces a new program; b) acquired the skills
and knowledge needed to "sell" a new program to colleagues,
and c) participated in an "attitude—sharing" experience with
the administration as co—supporters of a new concept.

The learning experiences that the Teacher Coordinator,
kindergarten teachers, Chapter I teachers, Planning
Committee and assessment/diagnostic staff participated in
throughout this project's planning/development phase
clarified and expanded their concepts and attitudes about
how decision-making processes work in their school district.
They prepared for the Board meetings with the administrative
representatives, they rehearsed the questions which
opponents to the program might ask in difficult situations,
and they reaffirmed their own knowledge base on the Gesell
research in order to respond to questions and to defend
adequately the strong belief they had in the Young Fives
Program. Through these learning experiences, they developed
confidence in their abilities to participate at this level
as they observed the success of their work-—the
implementation of the program. Support for such concepts of
staff development through integrated learning experiences at
the work-site is reflected in the work of Dewey (1938), Cook
(1982), McLaughlin and Berman (1977), Burrello and Orbaugh

(1982), Marchand (1986) and Brophy (1980).

224

3) The leadership attributes of the Teacher Coordinator,
which were integral to the success of the
planning/development phase of the Young Fives Program,
included the ability to a) organize information into
meaningful components; b) internalize key concepts in order
to highlight them appropriately, and c) communicate the
essence of this information in a variety of settings.
Although this role represented an initial leadership
experience in her district, the Teacher Coordinator was
praised in these areas by her colleagues in the Young Fives
Program for her work in the 1984-85 planning/development
phase. In 1985—86 as she reflected on her preferences

relating to her role responsibilities over the two years,

she cited the "selling" experiences as being most
challenging, exciting and rewarding. Through this
experience of orchestrating the planning/development

process, the Teacher Coordinator reflected the attributes of
a self-directed learner as defined by Knowles (1975) and
Penland (1981) as well as demonstrated several elements of
successful staff development leadership skills as suggested
through the work of Peters and Waterman (1982) and

Cunningham (1985).

4) During the initial months of the implementation phase of
the Young Fives Program, the learning experiences which

evoked the most discussion by the four teachers and the

225

Teacher Coordinator revolved around a) assimilating new role
responsibilities; b) the accommodation of the new curriculum
expectations, and c) the emphasis required on detail
"management" issues.

The experiences which these educators were
participating in during these initial months of the
implementation phase of Young Fives parallel closely the
concepts addressed by Schlossberg, Troll and Leibowitz
(1978) and Krupp (1981) as they discuss elements of adult

development. The teachers had all adjusted to a "norm" in

their previous employment situations. Now they were in
"process" of a "transitional period" which required new and
different learning experiences. They were each at a very

"teachable moment,"

but also in various stages of "cognitive
dissonance." Some indicators of these stages were noted.
They became very focused on either implementing the total
curriculum package at one time or in trying just portions of
it at a time for fear that wouldn't be "enough." They
wanted to "do the right thing," but had not experienced
observing a successful Young Fives program so their concept
of "rightness" was vague. This was especially evident when
they met with Anita Davison, the Young Fives teacher who
visited with the teachers. Their questions of her signified
an intense desire to compare and contrast in their own minds
what differences could be noted so they could individually

assess their progress at that point. The difficulties that

they discussed about this period reflected their struggle in

226

assimilating these new role expectancies which were not
modeled anywhere in the district at that point. These
difficulties also reflected the adjustments needed while
accommodating the new knowledge of curriculum and
developmental needs of their students within the existing
frame of reference that each teacher had developed from
previous experiences. This was a very critical period in
their work as it began to challenge their basic assumptions
of what they already knew and forced new learning to "find a
place" in this structure. As Piaget has noted through his
research with children, this is how learning occurs. Such
experiential learning is most valuable in regard to the
long—term process of internalization and insight
development.

The degree and kind of support that the teachers needed
at this phase of implementation was different from the
leadership that was needed in the planning/development phase
from the Teacher Coordinator. This change in emphasis was
an adjustment for the Teacher Coordinator. She struggled
with some of the same experiences of assimilating a new set
of role expectancies and accommodating a different
"leadership curriculum" with no previous teaching experience
in Young Fives. She was surprised by the attention to
detail required for program implementation. Many management
issues resurfaced at every meeting——bus problems, equipment
needs, lack of teaching supplies, scheduling problems, etc.

These details surprised her because she had not previously

227

managed the implementation phase of a new program before.
This experience started to move her into the "stock—taking"
stage of her career aspirations as identified by
Schlossberg, Troll, and Leibowitz (1978). She began to
identify her dreams, aspirations and options with an
expanded frame of reference regarding leadership
responsibilities.

In summary, these educators demonstrated signs of
adjustment in new and different learning experiences and
they reflected on their feelings about this change which was
occurring in a variety of ways. It was perceived as a
"difficult, overwhelming" time; growth did occur as they all
revisited their roles with a new and broadened perspective
after the holiday period, 1985. They have all survived and
the program has received many positive statements from staff
and parents.

Through this portion of the study one notes the degree
of emphasis and attention which educators must give to the
change process of adults and the new learning experiences

which need to be addressed in staff development efforts.

5) During the planning/development and implementation phases
of the Young Fives Program, it was important to the
participants to have created group interactional
Opportunities among the colleagues as these experiences
provided the staff with a) an internal support system; b) an

opportunity to hear themselves "think out loud" about the

228

new concepts and skills; c) a system in which they viewed
their colleagues and other Gesell trainers as on—going
resources, and d) the motivation to move on a continuum from
more directed instruction towards self—directed learning.

During the interview process of data—gathering, the
researcher learned that the most preferred format for
learning was that of interaction with other colleagues in
one-to—one or small, "workable" group situations. The
classroom teachers often referred to the "aloneness" or
isolationism that was also studied by McLaughlin, Pfeifer,
Swanson—Owens and Yee (1986). The Young Fives teachers
frequently discussed the stimulation which interaction with
colleagues brings. The element of "collegiality" was
interpreted to serve as an internal support system to their
respective roles and responsibilities. It helped to diffuse
the notion of isolation which results when the bulk of one's
daily interactions are with young children.

The opportunity to "think out loud" and to listen to
others exposed the various assumptions that the staff
members had made at any given point in time. The
interactional opportunities provided for clarification,
extension and expansion of these assumptions with their
colleagues and other resource people. Such experiences
opened up new questions, more divergent thinking and
conclusive agreements on issues such as curriculum and child
development. This type of learning opportunity illustrates

Piaget's notion of social transmission as an interactive

229

means of learning and communicating educational
insights-—which promotes cognitive development.

