u ...--~.“1-- A PHILOSOPHY 0F msmeunwa EDUCATION - 1974 A commasow er PHPLOSOPHSES HELD BY ‘ mm m 1955 mm THOSE m 1974 Dissertation for the Degree of Ph. D. ”mamamsrm ummw mm A. Doom ' 1975 .J" 3 wt...- lllllllllll Will’llllllll r , "y; ,, a 1293 01074 760 ML‘ ‘I-1\";ISICY This is to certify that the thesis entitled A PHILOSOPHY OF DISTRIBUTIVE EDUCATION--1974. A COMPARISON OF PHILOSOPHIES HELD BY LEADERS IN 1965 WITH THOSE IN 1974 presented by Thomas A. Doonan has been accepted towards fulfillment of the requirements for Secondary Education Ph' 0' degree in 1 and Currtculum "12~4éAAJt3 {:%-«Lovp4J\J Major professor Date May 8, 1975 0-7639 W10 FEB 2 Us? 4'}. 6 200? l": {I 'I .L ABSTRACT A PHILOSOPHY OF DISTRIBUTIVE EDUCATION--l974. A COMPARISON OF PHILOSOPHIES HELD BY LEADERS IN 1965 WITH THOSE IN 1974 By Thomas A. Doonan The primary purpose of this study was to compare the phi- losophies held by distributive education personnel in 1965 and the current philosophies held by the same personnel who have remained in their respective job classifications. This was done to achieve a current perspective on the philosophy of distributive education. The secondary purpose of this study was to compare the phi- losophies of distributive education personnel in 1965 to the phi- losophies of (1) personnel in the original group who transferred or shifted job classification and (2) new personnel hired to replace respondents in the original group due to normal attrition between 1965 and 1974. This was done to achieve a current perspective on the philosophy of distributive education. In addition, a comparison was made between the 1974 Leader- ship Group and the 1974 New Staff Group to achieve a current per- spective on the philosophy of distributive education. Thomas A. Doonan Procedures The basic tool used in this study consisted of 96 belief statements first formulated in the study developed by Lucy C. Crawford'h11965. These 96 statements were placed in seven categor- ies (Definitions, Objectives, Guidance, Coordination, Curriculum, Organization and Administration and Teacher Education). These statements were mailed to the populations. Included with the 96 statements was an instruction sheet and cover letter. The respond- ents used the Q-sort method to record their reactions. The answer sheets were received and the data transcribed into various tables, respective to respondent group. The data was then subjected to various statistical functions (calculated mean, rank, Spearman's rank order, Kendall's N and Chi-square) to test nine hypotheses. Conclusions The following conclusions are based on the findings of the analysis of data. These conclusions are an analysis of the infer- ences drawn from the acceptance or rejection of the nine hypotheses. l. Null Hypothesis 1 - concerning Definitions. The rejec- tion of this hypothesis by a sizable margin emphasizes that regard- less of respondent group, the terminology used in distributive education is agreed upon throughout the 1974 respondent groups as it was with the 1965 Leadership Group. 2. Null Hypothesis 2 - concerning Objectives. This hypothesis was not rejected. The reason for disagreement in this Thomas A. Doonan category was centered around several belief statements which showed quite different rankings from 1965 to 1974. The open-system of education is more readily accepted in the 1974 groups than in the 1965 groups as shown in the ranking of belief statement 27. 3. Null Hypothesis 3 - concering Guidance. This hypothe- sis was rejected. The four respondent groups agreed on how the role of guidance fits into a distributive education program regard- less of respondent groups. 4. Null Hypothesis 4 — concerning Coordination. This hypothesis was rejected. Coordination, even though the hypothesis was rejected, is changing as a facet of the distributive education program. The three 1974 groups showed much agreement among them- selves while the 1965 Leadership Group was not in concurrence with the other three groups. The 1965 Leadership group differed in nearly every rank. 5. Null Hypothesis 5 - concerning Curriculum. This hypothesis was rejected. The four groups responding to belief statements on Curriculum have no significant differences regard- less of respondent group. 6. Null Hypothesis 6 - concerning Organization and Admin- istration. This hypothesis was rejected. The functions and aims of the leaders in distributive education in 1965 are the same as those questioned in 1974 in the area of Organization and Adminis- tration. Mention of the project plan aiding or taking the place of the cooperative plan in statement 67 drew much disagreement. Thomas A. Doonan 7. Null Hypothesis 7 - concerning Teacher Education. This hypothesis was rejected. The four respondent groups all agreed that specialized education of the teacher-coordinator is essential in the distributive education program. 8. Null Hypothesis 8 - concerning correlation between the 1965 Leadership Group and the three 1974 respondent groups. This hypothesis was not rejected. The fact that no significant correla- tion was found in the ranking of belief statements indicates that certain areas of distributive education are changing. This change is not drastic but it is present and illustrates a non-stagnant approach by the respondents to the philosophy of distributive edu- cation. More emphasis on the individual namely, preformance objec- tives and explicit student career goals can be interpreted from the results in Chapter IV. 9. Null Hypothesis 9 - concerning correlation between the 1965 Leadership Group and the 1974 New Staff Group. This hypothe- sis was rejected. The personnel in distributive education in 1974, whether present in 1965 or added since then, agree on a philosophy of distributive education as it ought to be. A PHILOSOPHY OF DISTRIBUTIVE EDUCATION--1974. A COMPARISON OF PHILOSOPHIES HELD BY LEADERS IN 1965 WITH THOSE IN 1974 BY L:"(.CP’{‘-‘ A Thomas A? Doonan A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Secondary Education and Curriculum 1975 ACKNOWLEDGMENTS The author wishes to express his sincere gratitude to the individuals who offered assistance and contributed to the completion of this dissertation. The author is indebted to Dr. Robert P. Poland, chairman of the doctoral guidance committee and director of this disserta- tion, for giving generously of his time and assistance, as well as his guidance in the formulation and completion of this study. Dr. Lawrence Borosage, Dr. Cas F. Heilman and Dr. Zane K. Quible, members of the guidance committee, who provided encour- agement and advice throughout the program and the research project. Gratitude is also expressed to Mr. Richard J. Lindberg who provided direction and assistance in the statistical design of the study and in the analysis of the data. To my wife, Kathleen, go those words of feeling for her understanding nature and patience, and for her love and words of encouragement without which the entire doctoral program and this dissertation would not have been completed. A special word of thanks goes to my typist, Miss Debbie Mascia, for her many hours of work. Finally, I offer my gratitude to my parents for having started me on this path. ii TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES Chapter I. THE PROBLEM Introduction . Statement of the Problem Hypotheses to be Tested Purpose of the Study Need for the Study . . Limitations of the Study Definitions of Terms Chi- -Square Distributive Education Kendall's Coefficient of Concordance ("Kenda11"s. wit) . Level of Confidence Philosophy Spearman Rank Order Correlation Coefficient (951° (rho) II. REVIEW OF THE LITERATURE . Studies Related to Vocational Education, Business Education and Indirectly to their Philosophies The J Marshall Hanna Study, 1939 . . . The Carlos K. Hayden Study, 1950 . The Eleanor B. Brown Study, 1959 . The Jerre Eugene Gratz Study, 1961 Eva R. Carr, 1970 Studies Related Directly to Distributive Education. and its Philosophy . The Roman F. Warmke Study, 196O The Earl Harris Study, 1965 111 Page vi xi xii Chapter The Bernard C. Nye Study, 1967 The Barry L. Reece Study, 1971 John W. Weatherford, 1972 The Lucy C. Crawford Study, "A Philosophy of. Distributive Education" . The Lucy C. Crawford Study, 1965. Summary. . . . III. PRESENTATION AND ANALYSIS OF THE DATA Population . . Reliability and Validity Reliability of Response . Validity of Technique Instrument . . Collection and Analysis of Data . Summary. . IV. FINDINGS Introduction Definitions Objectives . Guidance Coordination Curriculum . . Organization and Administation Teacher Education . . Status of the Nine Hypotheses Following the Analysis of the Results . . . Summary and Conclusions of Results . \IO‘U'I-DWN-d V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDA- TIONS . . Statement of the Problem Hypotheses to be Tested Purpose of the Study Methods and Findings Conclusions . Implications Definitions . Objectives Guidance Coordination Curriculum iv Analysis of the Seven Categories and Their Results. 117 117 118 120 123 125 125 126 126 126 127 Chapter Page Organization and Administration . . . . . . 127 Teacher Education . . . . . . . . . . . 128 Recommendations . . . . . . . . . . . . 128 APPENDICES . . . . . . . . . . . . . . . . . 130 SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . 177 TABLE 3A. 5A. LIST OF TABLES Page Number and Percentage of Returns of Reactions to Basic Beliefs Concerning Distributive Education and Profiles of the Respondents . . . . . . . 35 The Rank Ordering of Basic Beliefs within the Defi- nition Category by the Four Ranking Groups . . . . 55 Summary of Table 2 . . . . . . . . . . . . 60 Spearman' 5 Rank Order Correlations of Reactions on Definitions of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group. . . . . 61 Chi-Square and Coefficients of Concordance of Reactions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Definitions . . . . . . 61 The Rank Ordering of Basic Beliefs Within the Objec- tive Category by the Four Ranking Groups . . . . 64 Summary of Table 4 . . . . . . . . . . . . 67 Spearman's Rank Order Correlations of Reactions on Objectives of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . . . . . . 68 Chi-Square and Coefficients of Concordance of Reac- tions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Objectives . . . . . 68 The Rank Ordering of Basic Beliefs with the Guidance Category by the Four Ranking Groups . . . . 71 vi TABLE Page Summary of Table 6 . . . . . . . . . . . . 75 7. Spearman's Rank Order Correlations of Reactions on Guidance of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . . . . . . 76 7A. Chi-Square and Coefficients of Concordance of Reactions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Guidance . . . 76 8. The Rank Ordering of Basic Beliefs Within the Coordi- nation Category by the Four Ranking Groups . . . . 79 Summary of Table 8 . . . . . . . . . . . . 81 9. Spearman's Rank Order Correlation of Reactions on Coordination of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership and the 1974 New Staff Group . . . . . . . 82 9A. Chi-Square and Coefficients of Concordance of Reac- tions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Coordination . . . . . . 82 10. The Rank Ordering of Basic Beliefs Within the Curricu- lum Category by the Four Ranking Groups . . . . . 85 Summary of Table 10 . . . . . . . . . . . . 87 ll. Spearman's Rank Order Correlations of Reactions on Curriculum of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . . . . . . 88 11A. Chi-Square and Coefficients of Concordance of Reactions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Curriculum 88 12. The Rank Ordering of Basic Beliefs Within the Organi- zation and Administration Category by the Four Ranking Groups . . . . . . . . . vii TABLE Page Summary of Table 12 . . . . . . . . . . . . 97 13. Spearman' 5 Rank Order Correlations of Reactions on Organization and Administration of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shfit, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . . . . 98 13A. Chi-Square and Coefficients of Concordance of Reac- tions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Organization and Administration . . . . . 98 14. The Rank Ordering of Basic Beliefs Within the Teacher Education Category by the Four Ranking Groups . . . 101 Summary of Table 14 . . . . . . . . . . . . 