Through this interactional process of Young Fives
meetings and Gesell training sessions, the staff openly
utilized one another as key resource people. During
interviews they expressed this as the preferable method for
new learning. It was observed that supplementary reading
and study was occurring between sessions due to the ideas
that were introduced, but the conceptualization and
interpretation processes appeared to be stimulated by the
open, divergent discussions. It was noted that the degree
of experience represented by various resource persons was
highly regarded by the Young Fives teachers. The new Young
Fives colleagues were drawing from this wealth of background
and later reconstructed this experience into their own frame
of reference. As a result, this internalization assisted
them in moving from a more directed need for instruction to
a degree of self—directed application and learning skill.
The self-directed approach further increased their
confidence level which promoted a feeling of "executive
control" as defined by Joyce and Showers (1983).

This study confirmed the need for interactional
opportunities among educators who are participating in staff

development experiences.

6) Time specifically set aside for the intensive focus on

the Young Fives Program allowed for consistent

230

planning/development processes to occur and provided for
interaction opportunities during the implementation phase;
however, more adequate time for curriculum development by
the teachers was needed.

The resource of Eimg, which is so often overlooked,
provided the educators in the Young Fives Program an
opportunity to pursue intelligently the steps necessary to
develop this program. By scheduling the activities in the
1984—85 planning/development phase, priority was placed on
the issues related to Young Fives. It received the
attention of many people in the district because it was on
their calendars and they focused on it at their meetings.
Due to this time and focus, the persons involved in
planning/development had the opportunity to go beyond
awareness levels to conceptualize the implementation needs.
As a result, the types of questions that develop over
time--deve10ped. Through consistent meeting schedules and
representation of various groups, the Planning Committee was
prepared to respond to many concerns ahead of
implementation. They also found out what the major
inhibitors might be and deveIOped alternatives in some
cases. The fact that the planning/development process was
completed over a year's period of time also communicated a
message of importance; if a whole school year is devoted to
one idea-—it must be important to consider. The attendance
at the various meetings--kindergarten teachers, Chapter I

teachers, Planning Committee and Gesell training sessions

231

was excellent. This signaled interest and willingness to
give of their time which was often after school.

However, during the implementation phase the Young
Fives teachers only met to discuss concerns and curriculum
implementation strategies after school. This time was
important to the teachers, but three of the four teachers
expressed that the meetings did not allow enough time to
internalize the new experiences adequately. All four of the
teachers felt that more time was needed for alternative
staff development experiences such as visitations to other
programs, consultation time with other staff or agency
personnel who may work with the children, or curriculum
clarification and internalization. The researcher observed
that perhaps a couple of days during the first semester
could have been devoted to the development of curriculum
materials and strategies. This would have allowed the
teachers to work on these items when they were at a high
energy level. The teachers were in their classrooms on a
regular basis until 5:00 or 7:00 P.M. in the evening trying
to prepare the many lessons for such an active group of
children. They needed time to reflect on what they were
doing during the "teaching" hours and time to re-energize
for the next day. New program implementation requires more
planning time than that which was allocated.

In summary, it is highlighted throughout this study how
one district's process of new program planning, development

and implementation also served as a rich resource for adult

232

learning experiences for the staff involved. The activities

described in this study demonstrate how on-site staff

development opportunities can exist in day-to-day operations

within a district if there is a focus on learning through

the experiences. By focusing on additional dimensions of

learning in given situations, a district can integrate adult

learning experiences into their staff development plans

without a significant investment of additional resources.

Examples will be provided in the discussion on implications

for educational practice.

The major contribution of

provides educators with another

already doing and suggests an

consider for staff development

existing district activities in

adult learning experiences for the

perspective should

this study is that it
look at what they are
additional dimension to

planning-—to revisit the

view of potential on—site

staff. This type of

contribute in promoting the attitude of

lifelong learning within a district.

Conclusions:

 

Major conclusions drawn from

this section. Further
usefulness

in the next section.

implications

the study are reported in

regarding their

in educational practices generally are discussed

233

1) School district leadership personnel need to incorporate
strategies for effective education of the district's total
staff and representative community members when preparing
for the implementation of a major program change. This step
can be considered a good long-term investment in the

district's overall educational program.

2) Effective use of the existing school
activities/environment for staff development experiences can
encourage educators to observe the multi-dimensional

opportunities for learning within their day—to-day worksite.

3) When selecting leadership personnel for school district
staff development efforts, key attributes which deserve

attention in the decision-making process should include:

—a comprehensive understanding of the adult development
process and the ability to respond effectively to

individual needs and differences within that process;

-relevant experiences in the area(s) which the staff
are working and the ability to communicate effectively
regarding the intergration of these topics into

practice;

-demonstrate self-directed learning practices on a

regular basis and demonstrate the ability to guide

234

others through a variety of self-directed learning

activities within their roles.

4) School district leadership personnel need to be sensitive
to the degree of effect which change has on educators within
their district. The perceived degree of change by the
leadership may not be consonant with the degree of impact as
perceived by the educator(s) carrying out the role
responsibilities. Opportunities for communicating about
these differences are essential for collaborative program

development.

5) Opportunities for interaction/exchange among educators
promotes cognitive development in the individual. Such
experiences stimulate thought to be clarified and expanded.
They also encourage divergent higher level thinking.
Through such stimulation, more self-directed learning

opportunities emerge.

6) School district leadership personnel need to address Lime
as a key resource which must be available in developing
effective staff development programs. Learning requires
time on task, time for interacting with others and time for
reflection. Adults in learning experiences must have time
allocated for these purposes if the staff development

program is to reach the goals identified.

235

Implications for Educational Practice:

 

During the busy routine of an educator's day, there is
not much opportunity for reflection regarding "what else"
should be done because the effort of merely surviving the
present workload and demands on one's time are often the
major goal. However, this cycle of "staying on top" of the
crises often results in decreased productivity and negative
attitudes among educators; the "cumulativeness" of it all
becomes difficult to sort out. An exciting alternative to
consider is how the work—site can become a motivating and
resourceful environment for new learning experiences. This
study has focused on how many meetings and other job—related
activities occur within a single project in only one
district during a given period of time. These activities
can often be turned into effective learning experiences with
some creative planning and minimal resources.

Another focus within the study was on how the educator
represents an adult learner in on—site staff development
activities. Sometimes that is all that is needed—-a
specific focus on a dimension of learning. This researcher
suggests that an emphasis be considered within the
educational setting that promotes learning on a regular
basis. A beginning goal might be:

Encourage educators a) to be more effective learners

and b) to be more effective teachers of adult learners.

 

236

Some ideas are shared which might promote discussion on

these topics.

AssistinggEducators to Become More Effective Learners:

 

1) Encourage the extension/refinement of thinking skills in

 

staff development activities.

 

As was noted in this study, the various types of
activities in the planning/development and implementation

stages required different preparation and implementation

 

strategies. Such strategies require divergent and
comprehensive thinking skills such as the ability to
conceptualize, interpret data, form conclusions and

generalizations about the data and to apply the data
appropriately.

The difference in implementing an ordinary program and
a highly successful program often hinges on the quality of
the strategies develOped. As Sternberg (1981) points out,
"Some people have the capacity to act effectively on what
they know. Other people seem to lack this capacity or to
possess it only in limited degree. Yet it is this skill
that spells the difference between mere learning on the one
hand and performance that reflects learning on the
other." (p. 19) The successful implementation of the Young
Fives Program in this study reflected a performance that

reflects learning. The planning/development phase was well

237

executed in terms of overall strategy.

Sometimes logical thinking does not resolve impending
problems. In such cases, more divergent means need to be
considered. As deBono (Brodinsky, 1985) suggests, it may

involve ". . . disrupting a sequence and arriving at the

M

solution from another angle. (p. 13) He refers to this as
lateral thinking. Educators need to be effective
strategists. Experience in alternative thinking styles can
prove to be helpful in the classroom, during interactional
experiences with colleagues, or during program planning or
parental involvement.

Another dimension of thinking that is critical is the
ability to think about one's own cognitive processes; this
process is referred to as metacognition (Day, 1981). In
this study it was noted at various intervals in the
implementation stage that the teachers were experiencing
adjustments to change that were demonstrated in their
behaviors and questions at their meetings. Piaget refers to
this as cognitive dissonance. When asked by the researcher
about these experiences, the majority of responses focused
on how they f§l£_ during the process; it was not easy for

them to process mentally what was happening £3 them

 

cognitively at that point. Experience with metacognition

 

assists one in the adjustment process. Educators need to be
observant of their own cognitive processing due to the
complexities of the demands in their lives. Recent

interpretations regarding the definition of intelligence are

238

furthering discussion on the insights derived from one's
observation of oneself and others and how this affects human
cognitive competence. Within the theory of multiple
intelligence (Link, 1985), two of seven distinct concepts
are defined in this area—-interpersonal intelligence and
intrapersonal intelligence. In this study, such
observations were available for interpretation at each step
of the way. Experience with such observations could have
provided even more meaningful dialogue among the

participants.

2) Become students of adult development/adult learning

 

principles.

 

As noted in Chapter II, principles of adult development
and adult learning coincide with purposes related to staff
development, but are often considered separately. Through
this study the researcher sought out insights which
integrated these principles and provided a more meaningful
interpretation of "what was happening" in the site at
various intervals. Educators need to investigate
opportunities in which these concepts could be integrated
for staff development activities. Cross (1981), who has
developed the Chain-of—Response (COR) model for
understanding participation in adult learning activities and

Characteristics of Adults as Learners (CAL), states:

239

I believe that the single most
important goal for educators at all
levels and in all agencies of the
learning society is the development
of lifelong learners who possess
the basic skills for learning plus
the motivation to pursue a variety
of learning interests throughout
their lives. (p. 249)

3) Encourage participation in interactional learning

experiences on a regular basis.

 

As was noted in this study, a key format for learning
as perceived by the educators was meeting with colleagues to
learn from one another. Such experiences can encourage
educators to communicate to others about learning which
instills motivation and clarifies thinking. As noted by
Lochhead (1981), "Putting thoughts into words helps to

clarify thinking and gradually develop more and more refined

(p. 69)

reasoning strategies."

Through such interactive sessions, experiences can be
shared which enhance the frame of reference of the learner.
As observed in the study through the meeting with Anita
Davison and the Young Fives teachers, Anita's experiences
were soon "borrowed" by the less-experienced teachers. This
synthesized learning experience became evident in all four
classrooms soon after as expanded frameworks for instruction
were introduced. Dewey (1938) refers to the concept of
reconstruction of experience as essential in fostering
learning. Educators can participate in this process at no
cost on a daily basis with their colleagues. Herbert Simon

(Peters and Waterman, 1982) refers to the years of

240

experience one acquires as a "rich vocabulary of
patterns." (p. 67) The wealth of experience available in
school districts should not be overlooked as a valuable
resource for creating exciting learning possibilities among
colleagues.

Mentoring relationships are becoming more popular in
the educational setting. This model can provide for
effective adult learning experiences. Hanes and Mitchell
(1985) identified that the highest rated staff development
item among beginning teachers was informal conversation with
their mentors. In the Young Fives study, mentoring was
noted as a preferred form of staff development by
experienced staff who sought selective learning experiences.
As Gray and Chanoff (1984) suggest, "age-mixing in

n

education" allows people to learn from others a few steps

behind and a few steps ahead." (p. 611)

Assisting Educators to Become More Effective Teachers of

 

Adult Learners:

 

Another focus which emerged through this study was the
need for educators to assist one another in becoming more

effective teachers pf adult learners. As participants in

 

the study noted, most often they chose collaborative
learning activities with their colleagues as a preferred

choice to lectures or university classes. They cited the

241

ineffectiveness of many educators in responding to needs of
other adults. Some factors which might be considered in

developing effective options for adult learners include:

1) Determining the appropriateness of individualized and

 

group learning activities.

 

As noted by the educators in this study, they
sought opportunities to learn from others most
frequently, but sometimes this was not most appropriate
in a group setting. Often staff development is
perceived as a large group activity, which often is
staged as a lecture. As one of the teachers noted,
lectures are a "50/50 chance." Sometimes educators
need to pursue projects on an individualized basis
leading to a self—directed plan.

As noted by this researcher, the more experience
one has had in education, the more quickly that
individual moved on the continuum from more directed
instruction towards more self-directed learning.
Annual staff evaluation experiences in schools allow
for excellent opportunities to develop self-directed
learning plans. Based on a mutually agreeable goal
between the supervisor and staff member, the staff
member can pursue a learning plan that can selectively
make a difference in his/her performance during the
next year. Such individualized efforts can also

accommodate differences in learning styles of

242

adults. (Guild and Gager, 1985)

Individualized learning plans could serve as a
motivator to encourage educators to participate in
educational research. It is often difficult for
teachers to participate in research activities during
their typical schedule, but a growing concept which can
encourage such activity is through teacher
collaboration with other researchers. In this study,
the Young Fives staff found it interesting to be a part
of a research project. One of the teachers was very
happy that the interviewing process was implemented so
that she could "really find out" what the researcher
wanted to know. Involvement in research also

encourages educators to use research as was cited

 

recently in the Research Bulletin. (Phi Delta

Kappa, 1986)

Groups can also serve as effective learning
formats. The participants in this study strongly
supported "working groups" as resourceful learning

experiences. Knowles and Knowles (1972) identify when
a group is an effective instrument for change and

growth in individuals. This occurs when:

a) Those who are to be changed and
those who are to exert influence
for change have a strong sense
of belonging to the same group.

b) The attraction for the group is
greater than the discomfort of
the change.