103 15. Spearman' 5 Rank Order Correlation of Reactions on Teacher Education of the 1965 Leadership Group of the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . . . . . 104 15A. Chi-Square and Coefficients of Concordance of Reac- tions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Teacher Education . . . . 104 16. Summary of Coefficients of Concordance of Reactions of 1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group to Basic Beliefs Concerning Distributive Education . . . . 105 17. Summary of Rank Order Correlations of Reactions of the 1965 Leadership Group to the Three 1974 Groups (Leadership, Job Shift, New Staff) and Between the 1974 Leadership Group and the 1974 New Staff Group . 106 18. Table of Critical Values of rs, the Spearman Rank Order Correlation Coefficient . . . . . . . . 133 19. Statements of Basic Beliefs Concerning Definitions . 139 20. Statements of Basic Beliefs Concerning Aims and Objectives . . . . . . . . . . . . . . . 144 viii TABLE Page 21. Statements of Basic Beliefs Concerning Guidance . . 147 22. Statements of Basic Beliefs Concerning Coordination . 151 23. Statements of Basic Beliefs Concerning Curriculum . . 153 24. Statements of Basic Beliefs Concerning Administration 155 25. Statements of Basic Beliefs Concerning Teacher Education . . . . . . . . . . . . . . . 160 26. Spearman's Rank Order Correlations: Definitions-- N=l8; N3N=5814 . . . . . . . . . . . . . 163 27. Spearman's Rank Order Correlations: Objectives-- N=ll; N3=1331; N3-N=l320 . . . . . . . . . . 164 28. Spearman's Rank Order Correlations: Guidance-- N=14; N3=2744; N3-n=2730 . . . . . . . . . . 165 29. Spearman's Rank Order Correlations: Coordination-- N-8; N3=512; N3-N=504 . . . . . . . . . . . 166 30. Spearman's Rank Order Correlations: Curriculum-- N-8; N3=512; N3-N=504 . . . . . . .. . . . . 167 31. Spearman's Rank Order Correlations: Organization and Administration--N=28; N3=21952; N3-N=21924 . . . 168 32. Spearman's Rank Order Correlations: Teacher Educa- tion--N=9; N3=729; N3-N=720 . . . . . . . . . 169 34. 5333211135” w = 1/12 K§(N3-N) .- K=4; N=1l; N3=1331 . 171 35. Efiiflillés w w = 1/12 K§(N3-N) -- =4; N=l4; N3=2744 . 172 m) -- - ix TABLE Page 37. Kendall's W W _ Curriculum — 43 3 -- K=4; N=8; N3=512. 1/12 K (N -N) 38. Kendall's W S 3 . . = -- K=4; N=28; N =21952. Orgaggéat1on 1/12 K2(N3-N) Administration 39. Kendall's w 5 3 . N = -- K=4; K=9; N =729’ Teacher Education 1/12 K2(N3-N) LIST OF FIGURES FIGURE 1. Analysis of the Response of the Three 1974 Respondent Groups to the First Mailing of the Questionnaire and the Follow-Up Letter . . . . 2. Definitions--Belief Statements . 3. Objectives--Belief Statements xi Page 50 115 116 LIST OF APPENDICES APPENDIX A. The .05 Value of Spearman's Rank Order Correlation Coefficient for Values 4 through 28 . 8. Form Letters and Distribution Sheet Mailed to Respondents . . . . . . . . . C. Ninety-Six Belief Statements Mailed to Respondents . D. Spearman's Rank Order Correlation Coefficients and Kendall's W for the Seven Categories . . xii Page 131 134 138 162 CHAPTER I THE PROBLEM Introduction The future of public vocational education is extremely important to the well being of the nation. History shows that vocational education has attempted to provide the nation with work- ing personnel who were vocationally, economically, and socially competent. The future needs for competent workers are increasing and changing. The one segment of vocational education investigated in this study, distributive education, bears special responsibili- ties for initiating new programs, improving existing programs, and educating qualified personnel for the field of marketing and dis- tribution. The growing interest in distributive education is emphasized in the following quote by Roy Roberts, "The first half of the twen- tieth century has been characterized as the age of production, and some persons have suggested that the second half of the century will be remembered for its accent on distribution."1 A major challenge for the improvement of the private enter- prise system rests with the distribution function. Ketchum, speak- ing before a group of distributive education leaders, stated: IRoy W. Roberts, Vocational and Practical Arts Education (New York: Harper & Row Publishers, 1971)} p. 199. 1 There are many who do not realize that distribution now represents the largest single segment of our economy, whether measured by income originating in the distribu- tion function, or by the marketing component in retail prices--expressed in terms of either costs or values added.2 Education has received a high priority in increasing the efficiency of the distribution process. Better methods of distribution of goods and services and better understanding of consumer needs and wants are goals to which education is expected to contribute. The great number of occupations in marketing and distribution demands a correspondingly great number of educated employees--from the sales- person to the marketing executive. In the brief history of distributive education thousands of young men and women have been prepared for their careers in the field of marketing and merchandising. In an attempt to evaluate 3 conducted a follow-up study of the success of the graduates, Mason students five years after they had graduated from schools in Illi- nois. Mason stated that employer opinion indicated superior growth and advancement of distributive education high school graduates when compared to non-distributive education high school graduates. He added that the distributive education graduates were in the t0p management bracket more often than the non-distributive education 2Harry W. Ketchum, "Future Opportunities for Distributive Education," paper presented for the Panel of Consultants on Voca- tional Education, April 29, 1963, p. 4. 3Ralph E. Mason, "An Analysis of Related Instruction for Cooperative Part-Time Programs in Distributive Education in 1111 (Ph.D. dissertation, University of Illinois, 1971), p. 242. graduates, indicating that distributive education students were prepared for not only entry position, but for advanced positions in the field of business. Harris4 stated that distributive education programs of the future will be developed for all students who have realistic career objectives in the field of marketing and distribution and are able to profit from quality vocational instruction. The current group of professionalized courses will not constitute lifetime approval for professional personnel involved in distributive education. In addition, differentiated pre-service extensive in-service teacher education programs will assist in the preparation of teachers and coordinators for high school, post-secondary, and adult vocational programs. Seitz5 described distributive education as "One of the hot- test areas of growth in the educational panorama of the day." His justification of the statement was the phenomenal developments of the service areas. 6 Ketchum, in a study published by the U. S. Department of Commerce, stated: 4E. Edward Harris, "What's Ahead for D.E.," American Voca- tional Journal XLVI (January, 1971): 53-55. 5James E. Seitz, "The Associate Degree in Business: Some Criteria for Quality," Collegiate News and Views (December, 1968): 5. 6Harry W. Ketchum, Op. cit., p. 4. Successful training in distributive education serves three distinct purposes: 1. It makes available an increasing number of better trained men and women for this rapidly growing segment of our economy. This is a highly valuable asset for the business community. 2. It results in a better preparation and matching of the labor force to the work that needs to be done--thus con- tributing to the economic growth through a more effective utilization of human resources. 3. Most significant, distributive education directly benefits the individual receiving that training, enabling him to live a more useful life and enjoy the psychic and material benefits that results. 7 predicted that the role which distributive education Minear plays in high school and post-secondary curricula will increase. The challenge to distributive education is to be "with it" in an attack upon the problem of the day. Distributive education needs flexibility to change its structure to meet the needs of the emerg- ing society of the 1970's. 8 predicted significant changes in business and dis- Samson tributive education during the 1970's. There will be more quantity and quality in educational offerings in the traditional areas of business and marketing. Expanded and innovative curriculum will serve new occupations. There will be emphasis on careful appraisal of potential occupational needs and the planning of appropriate vocational programs. 7Leon P. Minear, "Business Education Faces the Future," American Vocational Journal XLV, 4 (April, 1970): 70-72. 8Harland E. Sampson, "Planning: Advance through and Com- plete," American Vocational Journal XLVI, 4 (April, 1971): 45-46. Tate9 expressed the following concern for the genuine low- ability student: Perhaps he is not employable. Perhaps Nichols in his time was right in saying we should abandon him. On the other hand, we may be able to do something for his basic education, forgetting what is defined as meaningful voca- tional business education, an educational goal beyond his grasp. By correcting his deficiencies in reading, arith- metic, writing, and language we may be opening doors to very simple clerical jobs without asking him to attempt the voca- tional courses designed for students with adequate ability. Isn't this approach in itself vocational business education for the low-ability student? 10 Ferguson advised that distributive education coordinators of the seventies assess local manpower needs for the students. "It will be up to each individual coordinator to determine whether his program will meet the challenge of the changing demands and needs of manpower and youth of the 70's. In describing the emerging structure and content of dis- 11 stated: tributive education, Rowe Distributive educators are sensitive to the voices of the business world. Curriculum and content taught in the distributive education classrooms, therefore, reflect cur- rent business trends and the concerns of businessmen. Probably ranked highest on their list of concerns is a plea for better understanding of the free-enterprise system and recognition that making a profit is not necessarily bad! 9Donald J. Tate, “Realistic Vocational Business Education,“ Journal of Business Education XLVII, 2 (November, 1971): 50-51. 10Edward T. Ferguson, "A Challenge for the Distributive Education Program of the 70's," The Balance Sheet LI, 5 (January, 1970): 208-212. 1]Kenneth L. Rowe, "Improving the Content of Secondary School Distributive Education Program," The Emerging Content and Structure of Business Education, in Eight Yearbook of the National Business Education (Washington, D. C.: Education Association, 1970), p. 231. If the American free-enterprise system is to survive, it is essential that young people understand the system and can intelligently respond to economic issues that confront them in the business world. Governmental, business and education leaders have expressed the challenge and role that distributive education must meet. The distributive education program must commence new offerings of many types-~directed toward academically handicapped students seeking preparatory education for the field of distribution, for the average high school student, and for students who seek education beyond high school. The challenge will place increasing demands upon the need for locating and preparing competent and qualified teachers-~indi- viduals well prepared and well versed in the field of business who seek satisfaction through working with young people. Statement of the Problem The problem in this study is to replicate the Crawford Study by constructing a current philosophy of distributive education through validating a set of basic beliefs concerning definitions, aims and objectives, guidance, coordination, curriculum, administra- tion and teacher education. Hypotheses to be Tested To establish a foundation for her study, Lucy C. Crawford, in 1965 polled 172 leaders in distributive education throughout the United States as to their beliefs concerning ninety-six selected statements pertaining to distributive education. Each of these ninety-six statements is a hypothesis of beliefs that contains seven categories: (1) Definitions, (2) Objec- tives, (3) Guidance, (4) Coordination, (5) Curriculum, (6) Organi- zation and Administration, and (7) Teacher Education. The poll established a philosophy of distributive education "as it ought to be," and the report, ”A Philosophy of Distributive Education" was written.12 In replicating the Crawford Study this Study used Chi-square to test the following hypothesis which are stated in the null form: Ho 1: The rankings of the eighteen statements of basic belief in category one, Definitions, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. Ho 2: The rankings of the eleven statements of basic belief in category two, Objectives, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. Ho 3: The rankings of the fourteen statements of basic belief in category three, Guidance, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. . Ho 4: The rankings of the eight statements of basic belief in category four, Coordination, by the four groups of respondents (1965 Leadership Group, 1974 Leader- ship Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. 12Lucy C. Crawford, "A Philosophy of Distributive Educa-" tion," A Report of this First Step in the Research Project, A Competency Pattern Approach to Curriculum Construction in Distribu- tive Teacher Education, Blacksburg, Virginia, 1967. Ho 5: The rankings of the eight statements of basic belief in category five, Curriculum, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. Ho 6: The rankings of the twenty-eight statements of basic belief in category six, Organization and Administra- tion, by the four groups of respondents (1965 Leader- ship Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. Ho 7: The rankings of the nine statements of basic belief in category seven, Teacher Education, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. In addition: Ho 8: The rank order correlations of reactions by the 1965 Leadership Group are not related when compared pair- wise with the reactions of (a) the 1974 Leadership Group (b) the 1974 Job Shift Group and (c) the 1974 New Staff Group using Spearman's Rank Order Correla- tion Coefficient. Ho 9: The rank order correlations of reactions by the 1974 Leadership Group are not related when compared with the reactions of the 1974 New Staff Group using Spear- man's Rank Order Correlation Coefficient. Purpose of the Study The primary purpose of this study is to compare the philoso- phies held by distributive education personnel in 1965 and the cur- rent philosophies held by the same personnel who have remained in their respective job classifications. This is done to achieve a current perspective on the philosophy of distributive education. The secondary purpose of this study is to compare the phi- losophies of distributive education personnel in 1965 to the philosophies of (l) personnel in the original group who transferred or shifted job classification and (2) new personnel hired to replace respondents in the original group due to normal attrition between 1965 and 1974. This is done to achieve a current perspective on the philosophy of distributive education. In addition, a comparison is made between the 1974 Leader- ship Group and the 1974 New Staff Group to achieve a current per- spective on the philosophy of distributive education. Need for the Study Events in recent years, shaped by emerging socio-economic forces, have caused distributive educators to revamp current pro- grams and to develop creative curricula to adequately meet the vocational needs of the individual. One part of this challenge is to examine the philOSOphy of distributive education. A philosophy of distributive education is only a part of larger and more inclusive philoSOphies. As the researchers in educational administration have pointed out, a phi- losophy of education and any of its sub-divisions must be consistent 13 with the entire area of social living. Hoving, in The Distribu- tion Revolution, defines America's goal in this way: "The true goal of the American way of life is the creating of a self-educated and spiritually oriented people." "The goals of secondary education, proclaimed in the Seven Cardinal Principles of education and 13Walter Hoving, The Distribution Revolution (New York: Ives Washburn, Inc., 1960). IO redefined in several more recent documents of the American Associa- tion of Public School Principals, indicate that education accepts its responsibility in helping individuals to reach the goals of this democracy. Vocational education has been recognized as an important segment of secondary education and has its distinct role to play in furthering the aims of secondary schools. Since distribu- tive education, as a part of vocational education, is an integral part of the total school program, a philOSOphy of distributive edu- cation must be consistent with the goals of this secondary school program, of vocational education and with the ideals of an American Democracy."14 Limitations of the Study The participants of this study were limited to: l. The population of the same personnel from the 1965 Crawford Study who have remained in their respective job classifi- cations. 2. The population of the same personnel from the 1965 Crawford Study but who have transferred or shifted job classifi- cations. 3. The population of new personnel hired to replace respondents from the 1965 Crawford Study due to normal attrition. 14Lucy C. Crawford, "A Competency Pattern Approach to Cur- riculum Construction in Distributive Teacher Education," a Final Report of Research Project supported by United States Office of Education Grant OE-6-85—O44, Vol. 1, 1967. 11 Definitions of Terms Before attempting to examine the factors involved in this study, it is necessary to define the following terms: Chi-Square A non-parametric technique which may be used to test the difference between the distribution of one sample and some other hypothetical or known distribution is the chi—square (X2) test. The x2 test can be used with data measured on nominal or stronger scales. Essentially this procedure involves a "goodness of fit" test wherein the sample frequencies actually falling within certain categories are contrasted with those which might be expected on the basis of the hypothetical distribution. If a marked difference exists between the observed or actual frequencies falling in each category and the frequencies expected to fall in each category on the basis of chance or a previously established distribution,the X2 test will yield a numerical value large enough to be interpreted as statistically sig- nificant.14 Distributive Education Distributive Education is comprised of programs of occupational instruction in the field of distribution and marketing. These programs are designed to prepare indi- viduals to enter, or progress or improve competencies in, distributive occupations. Emphasis is on the development of attitudes, skills and understanding related to market- ing, merchandising, and management. Instruction is offered at the secondary, post-secondary, and adult education levels 14James Popham, Educational Statistics, Use and Interpre- tations (New York: Harper and Row, 1967), pp. 270-277. 12 and is structured to meet the requirements for gainful employ- ment and entrepreneurship at specified occupational levels. Distributive occupations are found in such areas of economic activity as retail and wholesale trade, finance, insurance, real estate, services and service trades, manufacturing, transportation, utilities, and communications.15 Kendall's Coefficient of Con- cordance (FKendall's WY) A statistical design used to measure the extent of associa- tion among several sets of rankings of N entities. It has special applications in determining the agreement among the four groups of respondents and is particularly useful where there is no objective order of the entities.16 Kendall's W may take values only between 0 and +1. A coefficient near +1.00 reflects a strong positive rela- tionship, and a coefficient near zero reflects little or no rela- tionship. Kendall's W was used in this study to indicate overall agreement among the four groups of respondents toward the categories of belief. Level of Confidence . . the criteria for the acceptance or rejection of hypotheses are arbitrary, but a conventional rule draws the line at . . . (probability) equals .05 and regards a hypothe- sis as inadequate or unsatisfactory for (probability) values . smaller than this value. 15U. S.,Department of Health, Education and Welfare, Office of Education, Vocational Education and Occupations (Washington, D. C.: U. S. Department of Health, Education and Welfare, 1969), p. 19. 16Sidney, Siegel, Nonparametric Statistics for the Behavioral Sciences (New York: McGraw-Hill Book Company, Inc., 1956), p. 239. 17G. Milton Smith, A Simplified Guide to Statistics for Psychology and Education (New York: Rinehart and Company, Inc., 1946), p. 89. 13 In order to replicate the Crawford Study, the .05 level of confi- dence was used to test the null hypotheses. Philosophy Basic beliefs regarding definitions, aims and objectives, guidance, coordination, curriculum, operation and administration, and teacher education. Spearman Rank Order Correla- tion Coefficient (r;)(rho) A non-parametric statistical design used to determine the degree of relationship between the ordinally measured varibles. It is used in this study to determine the correlation among the four groups of raters toward the seven categories of basic beliefs. The Spearman Coefficient is interpreted in basically the same way as the standard product-moment r, where a coeffi- cient near +1.00 reflects a strong positive relationship, . . . and a coefficient near zero reflects little or no relationship.18 The above definition of r for values close to zero and close to :1 is acceptable. However, we must formulate precise conclusions for intermediate values for r. For these intermediate values the .05 level of confidence is used. 1965 Leadership Group. The personnel who were part of the original Crawford Study in 1965. There were 172 respondents in this group. 18W. James Popham, Educational Statistics Use and Interpre- tation (New York: Harper and Rowe, Publishers, 1967), p. 315. 14 1974 Job Shift Group. The personnel who were part of the 1965 Crawford Study and have transferred or shifted job classifi- cations. There are 23 persons in this group. 1974 New Staff Group. The new personnel hired to replace respondents from the 1965 Crawford Study who left their positions due to normal attrition. There are 97 persons in this group. Belief Statement. One of ninety-six statements concerning distributive education presented to the respondents in the 1965 Crawford Study to establish a philOSOphy in distributive education. These statements were drawn from literature and research in distribu- tive and vocational education. CHAPTER II REVIEW OF THE LITERATURE In the review of related research, eleven studies were found which were related in varying degrees to this investigation. Five studies were related to vocational education, business education and indirectly to their philosophies. They were: 1. J Marshall Hanna, "Confliction Viewpoints in the Field of Secondary-School Business Education (Ed. D. dissertation, New York University, 1939). Carlos K. Hayden, "Major Issues in Business Education" (Ph.D. dissertation, The Ohio State University, 1950). Eleanor B. Brown, "Relationship of Practices in Busin- ess Education to Established Objectives" (Ph.D. disser- tation, Pennsylvania State University, 1958). Jerre E. Gratz, "Identification and Analysis of the Major Issues in Selected Business Education Subjects of the Public Secondary Schools" (Ed. D. dissertation, University of Houston, 1961). Eva R. Carr, "A Study of the Basic Issues Relating to Philosophy, Purpose, and Curriculum of Vocational Education and their Utilization in the Development of Criteria for Evaluation of Vocational Education Pro- grams" (Ph.D. dissertation, Auburn University, 1970). Five studies were related directly to distributive education and its philOSOphy. They were: 6. Roman F. Warmke, "A Study of Current Distributive Educa- tion Issues in 1959" (Ph.D. dissertation, University of Minnesota, 1960). 15 l6 7. Earl E. Harris, "Business Education and Distributive Education Teacher-Coordinators Critical Requirements and Reasoned-Judgment Comparisons" (Ed.D. dissertation, Northern Illinois University, 1965). 