243

c) The members of the group share
the perception that change is
needed.

d) Information relating to the need
for change, plans for change,
and consequences for change is
shared by all relevant people.

e) The group provides an
opportunity for the individual
to practice changed behavior

without threat or punishment.
f) The individual is provided a
means for measuring progress
toward the change
goals. (p. 62)
2) Scheduling time for learning activities and focus on
learning in a variety of regular functions.

Time became a critical factor in the study. As
was highlighted, the significant period of time devoted
to planning/development resulted in many district-wide
benefits for long—term planning. However, the initial
stages of implementation could have included more time
for curriculum development and integration.

Educators are typically busy people. They have
very little time in a normal work day to reflect on
learning experiences of their own as they are so
involved with the lives of others. This researcher
feels that in order to provide effective teaching for
adult learners, time must be allocated for learning
experiences—~both during and after the school day.
Many of the routine matters can be handled after the

school hours in group or individualized meetings, but

244

some intense focus must be given to other issues during
longer sessions. Upon reflection of this study, the
researcher feels that one day a month would have been
adequate for the Young Fives teachers during the first
semester of the 1985—86 year for intense focus on
curriculum implementation. This would have allowed for
productive reflection within the group when energy
levels would have been more appropriate for learning
and participation.

During regular meeting functions, an emphasis on
learning can occur by encouraging focused recall on
some of the experiences since the last meeting. This
allows the participants the opportunity to
"participate," even if for a brief period of time, and

reflects an attitude of interest in learning from the

leadership. It also reflects the attitude of
"ownership" in the learning activity by members
involved. This type of routine practice (as

appropriate) can raise the consciousness of various
activities in one's daily experiences and increase the

possibility for self-observation and analysis.

3) Providing on-site leadership training experiences for

educators within the district.

 

Sometimes role assignments in education become
inflexible and opportunities for leadership experiences

and training are not extended. As was noted in this

245

study, the need for leadership during the
planning/development stage was different from that of
the implementation stage. The details of
implementation and change came as a surprise to the
Teacher Coordinator.

Leadership training in adult development, coping
with change and life transitions, counseling and
consultation are all very meaningful issues, but are
seldom addressed in leadership development. Some of
these areas could be developed through "in—house"
internships from time to time. If a staff member is
considering a leadership opportunity, perhaps some time
could be appropriated for an internship experience with
a "seasoned" professional who can assist the colleague
through guided practice and focused reflection.
Another similar concept has been classified as
"advising" by Little (1985).

Small adjustments in role assignments can also be
considered to allow for an educator to investigate a
leadership experience within the district which might
evolve through a self—directed learning plan. It may
result in a short-term mini-project that can benefit
the district and the individual and create a renewed
interest in learning for the individual. Perhaps such
experiences could be mutually explored with
representatives from a university. This would provide

the added resources of university personnel in guiding

246

the learning activities of the educator(s).

In summary, these implications for educational practice
focus on practical, inexpensive applications through which
educators can infuse effective adult learning opportunities
within the work-site. Over time, such implementation can
result in expansive lifelong learning experiences for

educators.

Recommendations for Further Research:

 

It was highlighted throughout this study how one
district's process of new program planning, development and
implementation also served as a rich resource for adult
learning experiences. The results shared through this
report ought to encourage educators to revisit existing
district activities as potential on—site learning
experiences for staff. Such a focus would develop a frame
of reference toward an integration of lifelong learning
activities into daily practice.

Through the experience of this study the researcher
raises some potential areas for consideration as future

research questions:

- How can educators assist other professionals in human
service fields to integrate adult development/learning

concepts into their staff development experiences?

247

— How can professional preparation programs effectively
integrate the concepts of adult development/learning into

the curriculum for leadership development?

— How does one actually develop the attitude of becoming a

lifelong learner?

— To what degree do one's professional life experiences

affect lifelong learning goals?

- How can one more effectively assess one's thinking skills

in relationship to potential job performance?

- What else does one need to know about the
teaching/learning process of adults in order to strengthen

the theory of andragogy?

- How do logical and lateral thinking skills differ in

educational practice for adults?

— To what degree can verbal interaction among adults be an

accurate indicator of thinking skill development?

- To what degree have educators successfully been
assimilated as private sector leadership deve10pment

specialists? What factors have been significant in this

248

professional transfer?

The findings in this study represent a synthesis of
perceptions regarding educators as adult learners in on-site
staff development experiences. But as one reflects on the
need for further study, the future research options offer as
many dimensions as Christa McAuliffe's "lessons from space."

It provides for a future of lifelong education.

Reflections:

 

As this researcher reflects upon the work accomplished
in this study over the past two years, it becomes clear that
the goal of this work has merely begun. Research such as
this stimulates a degree of thinking which could be
characterized as "opening Pandora's box."

Educators have only observed the "tip of the iceberg"
in regard to the needs and options of adult learners. Much
of the research in the adult learning field has been
conducted within typical adult education populations--not by
educators studying other educators at work in their own
professional activities. A major emphasis of this study
needs to continue-—to encourage others to revisit the
potential for staff development by observing within the
existing activities of an educator's day——and sharing these
observations with one another. Such communication will

stimulate divergent discussion regarding the learning needs

249

of educators, which is sorely needed to continuously refine
concepts and interpretations in the field.

This researcher has observed that all too often studies
such as this do not continue, but get "shelved" due to the
"completion" of the study. Perhaps this occurs because
educators have often paralled their work with the "beginning
and end" concept of their school year——as something is
"completed" it is laid to rest. There is a challenge that
presents itself in this issue as it relates to educators as
adult learners. As those who have studied adult
development/adult learning (Chapter II) have suggested,
learning and development are continuous, process-oriented
stages from which perspectives change over time. Educators
also change over time. Studies of educators as adult
learners ought to reflect how continuing professional
experiences affect the perceptions and performance of
themselves and their peers over time. Such research needs
to be supported internally within school districts and other
institutions of higher learning. There is a story to be
told about the education profession which needs to be
communicated more emphatically to others. How educators
grow, develop and learn as professionals while
simultaneously focusing on their work objective as teachers
of the learning process is indeed a most complex task. What
conditions need to exist for such learning experiences to
occur? What attributes should educational leaders seek in

prospective candidates which correspond to lifelong learning

250

attitudes--a most timely consideration in the wake of
retiring faculties. How does the profession communicate
these needs to decision—makers in the general public who
have not yet transferred lifelong learning concepts into

local, state and federal budget priorities?