8. Bernard C. Nye, "Major Issues in Distributive Teacher Education" (Ph.D. dissertation, The Ohio State Uni- versity, 1967). 9. Barry L. Reece, "Adult Distributive Education Issues" (Ed.D. dissertation, University of Nebraska, 1971). 10. John W. Weatherford, "Identification and Analysis of the Current Issues in Distributive Education" (Ph.D. dissertation, The Ohio University, 1972). Finally, the Lucy C. Crawford Study of 1965, which this study replicated, was reviewed. 11. Lucy C. Crawford, “A PhilOSOphy of Distributive Educa- tion,” A Report of the First Step in the Research Project, "A Competency Pattern Approach to Curriculum Construction in Distributive Teacher Education," Final Report of Research Project supported by United States Office of Education Grant OE-6-85-O44, Vol. I, 1967. Studies Related to Vocational Education, Business Education and Indirectly to their Philosophies The J Marshall Hanna Stud , 1939 Hanna's study, which included a section on distributive edu- cation, determined the major issues in business education by making a careful review of business education literature published from 1928 to 1939 and by interviewing recognized leaders in various subject-matter fields. The issues were evaluated and criticized by graduate students, by leaders in business education, and by business educators, all of whom were encouraged to add to or change the word- ing of the questions, if advisable. The business educators were 17 also asked to rank the issues. A satisfactory trial run of seven issues submitted to fifteen carefully selected leaders provided the basis for the final check of major issues. Only those business edu- cators who were named by ten or more of the 156 teachers who com- pleted the leadership questionnaire were acknowledged as leaders in business education. In this manner, seventy business educators were recognized as leaders in business education. 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wpeenso se msewpeeem we msewpepesseu seuso ssem m.seeseesmnu.m msmese ep Npexwp pmeE emesp peepem ep eues es upeesm psewwe ase>e .mpseuepm sewpeeeue e>wpeswspmpu sew msewpepm mswspesp msppeepem sp pesp mm Np ep.p ep.p ee.p pp ee.p e NN.p xsem see: ssem see: ssem see: xsem sees eeese wwepm 3ez eNep eeese pwpsm eee eNep eeese epseseeees eNep eeese epseseeees weep .sewpeespmsw Eesw ppwess ep sew: apeseuswm use see es: mpseuepm emesp we sewmepesw esp esemme ep ueseuwmseu appewesee es upeesm Eesmese sewpeeeue e>wp=swspmwu esp sew mpseeppsee ppe pesp Nm e.N pp.p ep.p ee.p mm.Np ee.p mp pe.p xsem seez ssem see: ssem seez xsem see: eeese wwepm zez eNep eeese pwpsm eee epep eeese epseseeees eNep eeese epseseeees meep .mpsespmenue pesewpee -eeee mswsee sw use memuepzess use mppwsm peewsseep mswsseep sp psewwe pmes mws e>wm ep mp es ww pmesepsp peseppeeeeee e>wpeswspmwu e e>es upeesm pseuepm seppeeeue e>wp=swspmwu suee pesp pm m.N ep.p mm.w ee.p m.m ee.p Np ee.p ssem seez sses see: seem see: sses see: seesw wwepm 3e: eNmp geese pwwsm see eNmp seesw ewsmseuees eNmp seesu epsmseuees sump .mswpexses use sewpeswspmwu sw mpmesepsw pesewpeeeeee spesp ep seppepes sw mpseuepm peauw>wusw we pseEpmewue use spxesm esp es upaesm meppw>wpee eeseuwem m.sepeswuseee-sesueep .m .s seee we peem aseewse e pesp om .mesesu mswsses sees esp es aseuepeo eeseuwee esp swspwz ewewpem ewmem we mswseuso sses eswuu.e Nsm

ep emeppee se peesem sepsupmee .peesem saws penisewpeeeue peesew mps emeee upeesm es sews: pe pswee esp .epseppe>e meeseemes euseupem we eusepmwmme esp sppz .wpemsps sew eswEsepeu upeesm pseuepm seppeeeue e>wp=swspmpu e pesp e ep.p eN.pp ep.p e pp.p N ee.p xses see: xsem see: xsem see: xses see: eeese wwepm :ez epep eeese pwpsm eee eNep eeese epseseeeee eNep eeese epseseeees eeep .mewpwsepseese pesewpeesuee use pesewpeeeue mws we em: meeemepse>ue m.pseuepm sewpeeeue e>wpaswspmwu esp spwz esewsepsp pesp msewppuseu Nwwues use puepeu ep eues es upeesm psewwe e>wpeseeeeu pesp m pp.p ep.p ee.p ee.p Ne.p e ee.p ssem see: ssem see: xsem seez xses see: eeese wwepm zez epep eeese ewpsm eee eNep eeese epseseeees epep eeese epseseeeee meep .mpme -sepsw use mewpweeeee mws ep mspuseeee Nppeeuw>wusw uepeesp es upeesm use Nppeewmxss use Nppe useppese .Nppeweem .Nppeepeeppepsw semsee eeepse e mp pseuepm seppeeeue e>wp=spspmwu seee pesp m.m ee.p ep.p ee.p mN.p No.p m Np.p ssem seez seem see: sses see: sses see: seesw wwepm 3ez eNmp seesw pwwsm see eNmp seesw epsmseuees «Nap seesw ewsmseuees memp .mseppeeeuee e>wp=swspmwu esp sw psespmenue Nsepeewmwpem ep peppsemme msewpep -esesepsw use msepe .merese epeeeeue mspses. s.p ueuees meuepwppe use mppwxm .emuepzese. esp Nm mm mm mswseeem sw eesepmpmee maeeswpsee ueuw>ese es upeesm mpseuepm sewpeeeue e>ppespspmwu pesp em .eeeeppeee--.e eseep 73 m.p mo.p ep.p ee.p N No.p N pp.p sses see: xsem see: sses see: xses see: eeesw wwepm 3e: eNmp eeesu pwpsm see eNmp geese ewsmseuees eNmp eeesu epseseuees msmp .me>pp -eense peseppeeeeee swesp musezep mmesmese mspsseesee msepemsseu eeseupem use mseNepsEe .msep nespuseeeuseseeep as appeewuewsee ueppemseee es upeesm epseuepm sewpeeeue e>wp=swspmwu pesp m.p ee.p ep.p ee.p mN.p No.p m ep.p xses see: sees see: sses see: xses see: eeese wwepm zez eNep eeese pwpsm eee eNep eeese epseseeees epep eeese epseseeeee weep .Ews ep epsepwe>e ese pesp mswpesses use seppeswspmwu sw mseesee use meppwsep -seese esp we eseze appew eues es upeesm seppeeeue e>wp=swspmwu sp ueppesse pseuepm seee pesp mp mm.p mm.w ee.p mm.Np NN.p m.m Ne.p xses seez sses see: sses seez ssem see: eeese wwepm 3ez eNep eeese pwpsm eee epep eeese epsmseeees eNep eeese epseseeeee meep .e>see Nesp mseEepmse esp use prsessee esp we epeeee mmespmes spwz peepsee sw sesz sesses asepeewmwpem e sw peesem esp psemesees ep epse es upeesm appewp -sepee memmepe e>wpeseeeee sewpeeeue e>wp=swspmwu esp sepse ep uepeepem ese es: mpseuepm pesp s Np.p mN.pp sp.p op pN.p m.m N¢.p sses seez sses see: xses see: ssem see: eeese wwepm zez eNep eeese pepsm eee eNep eeese epsmseeeee eNep eeese epseseeeee meep .ewwp ewEeseee sw epseewapsee e>wpueuese use psem -wppepsw eses sesp esee ep seuse sp mseppeeeeee swesp we meuepwppe use emuepzess .mppwxm esp sw sewpeespmsp uepepessee we ppe: me eesewseexe pesewpeeeeee uemw>sesem uees spec» Ases pesp pe cs mm mm .eeeeppeee--.e esesp 74 e.ep Np.p em.e ee.p mN.p Ne.p e ep.p sses see: ssem see: . ssem see: xsem see: eeese wwepm zez eNep eeese pwpsm eee eNep eeese epseseeeee epep eeese epsmseeees eeep .eeesewseexe pesewpeeseee smeessp se uepepeeee epeenese smeessp sespwe ue>ewsee mewusepeeEeu use mmesmese we euseup>e me pseuspm esp sppz sewpeseeeee sw sepes -wuseeuuseseeep sewpeezue e>wpeswspmwu esp as pees es upeesm museees pseuepm peeuw>pusp pesp m.op Np.p mN.pp sp.p m ep.p pp ee.p xses see: sses seez ssem seez ssem see: eeese wwepm zez eNep eeese pwpsm eee eNep eeese epseseeeee epep eeese epseseeeee weep .msppessee use sewpeswspmpu sw msewpeeeeee sew mspswespes se mspspesp mswuees mppeue sew msppemseee pesewpeee> use euseupem eup>ese upsesm Eesmese sewpeeeue e>wp=swspewu esp pesp mu Nu .eeeeppeee--.e eee

p geese ppp geese pp geese p geese geese geese geese geese eeseupee wwepm ppez pwwsm see gwsmseuees gpsmseuees «Nap eNep «Nap meep .mgeese mswxsem seeg esp Ns Nsomepee eeseuwee esp swspwz mweppem upmee we mswseuso ssem espuu.e mse

a me Nx eseeem-pse we peepepwweee .eeseupee ep geese wwepm zez.epep ese eeese pwpsm eee epep .eeese epseseeeee epep .eeese gwsmseuees memp we msewpeees we eeseuseesee we epsepepwweee use eseeemupseuu. mo. eeese wwepm zez epep e eeese wweem zez epep e eeese pwpsm see epep e geese epseseeeee epep e geese gpsmseuees eNmp geese gwseseuees seep geese gpsmseuees meep geese gwsmseuees seep ‘ ms .mpsewewwweee msewpepessee seuso ssem .eeese wwepm zez epep esp ese eeese epsmseeeee epep esp eeezpee ese pwwepm zez .pwpsm eee .epseseeeeep eeeese eNep eessp esp ep eeese gpsmseuees memp esp we eeseuwee se msewpueem we mseppepessee seuso sses m.seaseegmnu.N msm

esg sp eeppwpwswesegmes swesp ep uepsepse es upeesm epseuepe e>ppesegeee sewpeeeue e>ppespspewu we msemsegm eswswesp pesp m MN.p mm.e ep.p m wN.p N ow.— xsem see: sses see: ssem see: xsem see: geese wwepe eez epep geese pwpse eee eNep geese gpseseeeee epep geese gpseseeeee eeep .xeez ssez peeses esp ueeexe appeeee pes eeeu ese: use peesee sew espp ueswsEee esp pesp em ueewesgge epsepeees es upeese sew esp so use peesee sw usegm epseuepm e>ppesegeee e>wpeswspmwu sows: espp we pseeEe esp pesp p mo.p mm.¢ mp.p N ee.p p mp.— xsem see: xsem seez ssem see: sses see: geese wweee eez epep geese pwpse see epep geese gpsmseeeee epep geese gpeeseeeee eeep .ueppesse appsesseesee ese Nesp sews: sw epeewsee sespe esp sepeee ep easese use eswp e>es pppz Nesp pesp em uempesgge Nppeewpewpees es upeesm sew esp se usegm epseuepe e>wpesegeee e>ppeswspewu sews; espp we pseeEe esp pesp e ee.p e pm.p m No.N e ee.p ssem see: ssem seez ssem see: ssem see: geese wwepe eez epep geese pwpse eee eNep geese gpseseeeee eNep geese gpseseeeee eeep .pesewpeue> ueseupeseu es pessee pe>ep peseppeeeue ese pe Eesmesg seppeueue eeppespspmpu esp sews: peespwz use Eeseesg esp we epsesegsee ppe eepwse sews: App>wpee esp mp sewpeswuseee pesp Ne me me ee .egeese mswssem seew esp se sseeepee coppespeseee esp sweep: eweppee epeee we eepseese sees esp--.e eeeep 80 N ee.p N pe.p N ee.p m eN.p ssem see: xses see: ssem seez sses see: geese wwepe eez epep geese pwpse eee epep geese gpseseeeee epep geese gpeeseeeee eeep .eeseuwem we mpeegee swepsee use seseemes .msewpepes uppseg we seem .Eeseesg sewpeeeue eewpeswspmwu m.xpwsessee e we eeppp>ppee sespe eeuepesp eepe pp .mpseuepm peeuw>pusp esw>pe>sw eeepsseep peseppuespesw se eppseswsg ew sewpespuseee pesp e mN.p ee.p ee.p m eN.p m.e ee.p ssem see: seem see: ssea seez ssee see: geese wwepe eez epep geese pwpee see epep geese gpeeseeeee epep geese gpeeseeeee eeep .epeesepsp peseppegeuue .mpseuepe we essep sp uepeepe>e use uepespuseee ese sews: eeesewsegxe psesxepgee .epswmeeg se>eses3 .e>es upeese sepg peenesgmsspsp mpseuepe pesp e ep.p mm.e ep.p e.e ep.p N eN.p ssem see: ssem seez ssem see: xsem see: geese wweee eez eNep geese pwpse see egep geese gpsmseeeee eNep geese gpseseeeee eeep .epeu ep ge emuepzess pesewpegeeee mws gees gpes ep sepespuseeeuseseeep esp sew prsepsegge se euw>esg meppp>wpee sewpeswuseee e>ppeewwe pesp m.N No.p mm.p ee.p m.m ep.p m ee.p ssem see: ssem see: ssem seez xsem seez geese wwepm 3ez «Nap geese pwwsm sou «Nap geese gwsmseuees eNmp geese gwsmseuwes mem— .so. esp wo mewpwpwswesegees esp we ppe ppwwpew hes eesp pesp em see» peesue sepemes esp sepwe use esewes pm om me ee.pp we uepseg psewewwwee e sew sepeam peesem esp as uezepgpee es u peesm esepespuseee pesp. we .ueeswpsoouu.m msmp geese ppp geese pp geese p geese seppespuseee geese geese geese geese wwepe eez pwpee eee gpeeseeeee gpseseeeee eNmp eNep eNep seep .egeese eswssem seeg esp As Nseeepee seppeswuseee esp swsppz eweppee epmee we mswseuso ssem eshnu.w msm

s<22=m 82 eo.¢p we.mp em. a O x .eepee me. x .eseeee-pee we mwumwmwwmmw N N .seppespuseee ep geese wwepe eez epep ese geese pwpee eee epep .geese gwemseeeee epep .geese szmswvmwp momp wo mcowpuemm wo monetsoucoo wo mpcmwumwwmou use mseacmnwcuun.e2e: .pseseeeses uepepes use .espepusesesee .esppessee sw musesp use muees peeep esp se xpwsespsg uemes es upeesm esppessee use seppeswspepu sw sewpeespesw pesewpeee> pesp p ee.p eN.p ee.p e pN.p m ee.p sses see: sses see: xses see: sses seez geese wweee eez epep geese ewpse eee epep geese gpseseeeee epep geese gpeeseeeee eeep .mpppse pepeee use gpseseueep we seem .eepesepegsee pesewpwuue espeeee ep eewppsepsegge meuw>esg eepe pp .sen esp so use seeseeepe esp sw uesseep appeases eewesepegsee gepe>eu sespsew ep eepppsepsegge eup>esg upeese pp pesp sw sepeewsseelee es upeesm .epseuepm peesee Nseuseeem-pmeg use peesee sews sew sewpersemse speez esp .see se peeuesg epepsgesgge mseppespspepu ep eseppeepseesee use eeppeaespes sp mppwse we seppeewpgge esp epsespeenue peseppegeeee use esewpepes seses mspuepesw psesgepe>eu peseeseg we eese esp .mswpesses we eseppesew ep sewpwuue sw .euepesp upeese esepeepssee seppeeeue eewpeswspmpu pesp e ee.p m.e ee.p mm.m mN.p e ee.p ssea see: sses see: sses see: sses see: geese wwepm 3ez eNmp geese pwpsm see «Nap geese gpseseuees eNmp geese gpseseuees memp .eswpexsee we eseppesew sesw ue>wseu mp psepsee Eepeepssee sewpeeeue e>wpeswspepu we seppseg senes esp pesp .mgeese mm em mm Nm mspssem seeg esp as eseeepee Eepeuwssee esp swspwz ewewpee upmee we mspseuso ssem espuu.op ese<~ 86 e mN.p oN.p ee.p mm.m mN.p e Nm.p sees see: ssem see: sses seez sses see: geese wwepm eez epep geese pwwsm eee epep geese gpemseeeee epgp geese gpeeseeeee meep .mpseuepm peeup>wusw as ueuees mepesepegsee use me>wpeense peseppegeeee se usegeu sewpeespmsw we spgeu esp mexes pesp sewpeNpseese Eepeewssee sw Npppws -wxepw e sew meup>esg mEepeewssee sewpeeeue eeppeswspmpu we pgeesee Nuepm we meese esp pesp e.N ep.p e eN.p m Ne.p m NN.p ssem see: ssem see: ssem see: ssem see: geese wwepm eez epep geese pwpsm eee eNep geese gpeeseeeee epep geese gpseseeeee eeep .mupepw pesewpeee> sespe sw mpeensem spwz me ppe: me .pse use .mewpesespes .mepseseee .mepuepm peweem .smwpesm me seem meese peewsem sespe spwz seppepessee sew eup>esg upeesm seppeeeue e>wpespspmwu pesp mm.m em.p m.e ee.p e ee.p N Ne.p xses see: ssem see: ssem see: sses see: geese wwepm zez eNmp geese pwwsm see eNmp geese gwsmseuees eNmp geese gwsmseuees memp .psepsegep mmep appseeeesw ese mppwsm peesee eppsz psespeeuesg ese mppwsm sewpeepseEEee use .mseppepes seses .psesmuen msewpegeeee e>ppespspmwu pmee sw pesp em.e ee.p eN.p ee.p p ee.p p ee.p xsee see: sses see: ssem see: ssem see: geese wwepe eez epep geese pwpsm eee epep geese gpeeseeeee epep geese gpeeseeeee eeep .sewpeespesw geese mm we Nm use peeuw>wusw spes me>pe>sw msewpegeeee e>wpespspmpu sp mewesepegEee we pseEgepe>eu esp pes» em .eeeeppeee--.ep eeeep 87 e MN.p ON.p ee.p mm.m MN.p e Nm.p em m.N mp.p e mN.p m No.p m NN.p em mm.m ee.p m.e ee.p e mm.p N Ne.p Nm mm.m ee.p ON.p ee.p p ee.p p ee.p em mm.m ee.p 0N.p ee.p mm.m MN.p e Ne.p me p ee.p oN.p ee.p e pN.p m em.p em m.N mp.p 0N.p ee.p N No.p N pp.p mm m ee.p m.e ee.p mm.m mN.p e ee.p Ne ssem seez ssem see: xses see: ssem see: >p geese ppp geese pp geese p geese Eepeewssee geese geese geese geese wwepm 3ez pwwsm see gwsmseuees gpsmseuees eNmp «Nap eNmp memp .mgeese espsses seeg esp as aseeepee pp.epee.pssee esp swspwz mweppee epmem we espseuso sses ese--.op mse

m me. x .eseeom-pse we psepepwweee N N .Eepeepssee op geese wwepe eez epep eee geese pwpem eee epep .geese gpseseeeee epep .geese gpsmseuees weep we msoppeeem we eeseuseesee we mpsewepwweee use eseeemnwseun.ppesegoee -ses use e>ppesegooe spesv Nsepesegesg euepesw upeesm Eeseesg seppeeeue e>ppespspmwu esp pesp mm.Np mp.p ee.p ee.p m.Np No.p p ee.p sses see: sees see: sees see: sses seez geese wwepm eez epep geese pwpsm eee epep geese gpemseeeee epep geese gpeeseeeee eeep .sesmesg seppeeeue e>ppespspmwu esp we mpeem esp we psessmpngeeee Eesppge esp op peppsemme mp mpeeep peseuew use epepm .peeop pe wwepm pesewmmewosg esp we seppesegeee esp pesp eN ee.p ee.p ee.p ee.pp ep.p NN pe.p ssem seez ssem seez ssem see: ssem see: geese wwepe eez epep geese pwpem eee epep geese gpeeseeeee epep geese gpseseeeee eeep . .memmespmes e>wpespsp umpu use mpeeup>wusw we muees uewwwmse>pu esp e>sem op seuse sw epspxepw es upeesm seppeeeue e>ppeswspmwu we sewpespmpswEue sow mpespsee we empesexe use sseppeg e>ppespmwspsue esp pesh ep Np.p mN.0N ee.p m.¢p ee.p w Np.p ssem see: seem seez ssem see: ssem see: geese wwepm 3ez eNep geese pwpsm see eNep geese gwsmseuees eNmp geese gwsmseuees meep .prseesee mmespmes esp use pseuepm peeup>wusw esp spes we muees esp e>sem upeesm seppeeeue e>ppespspmpu pese m No.p mN.¢N ep.p mm.p ee.p m.mp «N.p ssem see: ssee see: ssem see: ssem see: geese wweem eez eNep geese pwpee eee epep geese gpemseeeee epep geese gpsmseeeee eeep .Eepmze peosem eppseg esp we pseg peseepsw se es upeesm seppeeeue e>wpeswspmwu pesp we me No pe oe .mgeese mspsses seow esp as eseeepee eeppespepepsee ese eeppeepeeese esp sweep: eweppee epeee we eewseese eese esp--.Np eeeep 92 «N ee.p mN.eN ep.p eN mN.p m.mp eN.p sses see: sses seez ssem see: ssee seez geese wwepe eez epep geese ewpsm eee epep geese gpseseeeee epep geese gpeeseeeee eeep .pseseeeses smeessp Nspse Eosw prppspmsogmes we mpe>ep meopse> pe mseppegeeee e>ppespspmpu sw meeNenge pseseeeses-ses use pseseee -see we Eespeegm eswpse esp sew epseppe>e es upeesm mppeue sew sewpeespmsw peseppeee> pesp NN pe.p eN mN.p NN ee.p m.mp Nm.p sses see: sses seez sees see: ssem see: geese wwepm eez epep geese pwpsm see epep geese gpsmseeeee epep geese gpsmseeeee meep .sepg e>wpesegoee esp Ne ueuw>esg pesp ep sewppuue sw espspesp peseppegeeee sew uees mp esesp esesz so sepg e>wpesegeoe esp seeessp epe>wpeewwe pee es possee eswswesp pesoppegeeee sew uees esp esesz mEepmzm peosem emosp sp ueup>osg es upeesm seppeeeue e>wpeswspmpu sw sepg peenesg esp pesp mm.N ee.p ee.p ee.p ee.p ee.p N ee.p ssem seez ssem see: ssem see: ssem see: geese wwepe eez epep geese pwpem eee epep geese gpeeseeeee epep geese gpseseeeee meep .me>ppeenso pesowpegeeee spesp peespues so eswwes op mpeeupepusp mzeppe pesp prsepsegge pesoppeeeue we seesppseeeeeup>esg upeesm Eeseesg soppeeeue e>ppespspmwu esp pes» em.N ee.p ee.p ee.p ee.p ee.p e Ne.p ssem see: ssem see: ssem see: ssem see: geese wwepm eez epep geese pwpem eee epep geese gpseseeeee epep geese gpseseeeee meep .eepp -eespmsw esp Eosw pwwosg see es: use sewpeswspmwu we upeww esp sp e>wpeense seesee e e>es es: we Ne we mwpavm Ucm p339». cvon $0.... cowuuapuma 02:2; Upsocm EGLDOLQ comumuanw m>wuznwwvmwv mp3. “apt. m0 .eeeepeeee--.Np eeeep 93 me.Np .ep.p ee.p ee.p ep pp.p eN eN.p ssem see: ssem see: sses see: sses see: geese wwepe eez eNep geese pwpsm eee eNep geese gpseseeeee epep geese gpseseeeee eeep .poosem seps epepgeoe pes upu osz emosp use mepeeuesm peosem sees op spos epseppe>e es upeesm soppeeeue eewpeswspmwu pesp p ee.p ee.p ee.p up.¢ No.p NN ee.p ssem see: ssem see: ssem see: ssem see: geese wwepm eez epep geese pwpse eee epep geese gpemseeeee eNep geese gpsmseeeee meep .sowpeeeue e>wpeswspmpu we Eeseosg e euepesp upeesm peosem sews e>wmsesesgeoe e pesp e op.p mN.oN ee.p eN ee.p Np Nm.p sses see: sses see: sses seez sees see: geese wwepm 3ez eNmp geese pwwsm sou eNep geese gwsmseuees eNmp geese gpsmseuees seep .mmspsewwo sowpeeeue e>wpeswspmwu peosem sews-pmog use peosem sews sepeees esp sppz sopp -epeeppse use mswssepg peweegm mesweoes speox ueeepse>uempu sow soppeeeue e>ppeswspmpu pesp mp pN.p ee.p ee.p ep.e No.p N pp.p sses see: ssem see: sses see: sses see: geese wwepm eez eNep geese pwpsm eee epep geese gpeeseeeee epep geese gpseseeeee eeep .meew>sem Nsomp>ue use .mpsoges eesew sesep use memsee mmeswmes .m»e>sem prseEEoe me seem meeseomes es ueeseuw>e me meppps -epsoggo pseezopgse use muees mswswesp peepwes upeesm Eeseosg sowpeeeue e>wpeswspmpu esp pesp mp 0N.p eN.eN ep.p MN pN.p NN p¢.p ssem see: ssem see: sses see: sees see: geese wwepm 3oz eNmp geese pwwsm sou eNmp geese gwsmseuees eNep geese gpsmseuees seep .epspmmog me mpseuepm sowpeeeue e>ppeswspmwu eses me sow ueuweosg es upeesm meesewsegxe pesoppegeeeo ueew>segem pesp mN NN pN oN me .eeeeppgee--.Np eesew 94 mN ee.p ee.p ee.p mm.Np ep.p e ee.p sses seez sses seez sses see: sses see: geese wwepe eez epep geese pwpse eee epep geese gpeeseeeee epep geese gpseseeeee eeep .sesmosg sewpeeeue e>ppeswspmpu esp wo psese>osgep use psesgopeeeu sespsew esp sew eepp -wpwspmsegmes ewwweegm sppz pessomseg gwseseueep eesese upeesm esoppssep use epepm seee pesp Np op.p ee.p ee.p m.Np No.p m.e op.p sses see: ssem seez sses see: ssem see: geese wwepe eez epep geese pwpee eee eNep geese gpsmseeeee epep geese gpeeseeeee eeep .Eeseosg seppeeeue e>wpespspmwu esp we meese>wpeewwe esp wo soppeepe>e esp op pepp -semme mp mpeougosu use mepeeuesm sowpeeeue e>ppespspmpu we mepuepm geuzoppow epuopseg pesp mm.N ee.p ee.p ee.p op.e No.p eN ee.p sses seez sses see: ssem seez sses see: geese wwepm eez epep geese pwpse eee epep geese gpeeseeeee epep geese gpseseeeee eeep .appeewuopseg uemw>es es upeesm epsepwse esp pesp use emepm eswssepg esp eswseu uesmppsepme ape>ppepsep es upeesm Eeseosg sowpeeeue e>wpeswspmpu esp we sowpeepe>e sow epseppse pesp e.op ep.p ee.p ee.p ep.e No.p op ep.p sses see: sses seez sses seez sses see: geese wwepm eez epep geese pwpem eee epgp geese gpemseeeee epep geese gpseseeeee eeep .meNppeweegm pw sews: sw soppeespmsw esp eswuw>osg eew>see seee .mupeww mmosee pee sepse msoppegeeee emosp sow maeseosg pesoppeespmsw eswssepg sw meep>see pesowpeee> sespe spwz epesegooe upeesm soppeeeue e>wpespspmwu pesh N pp.p ee.p ee.p ep.e Ne.p eN ee.p ssem see: ssem see: ssem see: ssem see: geese wwepm eez epep geese pwpee eee epep geese gpeeseeeee epep geese gpeeseeeee eeep .Nppseesoe seee sp Eesmosg esp mswpeepe>e use wN NN eN mN .espgope>eu .espssepg sw eew>ue e>pm upeesm eepppesee Nsomw>u< soppeeeue e>ppespspmwe e pesp eN .eeeepeeee--.Np eeeep 95 eN ee.p mN.oN ee.p m.ON ep.p m.ep Nm.p sses see: ssem see: sses see: ssem see: geese wwepm eez epep geese pwpem eee epep geese gpemseeeee egep geese gpeeseeeee eeep .soppeespmsw epeswusooe use esegesg .sepg op seseeep eoese>e esp sesp eepp esos e>es upeesm sopespusoee-seseeep sowpeeeue e>wpespspmpu . esp .pseEeeeses Eesoosg we euseeeu esp use ueswmeu meseepeo espsseep esp wo emeeees pesp e.NN ee.p ee.p ee.p mN ee.p e mp.p sses see: sses seez ssem see: sses see: geese wwepe eez epep geese pwpem eee epep geese gpsmseeeee eNep geese gpsmseeeee meep .sopeew psepsogsp se mp mmepe soppeeeue e>wpeswspmwu esp wo erm esp .ueswmeu meEoepeo pesop>eses esp we esepes esp use sewpeespmsw uerpeeuw>wusw wo emeeees pesp m.e Np.p ee.p ee.p Ne ep.p ep ee.p ssem see: ssem see: ssem see: ssem seez geese wweem eez epep geese pwpsm eee epep geese gpeeseeeee epep geese gpeeseeeee ewep .e>ppee.so pesowpegeeeo mps op uepepes mpeenosg seeossp ue>ewsee mewesepegEoe epeepe>e use gopeeeu .prpseup op epeuesem m.pseuepm esp sp uemsesse es eepp pesp mesweoes sepg peenosg esp pesp m.op ep.p ee.p ee.p mm.Np ep.p ep om.p sses see: ssem see: sses seez sses see: geese wwepm eez epep geese pwpsm eee epep geese gpeeseeeee epep geese gpeeseeeee eegp .e>ppeenso peseppegeeeo m.pseuepm seee op eswpespspsoe meesewsegxe mswpegpewpseg use mpeeuosg epeepeee use peespu .prpseup op epeuesem m.seseeep esp sw uezoppe es espp pesp mespeoes sepg peenesg esp pesp pN eN.p ee.p ee.p eN ee.p eN ee.p sses seez sses see: ssee see: ssem see: geese wwepm eez epep geese pwpem eee epep geese gpeeseeeee eNep geese gpseseeeee eeep .eesepsegxe pesowp mm NN pm om -eeo> epwsZspsoz e es op mw sepg peenosg esp ww pewpsemme ese meesepsegxe msppegpeppseg pesp eN .eeeeppsee--.Np eesew 96 eN ee.p eN.eN ee.p ep.e ee.p ep NN.p ssem see: ssem see: sses see: ssem see: geese wwepm eez epep geese pwpee eee epep geese gpeeseeeee epep geese gpseseeeee eeep .Eesmosg sowpeeeue e>ppespspmpu esp op msppepes soppeEsewsp euw>osg op ueuees mp me seseemes seem so essee upeesm pessomseg soppeeeue eeppespspmpu pese mp ep.p ee.p ee.p m.ep ee.p m.m op.p sses see: sses see: sses see: sses see: geese wwepm eez epep geese pwpem eee epep geese gpeeseeeee epep geese gpeeseeeee eeep .mswpesses use sowpeswspmpu sw pseseopgse sow spespes so .sepsenes .sepse op espseem mppeue use speoz peoseenwonpeo op epseppe>e es upeesm mswswesp esopesegesg pese e.e Np.p ee.p ee.p ep.e ee.p pp Np.p ssem see: ssem see: sses see: ssem see: geese wwepe eez epep geese pwpsm eee epep geese gpeeseeeee epep geese gpeeseeeee eeep .sowpeeeue e>pp -espspmpu sw soppeespmsp seesemepe ueoe sow epseswmeu Npsmps ese mpewsepes peemw>uopuee pesp mm.Np mp.p mN.eN ep.p pp ee.p NN pe.p sses see: sses seez sses see: sses seez geese wwepm 3e: eNep geese pwpsm seu eNop geese gpsmseuees eNep geese gpsmseuees meep .sesmosg pesoppeespesw sowpeeeue e>wp -eswspmwu peosemusw esp sow epsespmeu epseps ese meppwppeew Eeosmmepe uesewmeu appepeegm pesp Nm mm mm em .eeesppeee--.Np eesew 97 ON mN.p mN.ON ee.p ep.e No.p mp NN.p Ne mp ep.p ee.p ee.p m.ep ee.p m.m op.p em m.e Np.p ee.p ee.p ep.e No.p pp Np.p me mm.Np mp.p mN.eN ep.p pp ee.p NN pe.p em eN ee.p mN.ON ee.p m.ON ep.p m.gp Nm.p me m.NN gN.p ee.p ee.p mN eN.p g mp.p Ne m.e Np.p ee.p ee.p NN mp.p mp ee.p pm m.op ep.p ee.p ee.p mm.Np ep.p ep ee.p om pN eN.p ee.p ee.p eN eN.p eN ee.p gN mN ee.p ee.p ee.p mm.Np ep.p e ee.p mN Np gp.p ee.p ee.p m.Np No.p m.m op.p NN mm.N ee.p ee.p ee.p up.e No.p eN ee.p eN m.op ep.p ee.p ee.p ep.e No.p op ep.p mN N pp.p ee.p ee.p ep.e No.p mN ee.p eN mm.Np mp.p ee.p ee.p ep pp.p mN ON.p mN p mo.p ee.p ee.p ep.¢ No.p NN ee.p NN e op.p mN.ON ee.p wN ee.p Np Nm.p pN gp pN.p ee.p ee.p ep.