All of these questions stimulate the need for
continuing research on these "subjective" issues. This
researcher has found that through such study, other

professions such as the variety of health-related fields are
also seeking assistance on such issues. Health educators
are finding that they have not been trained in the "process"
of educating others as their formal preparation focused on
"content". Now the field is emphasizing patient education,
but the health professionals have had little or no
preparation for this type of educational activity. Such a
situation begs for an interdisciplinary approach to
assisting one another through the professions. Are
educators prepared to assist other professionals as others
begin to focus on the adult learning process?

This researcher has observed that on-going studies of
professionals "at work" in the field can yield insights
which greatly add to the literature regarding adult
learners. These data can also be shared with other
professions. Such sharing of research on adult learning
experiences in the workplace will eventually broaden the
scope of findings and refine the present assumptions

regarding lifelong learning.

REFERENCES

 

Advisory Panel of the National Center for the Improvement of
Learning. Exemplary staff deve10pment programs. The
School Administrator, February 1985, 42 (2), 16-18.

Advisory Panel of the National Center for the Improvement of
Learning. Exemplary staff development programs. The
School Administrator, March 1985, 42 (3), 22—25.

Anang, A.J. The hidden dimensions of staff development: a
study of negotiations in teacher/developer
interactions. Michigan State University, 1982.

 

 

Association for Supervision and Curriculum Development,
Promising theories die young. ASCD update, May 1985,
21(3).1,3.

 

Association for Supervision and Curriculum Development.
Synthesis of ASCD resolutions through 1984.

Bacharach, S. Career development, not career ladders.
Education Week, November 13, 1985, V (11), 5.

Barth, R.S. Sandboxes and honeybees. Education Week, May
9, 1984, 24.

 

Benjamin, L. & Walz, G.R. Enhancing the adult experience:
Counseling approaches and activities. Ann Arbor:
University of Michigan, ERIC/CAPS, 1982.

 

Beyer, B.K. Common sense about teaching thinking skills.
Educational Leadership, November 1983, $1 (3), 44-49.

Blackman, C.A., Crowell, R.A., Holly, M.L., Van Voorhees, B.
Teachers as organizational staff members: The
foundation for staff development/school improvement.
Presented at The National Council of States on
Inservice Education, Atlanta, Georgia, 1982.

Bogdan, R.C., & Biklen, S.K. Qualitative research for
education: An introduction to theory and methods.
Boston: Allyn & Bacon, Inc., 1982.

 

251

252

Brodinsky, B. Tackling problems through lateral thinking
(An interview with Edward de Bono). The School
Administrator) March 1985, 32 (3), 10-13.

 

 

Brophy, J.E. Teachers' cognitive activities and overt
behaviors. (Occasional Paper No. 39). East Lansing:
Institute for research on Teaching, Michigan State
University, October 1980.

 

 

Burrello, L.C. and Orbaugh, T. Reducing the discrepancy
between the known and the unknown in in—service
education. Phi Delta Kappan, February 1982, 63 (6),
385-388.

 

Center on Evaluation, DeveIOpment and Research. Helping
teachers use educational research. Research
Bulletin/Phi Delta Kappa, March 1986.

 

Christensen, J., Burke, P., Fessler, R., Hagstrom, D.
Stages of teachers' careers: Implications for
professional development. National Institute of
Education, 1983. (ERIC Document Reproduction Service
No. ED 227 054).

 

 

Collins, M. Phenomenological perspectives in adult
continuing education: Implications for research and
pgactice. Kansas State University, Manhattan College
of Education, 1981. (ERIC Document Reproduction Service

No. ED 202 993).

 

Cook, G.E. Teachers as learners: Approaches to professional
education. Presented at the National Council of
Teachers of English Spring Conference, 1982. (ERIC
Document Reproduction Service No. ED 219 801).

 

Cornett, L.M. Trends and emerging issues in career ladder
plans. Educational Leadership, November 1985, 43 (3),
6-10.

 

Cross, K.P. Adults as learners. San Francisco:
Jossey—Bass Publishers, 1981.

 

Crow, M.L. The female educator at midlife. Phi Delta
Kappan, December 1985, 61 (4), 281-284.

 

Cruickshank, D.R. & Applegate, J.H. Reflective teaching as
a strategy for teacher growth. Educational Leadership,
April, 1981, 38 (7), 553-54.

Cunningham, L.L. Leaders and leadership:

1985 and beyond.
Phi Delta Kappan, September 1985, pl (1)

, 17—20.

 

253

Day, M.C. Thinking at Piaget's stage of formal operations.
Educational Leadership, October 1981, 39 (1), 44-47.

deBono, E. The direct teaching of thinking as a skill. Phi

 

Delta Kappan, June 1983, pg (10), 703-8.

Dewey, J. Experience and education. New York: Collier
Books, 1938.

 

Dodd, A.W. and Rosenbaum, E. Learning communities for
curriculum and staff development. Phi Delta Kappan, pl
(5), 380—384.

 

Eaton, J. It's important to treat teachers as
professionals. Michigan School Board Journal, October
1985, XXXII (9), 24-25.

 

Ehrenberg, L.M., How to ensure better transfer of learning.
Training and Development Journal, February 1983, 81-83.

 

ERIC Clearinghouse on Educational Management, Synthesis of

research on staff development. Educational Leadership,
November 1980, 38 (2), 182-185.

 

Erickson, F., Florio, S., & Buschman, J. Fieldwork in
educational research. (Occasional Paper No. 36). East
Lansing: Institute for Research on Teaching, Michigan
State University, August 1980.

 

 

Erickson, F. Qualitative research on teaching. (Occasional
Paper No. 81). East Lansing: Institute for Research
on Teaching, Michigan State University, February 1985.

 

Fallon, M. Proposals to strengthen California teaching
profession unveiled. Education Week, November 13,

1985, V (11), 7.

 

Fenstermacher, G.D. Nineteen eighty-four: The latest
educational reform proposal. Phi Delta Kappan, January
1984, g; (5), 323-26.

 

Florio, S. Very special natives: The evolving role of
teachers as informants in educational ethnography.
(Occasional Paper No. 42). East Lansing: Institute for

Research on Teaching, Michigan State University, May
1980.

 

 

Garmston, R. Are teachers motivated to teach thinking?
Developing minds: A resource book for teaching
thinking, Association for Supervision and Curriculum
Development, 1985.

 

 

254

Ginsburg, H., Opper, S. Piaget's theory of intellectual
development. (2nd edition). Englewood Cliffs, New
Jersey: Prentice—Hall, Inc., 1979.

 

 

Glaser, B.G. & Strauss, A.L. The discoveries for grounded
theory: Strategies for qualitative research. Chicago:
Aldine—Atherton, 1967.