¢ No.p N pp.p 0N mp ON.p mN.eN ep.p MN pN.p NN pe.p me eN ee.p mN.eN ep.p eN mN.p m.mp eN.p we NN pe.p eN mN.p NN ee.p m.gp Nm.p Ne mm.N ee.p ee.p ee.p ee.p ee.p N ee.p ee mm.N ee.p ee.p ee.p ee.p ee.p m No.p me m.NN gN.p ee.p ee.p m.ON ep.p Np NN.p es mm.Np mp.p ee.p ee.p m.Np No.p p ee.p me eN ee.p ee.p ee.p mm.Np ep.p NN p¢.p Ne ep Np.p mN.oN ee.p m.up ee.p e Np.p pe m No.p mN.eN ep.p ee.p ee.p m.mp eN.p oe sses see: ssem see: sses see: sses see: >p geese ppp geese pp geese p geese seppespmwspsu< geese geese geese geese soppWNpseeso wwepm zez pwpsm sou gpsmseuees gwsmseuees . . nng eng eng megp .mgeese gswsses seog esp as Nsogepee eeppeseepepeee ese eeppeepseese esp sweep: eweppee epmee we eepseese seee esp--.Np eeeep we seeseee 98 pp.ou Nm.wm um. . . e I 3 .muchLoocou Nx mspm> mo Nx mwmacm mcu mo Hcmwuwwwmou .sowpespmpspEu< use sowpeNpsegso op geese wwepm 3ez eng ese geese pwpee eee epep .geese gpsmseeeee epep .geese gpseseeeee megp we msowpeeem we eeseusoesoe we mpsewepwweoe use eseeom-wseuu.ppeswspmpu we eswspesp eep>semusp esp sw ueme es upeesm sowpeespmsw peeuw>wusw use geese spos pesp N mo.p m ep.p p ee.p p po.p sses see: sses see: sses see: sses see: geese wwepm eez epep geese pwpse eee eNep geese gpsmseeeee epep geese gpemseeeee eeep .epeu-ep-ge pges es sowpeeeue e>wpeswspmwu sp muospes gspseeep use psepsee spos pesp peppsemme mp pp sewpeswspmpu we upsoz espesese e sw pesp p Ne.p ee.p ee.p e pp.p e eN.p sses see: sses see: ssem see: sses see: geese wwepe eez eNep geese ewpee gee epgp geese gpeeseeeee epep geese gpeeseeeee eeep .sowpeswspmwu sw epseeeuepzoss Nppesowpegeeeo appsessee es upeesm pe>ep ase>e pe pessomseg sowpeeeue e>ppespspmwu pesh e Ne.p e ee.p m ep.p e pN.p sses see: sses see: ssea see: sses see: geese wwepm eez epep geese pwpsm eee eNep geese gpseseeeee epep geese gweeseeeee meep .sopeswusoeenseseeep sowpeeeue e>wpespsp -mpu uepwwpeeouppez .ueesepsegxe se wo sopmw>segem esp seuse Eesmosg sewpeeeue e>wpespspmwu e sp eesewsegxe espseeep pseuepm e>es upeesm mseseeep pseuepm seppeeeue e>ppespspmwu pesp m ee.p ee.p ee.p m ee.p m oN.p sses see: ssem see: sees see: sses see: geese wwepm 3ez «ng geese pwwsm sou eng geese gwsmseuees eng geese gpsmseuees weep .gspswesp peenosg use e>ppesegooe wo msopespuseoe me use gswpessee wo mseseeep me mspswesp ueNppepeegm uees msopespusooeuseseeep soppeeeue e>ppespspmpu pesp Nm pm om mm .mgeese gswsses seew esp Ne eseeepee eeppeeeee seseeep esp spesp: eweppee epeee we espseese seee esp--.ep eeesp 102 e ee.p e.N ee.p N eN.p e ee.p sses see: ssem see: sses see: sses see: geese wwepm eez eNep geese pwpee eee eNep geese gpeeseeeee eNep geese gpemseeeee eeep .seppeeew eeppeepspepe e sp se epepw eeppeepspepe e ep peeps ueese>ue 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esp use geese esp use geese esp use geese gpsmseuees we see. gwseseeees eNep gpsmseeees eegp gpsmseeees eeep . eeep eepseeepee ms .mpsewepwweoe msowpepessoe seuso sses .geese wwepe eez eNep esp ese geese gpseseeeee eNep esp seeepee ese pwwepm eez .pwpsm see .gpseseeeeee egeese eNep eessp esp op geese gwsmseuees megp esp we msowpeeem we esoppepmggog gmngc «sex we Ngmegem--.Np esesp 107 Status of the Nine flypotheses Following the Analysis of the Results The null hypotheses 1-7 are tested using the data found in Table 16. Table 16 contains Kendall's w and the Chi-square value for each of the seven categories. To test the hypothesis stated in Chapter I, the Chi-square value for each coefficient of concordance, U, was calculated. The resultant figure was compared to the .05 value of Chi-squared derived from a standard chi-square table. If X2 was equal to or greater than the .05 value of significance recorded from the table, agreement was indicated. The null hypotheses 1-7 were: 1. The rankings of the eighteen statements of basic belief in category one, Definitions, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's 14. This hypothesis was rejected. The coefficient of concordance, ‘l.00, yielded a X2 equal to 68.0 which was greater than the .05 value, 27.58. 2. The rankings of the eleven statements of basic belief ‘in category two, Objectives, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, Elnd 1974 New Staff Group) are not related as measured by Kendall's 11. This hypothesis was not rejected. The coefficient of concord- ance, .45, yielded a X2 equal to 18.0 which was less than the .05 value, 18.30. 3. The rankings of the fourteen statements of basic belief in category three, Guidance, by the four groups of respondents 108 (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, .74, yielded a x2 value, 22.36. equal to 38.48 which was greater than the .05 4. The rankings of the eight statements of basic belief in category four, Coordination, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's w. This hypothesis was rejected. The coefficient of concordance, .56, yielded a X2 equal to 15.68 which was greater than the .05 value, 14.06. 5. The rankings of the eight statements of basic belief in category five, Curriculum, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's W. this hypothesis was rejected. The coefficient of concordance, .65, Alielded a X2 equal to 18.2 which was greater than the .05 value, 'l4.06. 6. The rankings of the twenty-eight statements of basic taelief in category six, Organization and Administration, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's w. This hypothesis was rejected. 2 The coefficient of concordance, .54, yielded a X equal to 58.32 which was greater than the .05 value, 40.11. 109 7. The rankings of the nine statements of basic belief in category seven, Teacher Education, by the four groups of respond- ents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's W. This hypothesis was rejected. An example of the Computations for the Kendall's Coefficient of Concordance, W, and Chi-square values for this category are given below. Complete com- putations of Kendall's W are given in Appendix 0, Tables 33-39. The formula used to compute Kendall's W is w = 25 3 (FORMULA l) l/12 K (N -N) Where S = sum of the squares of the observed deviations from the mean of Rj; that is ZR. = __.12 s 2(RJ. N) K = number of sets of rankings N = number of entities ranked 1/12 K2(N3-N) = maximum possible sum of squared deviations2 The following rank ordering by the four ranking groups was taken from the summary of Table 14 in order to calculate W for the cate- gory of Teacher Education. 2Sidney Siegel, op. cit., p. 231. 110 Rank Basic 1965 1974 1974 1974 Belief Leadership Leadership Job Shift New Staff R. Number Group Group Group Group J 88 3 3 1.33 3 10.33 89 4 5 4 4 17. 90 5 4 1.33 l 11.33 91 l l 5 2 9 92 2 2 1.33 5 10.33 93 8 8 6 8 30 94 7 6 7.5 6.5 27 95 6 9 9 6.5 30.5 96 9 7 7.5 9 32.5 177.99 The total of R3. is 177.99 and the mean is 9 which equals 19.77 s = (10.33-l9.77)2 + (l7-l9.77)2 + (ll.33-l9.77)2 + 2 2 2 (9-19.77) + (10.33-19.77) + (BO-19.77) + (2749.77)2 + (30.5-l9.77)2 + (32.5-l9.77)2 s = 807.21 Thus w _ 807.21 _ 807.21 = .84 _ 1/12 (16) (720) - 960 With a coefficient of concordance of .84 Teacher Education displays a strong positive relationship between the four groups. To obtain the Chi-square from a Kendall's W of .84 we must do the following: 111 When N (the number of belief statements ranked) is larger than 7 the expression given in formula 2 is approximately distributed as Chi-square with df N - 1 2 = 5 1/12 KN (N+l) (FORMULA 2) . observe that S l/12 KN (N+l) = K(N-1) and therefore X2 = K(N-1)W.3 For the category Teacher Education K = 4 N = 9 w = .84 Thus x2 = 4(8)(.84) = 32 (.84) = 26.88 To find out if that value is one of agreement, the Chi-square value is compared with a 0.5 value, 15.50, derived from a Chi-square table. The Chi-square value obtained, 26.88, is greater than the 0.5 value, 15.50, therefore the hypothesis was rejected. 3Ibid., p. 236. 112 Null hypotheses 8 and 9 are tested using data in Table 17. Table 17 contains four columns of computed rank order correlation coefficients and a fifth column containing the .05 value which must be reached to show correlation. The null hypotheses 8 and 9 were: 8. The rank order correlation coefficient of reactions by the 1965 Leadership Group are not related when compared pairwise with the reactions of (a) the 1974 Leadership Group (b) the 1974 Job Shift Group and (c) the 1974 New Staff Group using Spearman's Rank Order Correlation Coefficient. This hypothesis was not rejected. In Table 17 the three columns significant to this hypothe- sis surpass the .05 value of rS in only 8 of the 21 possible inci- dents. The first column, relevant to part (a) of the above hypothesis, had four of seven categories surpass the .05 value. The second column, relevant to part (b) of the above hypothesis, had only one of seven categories surpass the .05 value. The third column, relevant to part (c) of the above hypothesis, had three of the seven categories surpass the .05 value. 9. The rank order correlations of reactions by the 1974 Leadership Group are not related when compared with the reactions of the 1974 New Staff Group using Spearman's Rank Order Correla- tion Coefficient. This hypothesis was rejected. In Table 17 the column significant to this hypothesis sur- passes the .05 value of rS in 5 of the 7 possible incidents. 113 A sample computation of Spearman's Rank Order Correlation Coefficient for the pairing 1965 Leadership Group and 1974 Leader- ship in the category of Coordination follows. For complete Spear- man's Rank Order Correlation Coefficient computation, see Appendix 0, Tables 26 to 32. 023d2 rS = l - 3 (Spearman's Rank Order Correlation) n -n n = the number of subjects Zdz = the sum of the squared differences between subjects' ranks. The following rank ordering of basic beliefs by two rank- ing groups was taken from the summary of Table 8 in order to calculate rs for the category of Coordination. Basic 1974 1974 2 Belief Leadership Leadership di di Number Group Group ____ 44 6 8 2 4 45 l 2 1 l 46 7 6 1 l 47 4.5 l 3.5 12.25 48 8 3.5 4.5 20.25 49 2 3.5 1.5 2.25 50 4.5 5 .5 .25 51 3 7 4 16 2d]2 - 57 r = 1 _ 02 d2 s n3_n = 1 _ 6(57 (8)3-8 = 1 - 24.2.. 504 = .322 114 Summary and Conclusion of Results In this chapter the results of data collected from leaders in distributive education polled in 1974 have been displayed. These leaders were questioned concerning 96 belief statements used in the Crawford Study of 1965. Tables 2 through 17 contain the results for the seven categories (Definitions, Aims and Objectives, Guidance, Coordination, Curriculum, Administration and Teacher Edu- cation). In each of these categories, the belief statements were ranked using their mean. These resultant tables consist of four columns of means and ranks, one for each of the following: (1) 1965 Leadership Group (2) 1974 Leadership Group (3) 1974 Job Shift Group (4) 1974 New Staff Group. Earlier in this chapter each of these categories was ana- lyzed using statistical evidence provided by the functions, Chi- square, Kendall's Coefficient of Concordance and Spearman Rank Order Correlation Coefficient. These results are contained in Tables 16 and 17. The computed results are graphically substan- tiated in Figure 2 and Figure 3. These scatter diagrams of Defi- nitions and Objectives, polar in outcome, symbolically display the randomness of the results. In Figure 2 the linear pattern reiter- ates the strong correlation between the four groups in Definitions. Similarly, Figure3 shows little pattern which ratifies the random thinking in the category, Objectives, observed in the computations. The null hypotheses presented in Chapter I are also dealt with in this chapter. 0f the nine hypotheses, only two were not rejected. 115 geese wwepm 3ez «Nap l a geese pwpsm sou ung u e geese gpsmseuees «ng . m geese gpsmseuees megp . < meeppeepse mpsesepepm weppee pp ep g e e m e m N e e up e .N m .m s .e .m m b o .N < .w s .e e m < o e .ep e e g .pp 1U3w31918 Jallaa 40 luau tions--Belief Statements. 1111 Figure 2.--Def 116 18 17 B D A 15 D 15 o 14 DUO 13 B .—a .—a- ._a O —" N D W >0 7 BD Rank of Belief Statement LO > (D >OWU (5 C‘) O O ('3 O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Belief Statements 1965 Leadership Group 1974 Leadership Group 1974 Job Shift Group 1974 New Staff Group Dom) Figure 3.