 

 

Gorden, R.L. Interviewing: Strategy, techniqpes and
tactics. Homewood, Illinois: The Dorsey Press, 1980.

 

Gray, P. & Chanoff, D. When play is learning: A school
designed for self-directed education. Phi Delta
Kappan, May 1984, p; (9), 608-611.

 

Guild, P.B. & Garger, S. Marching to different drummers.

Association for Supervision and Curriculum Development,
1985.

 

Hanes, R.C. & Mitchell, K.F. Teacher career development in
Charlotte-Mecklenberg. Educational Leadership,
November 1985, $3 (3), 11—13.

 

Henderson, H. The Madison workshops—-one approach to staff
development. Phi Delta Kappan, January 1986, pl (5),
384-385.

 

Holly, M.L. Keeping a personal-professional journal.
Victoria, Australia: Deakin University, 1983.

 

Johnson, D.W., Johnson, R.T., Holubec, E.J., Roy, P.
Circles of learning: Cooperation in the classroom.

Association for Supervision and Curriculum Development,
1984.

Joyce, B.R. & Showers, B. Power in staff development through
research on training. Association for Supervision and
Curriculum, 1983.

 

Kamii, C. Autonomy: The aim of education envisioned by
Piaget. Phi Delta Kappan, February 1984, p; (6),
410-415.

Kane, P., PEEPing out of the ivory tower-preparing educators
for nonschool settings. Phi Delta Kappan, May 1984, 62
(9), 621-624.

 

Kidd, J.R. How adults learn. Chicago: Follett Publishing
Co., 1973.

 

Kimball, S.T., Partridge, W.L. The craft of community study.
Gainesville: University of Florida Press, 1979.

 

255

Knowles, M.S. & Knowles, H. Introduction to group dynamics.
New York: Association Press, 1972.

 

Knowles, M.S. The adult learner: A neglected ppecies.
Houston: Gulf Publishing Co., 1973.

 

Knowles, M.S. The modem practice of adult education:
Andragogy versus pedagogy, New York: Association
Press, 1970.

 

 

Krupp, J.A. Adult development: Implications for staff
development. Colchester, Connecticut: Project RISE,
1981.

 

Krupp, J.A. Sparking an aging staff through increased
awareness of adult developmental changes. SAANYS
Journal, Winter 1982—83, 9-13.

Krupp, J.A. The adult learner: A unique entity.
Manchester, Connecticut: Adult Development and
Learning, 1982.

Lezotte, L.W. How can evaluation of staff development
centers be made useful to researchers? (Occasional
Paper No. 32). East Lansing: Institute for Research
on Teaching, Michigan State University, June 1980.

Little, J.W. Teachers as teacher advisors: The delicacy of
collegial leadership. Educational Leadership, Nowember
1985, 4; (3), 34-36.

 

Marchand, J. Professional development: It's a necessary
step for school improvement. Michigan School Board
Journal, January 1986, XXXII (12), 21—25.

Lochhead, J. Research synthesis on problem solving.
Educational Leadership, October 1981, 32 (1), 68-70.

 

McLaughlin, M. and Berman, P. Retooling staff deve10pment

in a period of retrenchment. Educational Leadership,
December 1977, 35 (3), 191—194.

McLaughlin, M.W., Pfeifer, R.S., Swanson—Owens, D., & Yee,
S. Why teachers won't teach. Phi Delta Kappan,
February 1986, 61 (6), 420-426.

Michigan Department of Education. Superintendent's early
childhood study group report summary, Lansing:
Michigan Department of Education, 1984.

256

Mitchell, E. Educational leadership——coming to terms with
responsibility. In N.V. Overly (Ed.), Lifelong
learning: A human agenda. Alexandria, Virginia:
Association for Supervision and Curriculum Development,
1979.

 

Moore, S.A. Avoiding some of the pitfalls in professional
development activities. Principal, October 1979, lg,
26.

 

Nickerson, R.S. Thoughts on teaching thinking. Educational
Leadership, October 1981, 32 (1), 21-24.

 

 

Overly, N.V. Coming to terms with Monday morning. In N.V.
Overly (Ed.), Lifelong,learning: A human agenda.
Alexandria, Virginia: Association for Supervision and
Curriculum Development, 1979.

 

Pelaia, W.A. Focus on the individual in staff development.
The School Administrator, January 1986, £3 (1), 37.

 

Penland, P.R. Towards self-directed learning theory.
Presented at Commission of Professors, 1981, and Annual
Meeting of Adult Education Association, 1981. (ERIC
Document Reproduction Service No. ED 209 475).

 

Peshkin, A. Growing up American: Schooling and the survival
of community. Chicago: University of Chicago Press,
1978.

 

 

Peters, T.J. & Waterman, R.H., Jr. In search of excellence:
Lessons from America's best run companies. New York:
Harper & Row, Publishers, 1982.

 

Phillips, J.L., Jr. The origins of intellect: Piaget's
theory. San Francisco: W.H. Freeman & Co., 1969.

 

Resource Bank Abstracts. Principals say staff development
is chief concern. The School Administrator, June 1985,
3.2. (6). 33.

 

Rodman, B. Boyer, citing recent gains for teachers, offers
improvement plan. Education Week, November 13, 1985, V
(11), 5.

 

Roose, D., Mitchell, S. & Rudman, M.K. Selecting the

brightest and the best. Phi Delta Kappap, November
1985, pl (3), 219-221.

 

Schatzman, L., & Strauss, A.L. Field research: Strategies
for a natural sociology. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1973.

 

257

Schlossberg, N.K., Troll, L.E., & Leibowitz, Z.
Perspgctives on counseling adults: Issues and skills.
Monterey, California: Brooks/Cole Publishing Co.,
1978.

Sergiovanni, T.J. Landscapes, mindscapes, and reflective
practice in supervision. Journal of Curriculum and
Supervision, l (1), 5—17.

 

 

Sheehy, G. Passages: Predictable crises of adult life.
New York: Bantam, 1977.

Shulman, L.S. Relating,theory to practice in educational
research. (Occasional Paper No. 12). East Lansing:
Institute for Research on Teaching, Michigan State
University, October 1978.

 

Sparks, G.M. Synthesis of research on staff development for
effective teaching. Educational Leadership, November
1983, pl (3), 65-72.

Spindler, G. (ed.) Doing the ethnography of schooling:
Educational anthropology in action. New York: Holt,
Rinehart and Winston, 1982.

Sternberg, R.J. Intelligence as thinking and learning
skills. Educational Leadership, October 1981, 32 (1),
18-20.

 

Sugarman, J. Teaching teachers to be critical thinkers.
Education Week, June 12, 1985, ll (38), 23.