--Objectives--Belief Statements. {-303 17 18 CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS Statement of the Problem The problem in this study is to replicate the Crawford Study by constructing a current philosophy of distributive education through validating a set of basic beliefs concerning definitions, aims and objectives, guidance, coordination, curriculum, adminis— tration and teacher education. Hypotheses to be Tested Nine hypotheses were stated and tested. The following hypotheses stated in the null form were tested using Chi-square in this study: 1. The rankings of the eighteen statements of basic belief in category one, Definitions, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Grou , 1974 Job Shift Group, and 1974 New Staff Group) are not related as measured by Kendall's W. The rankings of the eleven statements of basic belief in category two, Objectives, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. The rankings of the fourteen statements of basic belief in category three, Guidance, by the four 117 118 groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. 4. The rankings of the eight statements of basic belief in category four, Coordination, by the four groups of respondents (1965 Leadership Group, 1974 Leader- ship Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. 5. The rankings of the eight statements of basic belief in category five, Curriculum, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. 6. The rankings of the twenty-eight statements of basic belief in category six, Organization and Administra- tion, by the four groups of respondents (1965 Leader- ship Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. 7. The rankings of the nine statements of basic belief in category seven, Teacher Education, by the four groups of respondents (1965 Leadership Group, 1974 Leadership Group, 1974 Job Shift Group and 1974 New Staff Group) are not related as measured by Kendall's W. In addition: 8. The rank order correlations of reactions by the 1965 Leadership Group are not related when compared pair- wise with the reactions of (a) the 1974 Leadership Group (b) the 1974 Job Shift Group and (c) the 1974 New Staff Group using Spearman's Rank Order Correla- tion Coefficient. 9. The rank order correlations of reactions by the 1974 Leadership Group are not related when compared with the reactions of the 1974 New Staff Group using Spearman's Rank Order Correlation Coefficient. Purpose of the Study_ The primary purpose of this study is to compare the philoso- phies held by distributive education personnel in 1965 and the 119 current philosophies held by the same personnel who have remained in their respective job classifications. This is done to define a current perspective of the philosophy of distributive education. The secondary purpose of this study is to compare the phi- losophies of distributive education personnel in 1965 with the phi- losophies of (l) personnel in the original group who transferred or shifted job classifications and (2) new personnel hired to replace respondents in the original group due to normal attrition between 1965 and 1974. This is done to define a current perspec- tive of the philosophy of distributive education. In addition, a comparison is made between the 1974 Leader- ship Group and the 1974 New Staff Group to define a current perspec- tive of the philosophy of distributive education. Hopefully, this study being a replication of the 1965 Craw- ford Study, will produce findings similar to those produced in 1965. The findings of the 1965 Crawford Study ". . . have implications for all phases of the distributive education program and should have a bearing on other vocational educational fields as well. The fact that the vast majority of the leadership in distributive edu- cation has agreed upon definitions, aims and objectives, curricu- lum, guidance, coordination, administration, and teacher education as applied to this field indicates that the philosophy of distribu- tive education expressed in these findings can serve as a theoreti- cal structure on which not only this research but related research can be erected."1 1Lucy C. Crawford, op. cit., pp. 37-38. 120 Methods and Findings Defining the population as (1) participants of the 1965 Crawford study, (2) the same personnel who have remained in their respective job classifications since 1965, (3) personnel who have shifted jobs since 1965 and (4) new staff persons added to replace those lost through attrition since 1965, this study tests nine hypotheses concerning the relationship between the four groups. The sample returned was sufficiently significant to provide sound data for calculation of means, Spearman's Rank Order Correlation Coefficients, Kendall's W and Chi-square representative of the total population. The Q-methodology used in the Crawford study as well as this study is very effective, as is substantiated by numerous studies. The raw data collected from the four groups was transformed into usable results by use of various aforementioned statistical functions. These results were then used to test the nine hypothe- ses established earlier in the study. Of these nine hypotheses stated in the null form, seven were rejected. This study conclusively tests the following nine hypothe- ses: 1. The rankings of the eighteen statements of basic belief in category one, Definitions, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, 1.00, yielded a X2 equal to 68.0 which was greater than the .05 value, 27.58. 121 2. The rankings of the eleven statements of basic belief in category two, Objectives, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was not rejected. The coefficient of concordance, .45, yielded a X2 equal to 18.0 which was less than the .05 value, 18.30. 3. The rankings of the fourteen statements of basic belief in category three, Guidance, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, .74, yielded a X2 equal to 38.48 which was greater than the .05 value, 22.36. 4. The rankings of the eight statements of basic belief in category four, Coordination, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was 2 equal rejected. The coefficient of concordance, .56, yielded a X to 15.68 which was greater than the .05 value, 14.06. 5. The rankings of the eight statements of basic belief in category five, Curriculum, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, .65, yielded a X2 equal to 18.2 which was greater than the .05 value, 14.06. 6. The rankings of the twenty-eight statements of basic belief in category six, Organization and Administration, by the four groups of respondents are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, .54, .yielded a X2 equal to 58.32 which was greater than the .05 value, 40.11. 122 7. The rankings of the nine statements of basic belief in category seven, Teacher Education, by the four groups of respond- ents are not related as measured by Kendall's W. This hypothesis was rejected. The coefficient of concordance, .84, yielded a X2 equal to 26.88 which was greater than the .05 value, 15.50. 8. The rank order correlation coefficient of reactions by the 1965 Leadership Group are not related when compared pairwise with the reactions of (a) the 1974 Leadership Group (b) the 1974 Job Shift Group and (c) the 1974 New Staff Group using Spearman's Rank Order Correlation Coefficient. This hypothesis was not rejected. In Table 17 the three columns significant to this hypothe- sis surpass the .05 value of rs in only 8 of 21 possible incidents. The first column, relevant to part (a) of the above hypothesis, had four of seven categories surpass the .05 value. The second column, relevant to part (b) of the above hypothesis, had only one of seven categories surpass the .05 value. The third column, relevant to part (c) of the above hypothesis, had three of the seven categories surpass the .05 value. 9. The rank order correlations of reactions by the 1974 Leadership Group are not related when compared with the reactions (of the 1974 New Staff Group using Spearman's Rank Order Correla- ‘tion Coefficient. This hypothesis was rejected. In Table 17 the (:olumn significant to this hypothesis surpasses the .05 value of Y‘s in 5 of the 7 possible incidents. 123 Conclusions The findings reported in Chapter IV provided a basis for the following conclusions. These conclusions are an analysis of the inferences drawn from the acceptance or rejection of the nine hypotheses. 1. Null Hypothesis 1 - concerning Definitions. The rejec- tion of this hypothesis by a sizable margin emphasizes that regard- less of respondent group, the terminology used in distributive education is agreed upon throughout the 1974 respondent groups as it was with the 1965 Leadership Group. 2. Null Hypothesis 2 - concerning Objectives. This hypothesis was not rejected. The reason for disagreement in this category was centered around several belief statements which showed quite different rankings from 1965 to 1974. The open-system of education is more readily accepted in the 1974 groups than in the 1965 groups as shown in the ranking of belief statement 27. 3. Null Hypothesis 3 - concerning Guidance. This hypothe- sis was rejected. The four respondent groups agreed on how the role of guidance fits into a distributive education program regard- less of respondent group. 4. Null Hypothesis 4 - concerning Coordination. This llypothesis was rejected. Coordination, even though the hypothesis vvas rejected, is changing as a facet of the distributive education tarogram. The three l974 groups showed much agreement among them- sselves while the 1965 Leadership Group was not in concurrence with 124 the other three groups. The 1965 Leadership group differed in nearly every rank. 5. Null Hypothesis 5 - concerning Curriculum. This hypothesis was rejected. The four groups responding to belief statements on Curriculum have lul significant differences regard- less of respondent group. 6. Null Hypothesis 6 - concerning Organization and Admin- istration. This hypothesis was rejected. The functions and aims of the leaders in distributive education in 1965 are the same as those questioned in 1974 in the area of Organization and Adminis- tration. Mention of the project plan aiding or taking the place of the cooperative plan in statement 67 drew much disagreement. 7. Null Hypothesis 7 - concerning Teacher Education. This hypothesis was rejected. The four respondent groups all agreed that specialized education of the teacher-coordinator is essential in the distributive education program. 8. Null Hypothesis 8 - concerning correlation between the 1965 Leadership Group and the three 1974 respondent groups. This hypothesis was not rejected. The fact that no significant correla- tion was found in the ranking of belief statements indicates that certain areas of distributive education are changing. This change is not drastic but it is present and illustrates a non-stagnant approach by the respondents to the philosophy of distributive edu- lcation. More emphasis on the individual namely, performance objec- ‘tives and explicit student career goals can be interpreted from the results in Chapter IV. 125 9. Null Hypothesis 9 - concerning correlation between the 1965 Leadership Group and the 1974 New Staff Group. This hypothe- sis was rejected. The personnel in distributive education in l974, whether present in 1965 or added since then, agree on a philoSOphy of distributive education as it ought to be. Implications The foremost implication was that the "Philosophy of Dis- tributive Education" formulated in 1965 was consistent with the findings of this study. There were differences but not to the extent that might infer a change in philosophy. The mean score on most belief statements regardless of category was mUch higher in the 1965 Leadership Group than in any of the 1974 groups. This finding may be due largely to the fact that the belief statements that were questioned in 1974 are the incumbent philosophy and are reviewed now in a higher esteem than in 1965. The range of the response did not change the rankings of the belief statements. The range, in Definitions for the 1974 New Staff Group was (1.01, 1.33) as compared to the 1965 Leadership Group (1.04, 1.61) which had many higher means. Spearman's Rank Order Correlation Coefficient displays similar rankings regardless of the situation. The implications of this study by category follows. erfinitions There have been no major new theories introduced in the 'Field of distributive education that would make the respondents 126 change their reactions dramatically since 1965. This implies that current personnel in distributive education use these definitions as a foundation for their programs and in every sense, "speak the same language." Objectives The changing views of society towards the importance of vocational education brought along an increased input of monies from federal, state and local governments which have changed the reactions in this category spectacularly. New legislation intro- duced since 1965, (for example, the 1968 Amendmends to the Voca- tional Education Act), has mandated changes in this area. Guidance This category implied that every effort should be made to continue the guidance and counseling assistance to both secondary students and adults. This guidance should come from within the dis- tributive education program in addition to the guidance provided by the conventional counseling department. Guidance will increase students' awareness as to the Opportunities and careers in dis- tribution and maketing that are available to them. Coordination Rapid growth and increased emphasis in the area of coordina- tion are two implications which can be extrapolated from our find- ings. Since 1965, when coordination was not as wide spread as it is today, an increasing number of students and distributive educators 127 has become more involved in the real world. The business community is vibrant, volatile and thus not easy to categorize and incorpor- ate into text. Strikes are increasing in both public and private sectors of business. Motivation, job satisfaction and interperson- nel relationships are areas in which both the individual employee and the employer feel increasing consideration must be given. Co-op fulfills the needs of students to gain on-the-job training, and the results returned stress the educator's awareness of this situation. Curriculum Once a curriculum is developed by an educator into a dis- tributive education program, radical departure from that curriculum is unlikely. The curriculum being adopted by the members entering distributive education since 1965 differs from that subscribed to prior to 1965. Development of the social amenities, human rela- tions and occupational adjustment are fields previously not included as common components in a distributive education curriculum. Organization and Administration In order to insure that distributive education remains a quality program, it is important that standards of evaluation are established and adhered to. These standards should include peri- odic follow-up studies, the use of advisory committees, the inclu- sion of special planning for the disadvantaged youth, and the use of specially designed classroom facilities which incorporate audio visual techniques. 128 Teacher Education The importance of providing today's youth with relevant occupational training requires teachers in distributive education to have spedialized training. Current skills and techniques should be acquired by the teachers in addition to some related work expe- rience. Recommendations 1. It would be wise for individuals replicating this study to avoid the problems encountered in this study with the Job Shift Group. This group was not large enough to eliminate tied scores which skewed the rankings. 2. Future researchers should think about updating "The Philosophy of Distributive Education," which would benefit the modern distributive education program. To facilitate the develop- ment of a still gjpp1§_philosophy, the future investigator must take the following directions from this study. A. Statements which were pointed out in the body of this text that aroused com- ment or ranked consistently low or possessed a high mean or dis- played no correlation in ranking between 1965 and 1974 are prime candidates for work. B. Rewording belief statements, eliminating obsolete (but still valid) belief statements and interjecting new techniques and jargon into additional belief statements would con- stitute a work path essential in building a new philosophy of dis- tributive education as it "ought to be." C. This reconstructed package should then be presented to the leaders in distributive 129 education using a technique identical to the one used in this study. This would demonstrate whether the distributive education community has a consensus of thinking on aspects of distributive education innovated since 1965. 3. This study should be used by members of distributive education programs. Each member should isolate the belief state- ments of particular concern to themselves. Once this is done the distributive education educator should see how these statements can be incorporated into the present distributive education pro- gram. This would insure that a more than one dimensional approach is established in structuring a distributive education program. APPENDICES 130 APPENDIX A THE .05 VALUE OF SPEARMAN'S RANK ORDER CORRELATION COEFFICIENT FOR VALUES 4 THROUGH 28 131 APPENDIX A The following table is a supplement to Table 17 in Chapter IV. The .05 value of rs (Spearman's rank order correlation coeffi- cient) were taken from Table 18. An illustration of the use of Table 18 follows: In category one, Definitions, N (the number of questions in the category) equals 18. The .05 significance level of rS equals .39. Spearman's rank order correlation coefficient for the compared reactions of 1965 Leadership Group and 1974 Leader- ship Group (in Table 3) equals .466. Since .466 is greater than .39, the .05 level of significant degree of agreement between the two rating groups concerning Definitions may be drawn. 132 133 TABLE 18.--Table of Critical Values of rs, the Spearman Rank Order Correlation Coefficient. Significance Level . . N of rs .05 4 1.00 5 .90 6 .82 7 .71 8 .64 9 .60 10 .56 12 .50 14 .45 16 .42 18 .39 20 .37 22 .35 24 .34 26 .32 28 .31 . *E. G. Olds, "Distributions of Sums and Squares of Rank Differences for Small Numbers of Individuals," Ann. Math. Statist. IX (1938): 133-148. APPENDIX B FORM LETTERS AND DISTRIBUTION SHEET MAILED TO RESPONDENTS 134 APPENDIX B FORM A Thomas A. Doonan 4064 W. Orchard Hill Dr. Bloomfield Hills, Mi 48013 In 1965 you and other leaders in distributive education throughout the United States were polled as to your beliefs concerning a selected ninety-six statements pertaining to various topics in your educational field. Each of the ninety-six statements were hypothe- sis of beliefs that contained seven categories: (1) Definitions, (2) Objectives, (3) Guidance, (4) Coordination, (5) Curriculum, (6) Organization and Administration, and (7) Teacher Education. This poll established a philosophy of distributive education "as it ought to be," and the report, "A Philosophy of Distributive Education" was written by Lucy C. Crawford. I am presently replicating this study and plan to compare the phi- losophies held by distributive education personnel contacted in 1965 under the Crawford study and the current philosophies held by same personnel whom I am able to contact in 1974. As a member of the above group, I would appreciate your cooperation in completing the enclosed survey. Enclosed you will find: (1) an instruction sheet: (2) ninety-six statements of basic beliefs on distributive education: and (3) an answer sheet where you can check your reaction. Please follow the instructions carefully. Note that there is no time limit, but it should take no longer than forty-five minutes to finish the survey. Please return the compTEted answer sheet 1" the enclosed envelope. Thank you for taking the time to help further the growth of dis- tributive education. Very truly yours, Thomas A. Doonan 135 136 FORM 8 Thomas A. Doonan 4064 W. Orchard Hill Dr. Bloomfield Hills, MI 48013 In 1965 leaders in distributive education throughout the United States were polled as to their beliefs concerning a selected ninety-six statements pertaining to various topics in their educa- tional field. Each of the ninety-six statements were hypothesis of beliefs that contained seven categories: (1) Definitions, (2) Objectives, (3) Guidance, (4) Coordination, (5) Curriculum, (6) Organization and Administration, and (7) Teacher Education. This poll established a philoSOphy of distributive education "as it ought to be," and the report, "A Philosophy of Distributive Education" was written by Lucy C. Crawford. I am presently replicating this study and plan to compare the phi- losophies held by distributive education personnel contacted in 1965 under the Crawford study and the current philosophies held by the same personnel whom I am able to contact in 1974. One of the secondary purposes of my study is to compare the philosophies of distributive education personnel in the 1965 Crawford study to the philosophies of new personnel hired to replace respondents in the original group due to normal attrition between 1965 and 1974. As a member of the above group, I would appreciate your cooperation in completing the enclosed survey. Enclosed you will find: (1) an instruction sheet; (2) ninety-six statements of basic beliefs on distributive education; and (3) an answer sheet where you can check your reaction. Please follow the instructions carefully. Note that there is no time limit, but it should take no longer than forty-five minutes to finish the survey. Please return the completed answer sheet in the enclosed envelope. ‘rhank you for taking the time to help further the growth of distribu- ‘tive education. Very truly yours, Thomas A. Doonan 137 INSTRUCTION SHEET FOR BASIC BELIEFS CONCERNING DISTRIBUTIVE EDUCATION You have received ninety-six statements of basic beliefs regarding the distributive education program p§_jp_ppgpt_pp_pp, You are to indicate your agreement or disagreement, with each statement by placing an "X" in the appropriate blank. Agree Partially Neutral Partially Disagree Agree Disagree () () () () () Read the statements (with the words "I believe" prefacing them) and mark the blank that best describes your reaction. You may change your answer as often as you like. After you have finished please check your answer sheet, making sure all ninety-six statements have been answered. Please return the completed answer sheet in the enclosed envelope as soon as possible. Your cooperation is appreciated. 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mpseuepm pesp .ewwp epsesoee sw mpsegpewpseg e>wpeeuosg use pseowppepsp esos sesp eses op seuse sp msoppegeeeo spesp we eeeeppppe ese .eeeepeees .epppse esp sp seppeespmsp uepepessoe ee ppe; me eesepsegxe pesoppegeeeo uemp>segem uees speox Nses pesp pu ou mm mm geese geese geese geese wwepm eez pwpsm see gpseseeeee gpseseeees eNep eNep eNep meep pseseeso< we eesoeo we see: eppeogeoo psesepepm weppee sesEez usee .ueesppsoo--.pN esesp 150 .meesepsegxe pesoppegeeeo soeossp so uepepgsoe mpeenosg soeossp sespwe ue>ewsee mewesepegsoe use emesoosg we eeseup>e me pseuepm esp sppz seppesegoee sp sopeswusooe useseeep soppeeeue e>ppespspmpu esp as pges Np.p mo.p No.p mp.p es upeesm musoees pseuepm peeuw>wusw pesp ms .oswpesses use soppespspmwu sp msoppegeeeo sow ospswespes so ospswesp ospuees mppeue sow osppemseoe pesoppeeo> use eeseupeo eup>osg upeesm Np.p op.p ep.p ee.p Eeseesg seppeeeee eeppespspmpe esp pesp Ne geese geese geese geese wwepm 3ez pwpsm sou gpsmseuees gwsmseuees sessez sng sng oNop meop psesepepm weppee useo pseseeso< we eesoeo we see: eppmogEeo .eeesppeee--.pN esesp 151 No.p MN.p mo.p mw.p oo.p op.p pm.p oo.p NN.p oo.p No.N .eesepsegxe peseppegeeeo .mpseuepm esp we soppeepe>e epuowseg meuepesw mpsp .sow esp so mpseuepm sow meesepsegxe ospsseep ewpp upees ospup>osg sw eepppppspmsogmes spesp op uepsepso es upeesm mpseuepm e>ppesegooe sepp gm.p -eeeue e>wpespspmpu we msomsogm ospspesp pesp Ne .seez ssoz pessos esp ueeexe appeeme pes eeou ssoz use peosem sow eswp uespssoe esp pesp om uemwesgge epsepeoes es upeesm son esp so use peosem sw usegm mpseuepm e>ppesego oo.p -oe e>ppespspmpu se.ps3 espp we pseose esp pesp es .uepposse appsesseesoe ese sesp sews: sp mpeeo -see sespe esp sepmes op Nosese use espp e>es ppp: sesp pesp om uemwesgge xppeeppmwpees es upeesm son esp so usegm mpseuepm e>wpesegooe mp.p e>ppespspmpu seps3 eEpp wo pseoee esp pesp me .pesoppeee> ueseupmsoe es possee pe>ep pesoppeeeue Nse pe Eesoosg soppeeeue e>ppespspewu esp sepse peospwz use Eesoosg esp we mpsesogsee ppe ee.p meppse se.ps3 pr>ppee esp mp soppespusooe pesp es geese geese geese geese wwepm eez pwpse see gpseseeeee gpseseeees «Nap eNmp «Nap sessez meep pseeepepe weppee eseo pseseeso< we eesoeo we see: eppmogsoe .soppespuseoo oswsseesoe mwewpem ewmee wo mpseeepepmll.NN esm

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