 

Taylor, M. The role of adult experience in learning:
Consequences for the classroom. Presented at the Joint
Conference of the Association of Community Colleges
in Canada and the Canadian Vocational Association,
Winnipeg, Manitoba, Canada, 1981. (ERIC Document
Reproduction Service No. ED 215 085).

Walters, J.M. & Gardner, H. The development and education
of intelligence. In F.R. Link (Ed.), Essays on the
intellect. Alexandria, Virginia: Association for
Supervision and Curriculum Development, 1985.

 

Warnat, W.I. Overview of training practices incorporating
adult learning: Adult learning in inservice training
and staff development. Adult Learning Potential
Institute, Teacher Corps, The American University,
Washington, D.C., 1980. (ERIC Document Reproduction
Service No. ED 198 365).

 

258

Weinrauch, J.D. Educating the entrepreneur: Understanding
adult learning behavior. Journal of Small Business
Management, April 1984, 32-37.

 

 

Weisbeck, C. and Buchmann, M. Learning the lessons of
experience: A field study in teacher education.
(Research Series No. 96). East Lansing: Institute for

Research on Teaching, Michigan State University,
September 1981.

 

Wood, F.H. and Thompson, S.R. Guidelines for better staff

development. Educational Leadership, February 1980, 3l
(5), 374-78.

 

Yinger, R.J. & Clark, G.M. Using personal documents to
study teacher thinking, (Occasional Paper No. 84).
East Lansing: Institute for Research on Teaching,
Michigan State University, February 1985.

 

Yinger, R.J. Fieldwork as basis for theory building in
research on teaching. (Research Series No. 19). East
Lansing: Institute For Research on Teaching, Michigan
State University, January 1979.

APPENDICES

APPENDIX A

 

An opportunity to
observe master trainers
model developmental
testing.

A chance to address
critical issues: pros and
cons of length of day,
reading in kindergarten,
appropriate early
childhood curriculum,
and school

entrance policies.

Outcome of Workshop

Understand the theory ol
developmental testing and its
background based on the child
development research at
Arnold Gesell

Recognize the characteristics at
various age groups

Assess children who will be
entering kindergarten usnng the
Gesell Developmental Test

Gesell lnstitulc of
Human Development

Al’l’l'iNlH X A

Kindergarten
Screening Workshop

Making the Transition to School a Success

 

Agenda

Our program usually runs lor three days. the day is composed 01 a morning
lecture and discussion and an allernoon demonstration with children at
various ages

9:00 - 12:00 Lecture presentations

lat Day Overview ot philosophy and practical atlects ol

developmental placement

Description of the Gesell Kindergarten Screening
Assessment

2nd Day Cubes

Initial Intervuew
Letters and numbers
Copy lorms

3rd Day Incomplete Man
Animals and Interests

12:00 - 1:15 Lunch (Participants will make their own luncheon

arrangements. unless otherwise indicated).
1:15 - 3:15 Two children. a boy and a aid, will help demonstrate a
test each day.

1st Day 1:15 4% year old
2:15 5yearold

2nd Day 1:15 5 year old
2:15 5V: year old
3rd Day 1:15 55‘) year old

2:15 6 year old
Participants will be able to observe the testing and see the range ol

responses as well as the differences between age groups, in this
workshop participants will not test children themselves.

Dlscusslons wlll Include:

a Growth and development
a Parent conlerencing

. Community education

. school placement
Partlclpants

Stall who are interesled in learning to assess children will want to attend
the total sessuon

APPENDIX B

i\l’PliNl)| X H

(Reference for

m- a
GROSS moron ADMINISTRATION 3/27/ 5)

Stands on One Foot — "Show me how you can stand on one foot like this, while
I count"

Demonstrate. As soon as the child picks up one foot begin
slow count OUT LOUD. one number to a second, and continue
untilechild's lifted foot touches the ground or the Child

leans on something.

Allow 3 TRIES if count remain below ten. Use a stop watch
while counting.

Hopping on One Foot - Demonstrate hopping forward on one foot.. Then say,
"Show me how far you can hop along here.” Indicate
a line of 6 feet. Add,
"Can you go all the way to the end?”

Beanbag Throw - HAND the child the beanbag. Stand 6 feet away and say,
"Throw it to me."

3 TRIES

Beanbag Catch - "I'm going to throw the beanbag to you. See if you
can catch it."

3 TRIES
EVALUATION
Stands on One Foot - 1-2 sec. = 35 years
2-7 4
8-12 5
12+ 55 KDG. Readiness
Hops on One Foot (G) by age 35

They perform all task

(3) by 39% 45 Balance 7+ sec.

Hop
Beanbag Throw (G) by age 45 Throw
Overhand (g) 55 Catch
Beanbag Catch By age 4
(B) by 45
Hands (G) by SH

If a child is successful with all of the above, score a D.Q. of 5.
If not. determine weak areas and downgrade D.Q.

Example:
If a child
- 4
balances 4 sec. SCORE
Hop- 0.x. 5 4

Thpgu_-N8nderhand 4

Zlifl

Name

APPENIJI X Ii

'MOTOR -- RECORDING Sl-EET

‘

Age

 

 

 

Stands on One Foot

HHHHH

Attempts with/without hand held
Momentary balance

Balance of 1-2 seconds

Balance of 4-8 seconds

Balance of more than 8 seconds

 

HopsonOneFoot

Hops with both feet off the ground
Hops on one foot

 

BearbagThrow

Throws underhand

Throws overhand

Advanced throwing
(advances--with opposite foot)

 

Beanbag Catch

HHHH

H—‘HH

Attempts but misses

Catches with arms against chest
Catches with hands against chest
Catches with hands alone

 

COMMENTS:

2i)!

APPENDIX C

C

Al’PlCNl)l X

n.
1x352: ~r>z

xvpnonmunnoa mon<nnee i nwuvnen one

mwenanp ow ennn<ee non Homaiauu

 

va plopeaean I own: no Ioahnon. o<ewcunn. «noonn nononahaw no n70 nrwwa mncaw Iona» o: enamoanu
anewaoeen :en «new: UK are Kwaaonmennna.wnnen=»=w wnomnul.

any «nee-nor. open. pea ae<ewov e «econ ~w<ee khan-«neuneo wwownul non encaenne avenger-m sen «new:
tun: ae<ewovaennew new-«e. .

 

 

 

 

 

 

va any
nznwa macaw npjmi . «mmmn wn<ee unennel wp-m‘
wuss» muelpunenw vnhuonvewe char :en ever: wweu” He-nreniooonnnnunon (Hwy unopened. oven.
oneneune (nap non<eao a nunwm macaw eon aneewov e «econ ww<ee Khbnenm-nneu
on - acunnenww can». Awaken no nevonn . vnownpl ennonanbn no «to money» Haunnncne
open-v no e<epcnne uncannn ae<ewovi loneHu oven no we an<ewovoa e- : vnovoepw
lean ppm vnonneee pa rwbnennenneo. non euvno<ew.vw nae maroon wanna" uni-en<»ne
seen-n rwpnonw-nnon nouns-«e (navy enroow onenn. oregano. eon noalcannw" not 4m
upenanan eon (par neeocnoee no rope unawahne ennneane and aa<ewovnnnnhw noenfiun Hp
encaenne. eon no neooaaoaa encnenn tun: nvevnen H enema” even no nonuconnwou .
vH-noaesnu onupnuv-w (pup people chm: envoow wwopbwuw ooaahnnae.
nonvon-ucpwpnw on unconnwbn,no
cannons.
mcsausmu 20 noon mcaanpmn odevnon H ncame no ocvvonn H\~ «pan
He-nreninoonn»oenon
manna" cuppa macaw mnemnwswu manna” Hounueniooonnubhnon
Heunraniooonn»benon
nwnaopnunw mnponuvuw appapupw ooaahnnen"
xppaonwunneu nounsen crewman H na-nson
cayenne a "neuron anaonwunnnn neeornn
onaanH >aawswennpnHoo\ocnn»ncwca
>e manned” wwnaonnunw wnwnnwvuw
monnuw canton mvnnwbw mucounwop
wuwnzowowwen manna"
nurse H nouns-n
flu nannron

acne. FVss

C

INDIX

Al’l’l‘

>wh> scurnn m0300ru
unhtknzumhn>hunl mnnhnZMZO wnonnuu

«nan-an- rso one eununrne men are nnunnnwou-H Rundown-nae: on «czar ~n<ee sworn-I new are
vacuiuo .0790» «can ICan we a «eun- owm ex cone-van H. roam. urea Icon re cane-nan In": "re
na-ouw unroo~ Ie-mnua-e >eeeeelann. pan-nu on use: e<naeune an <nenou nun reunwuu Inns-upon
Ina uno<nae unoon 0n nllcuunennon- canon no unroo~ ennn< no are many an uouu.

 

wrhhld ZHuHMKhM

~u unVOOn FP.a»u--
hub. uw. wo-u

- PI n<a~€bnnou on
are «on-u ornua
Khmer wouu

‘u ~Iue~ apuncu-non
De<e~ovlannu_
spenelsun
henna roam

 

 

t

 

EthnkUEa «EU-urn
XI! weigh. woum

nece- unroo~ n..u»:~.-
thuwbbe- >hnouulann

<pen0h r zeewpau
ire—av Ins—paw
HIICB—uengon Incend-

 

 

 

 

 

 

 

 

 

 

 

 

 

>nneon
nnotnr «new docuh uneinhuaewnnnneu
neenroo none-unuu
= ~u<ee i
wen-u"
anaenVOoH \ Keenan oi». a
llllll < e u announeu
rennsuu on «can» ~p<au LED» Hmmu anon" nee. i i
wwenehaan Kwumeuu-nnau n _
rune-leun-nwou K_nmn~ nuns: wan-an Iona»: _ D emu-nae nun up a
u ”gum ll H i i
pecan (pa .
wnounel _
nonwrl «gnu-non r J
,noo~m“uhno~ caneulnpe
. Hana-non
r men-on
,nounenenne
15‘ No. “ma”

 

 

 

 

263

APPENDIX D

APPENDIX D

 

THE RESEARCHER . . . A PERSONAL GLIMPSE

Education was a major focus in the rural, practical
farmlife which shaped my personal experiences. The
seventeen-hour "work day" that conditioned the family
lifestyle was peppered with daily educational experiences
which of course included the formal process of attending
small, rural schools, but also included the often more
significant informal learning opportunities which emerged
through the "natural consequences" of farm life. These
latter experiences were guided by wise and loving parents
who had achieved sixth and eighth grade educations
respectively, but placed education as the highest priority
for their five children. My parents nurtured my initial
quest of becoming a lifelong learner.

Supported by the rigors and discipline acquired through
farmlife, education became a chief motivator in my life.
Not only did I "love" school, maintaining a perfect
attendance record for fear that I would "miss something",
but I "conducted" school for all my cousins and friends who
came to visit our home. My mother told me at the early age
of four, ". . .you will be going to school for the rest of
your life!" Not only was she accurate in her prediction, but
this early influence and encouragement made a difference in

my degree of perseverance. . . or else I was trying to

264

265

convince my parents that I did not intend to milk cows all
my life. . . whichever, it worked!

This degree of encouragement was sustained in my adult
life through my husband's support of my interests. The many
weekends, nights and vacations have required a regular
integration of "school-work" along with our personal
activities over the past eighteen years of marriage. This
type of scheduling has become accepted practice in our
household--I have never observed a complaint or retort when
I have retreated for study or writing or when I have
traveled throughout the United States for classes or
consultation. Those "seventeen-hour" farm days have
continued into my adult life--filled with professional and
civic activities. For such personal and professional
flexibility in our relationship, I will always be grateful.

Sharing these comments of personal background is
important to this study because of the message that I have
found reflected in my research on adult learners. Learning
is a long-term, developmental, time-consuming process which
is nurtured through certain conditions. People make that
difference for one another. I have had the opportunity to
grow through my learning experiences as a child, student,
teacher, consultant, administrator, wife, parent, community
leader-—because I have had the privilege of sharing my life
with others who supported me in those efforts. Throughout
my personal and professional life, I have found the

relationships that I have had with others to be my most

266

resourceful learning experiences. These relationships have
also extended my learning as I could draw insights by
vicariously living through the experiences of others. This
study represents such an experience. The educators in the
Young Fives Program permitted me to "walk beside them" in
their daily activities and openly share their thinking each
step of the way. This type of learning experience was most
exciting as it allowed me to gather descriptive data on
their perspectives from each situation which were somewhat
different from mine. Internalizing the scope of their
experiences and structuring a means by which to communicate
this to others became the most challenging task in the
study. Again, it's a long-term, developmental,
time-consuming process—-and the peeple made it a rich
experience.

Currently I work as a Special Education Director in a
regional service unit serving thirteen local school
districts. Such a position provides me with a broad array
of learning experiences. Daily I have the opportunity to
counsel, supervise, guide, consult, direct, teach, console,
support and encourage people——students, parents, teachers
and administrators. My goal is to help them to see the
myriad of learning which is available to them in their daily
lives--if they permit themselves to reflect on their
behavior and that of those around them. My life has
included these options at the local, regional, state and

national levels, but it was only through the superb guidance

267

of a few good "teachers" that I developed the necessary

skills to internalize these insights. My desire is to share
this richness of thought with others so that they too can

become "connoisseurs" of life experiences.

"‘lllllllllllllllllllllll“